M

M.A. Program in English Graduate Survey

Graduation Enrolled in

Job Title Employer Date Emphasis graduate study Comments

Web Content Coordinator Parable.com 6 / 96 Creative Writing No

English Instructor / Community liaison Allan Hancock College / Family Service Agency 6 / 96 Composition No Excellent academic program. Needs to give more information/ advisement on the correct job market, especially for those students preparing teaching careers in higher education.

Adjunct Instructor Long Beach City College & Orange Coast College 12 / 97 Literature University of California, Riverside English, Ph.D. Strengths: Breadth of literature courses for generalists, emphasis on teaching skills, supportive faculty
Weaknesses: Lack of theory incorporated into courses, too many graduates accepted without appropriate qualifications

Albion Public Library Literature No

Program Manager United Day of Orange County 6 / 96 Literature University of California, Davis English Ph.D. 1996-98 My Cal Poly MA adequately prepared me for work in a variety of fields including further graduate work and teaching at the UC level. The limited job market for Ph.D. level grads in academia caused me to leave grad school however. The strengths of the program are clearly the teachers (finest anywhere) and the broad-based nature of the MA exam. Although it was considered a handicap by some at the Ph.D. level not to have a thesis that could be fleshed out into a dissertation, the discipline that goes into studying for the MA was good prep for qualifiers (preliminary) exams and the vigorous nature of grad school. At the time I attended Cal Poly, the only weakness I can think of was that some of the faculty were resistant to the current fad of trendy literary criticism. Some were not, however, so I got enough to keep me afloat. Cal Poly faculty rocks! All the English faculty are just as good (better in fact) than those from UCD, Berekely, etc. An under-appreciated treasure.

Systems Analyst Litton 12 / 96 Technical Communi-cations No The technical emphasis was very beneficial.

English Instructor/ Volleyball Coach Merced Junior College 12 / 98 Literature No Strengths: Small class size (seminar style), variety of instructors, option to teach Freshmen comp, exit exams (boy did I learn a lot!).
Weaknesses: No thesis paper required (although I was happy at the time, as I look back I wish I would have been required to go through the process.)

English Instructor Cuesta College 1997 Literature No The Cal Poly program did an excellent job of preparing me for a Ph.D. program and community college teaching. I would be happy to discuss the details with you and/ or graduate students.

Lecturer Cal Poly 1993 Linguistics/ TESL No The research class was great. So were the classes for the TESL certificate.

Technical Writer Oralle Corporation 7 / 97 Literature No I think it is as good as an English literature program can be at this time. Such a program is intended to enrich a student, not to provide vocational training! Just continue to be rigorous.

Academic Coordinator EF International School of English 6 / 93 Literature No Strengths: Broad overview of British/ American Lit, accessible faculty, MA exam demonstrates breadth of knowledge
Weaknesses: None that come to mind. The program was well suited for my needs.

Seeking full-time community college post or translator work 6 / 98 Literature and composition Overall strong program, excellent, accessible professors. Good composition training; good critical foundations taught by which to analyze all types of texts.

Associate Professor of English Ohlone College
Fremont, CA
6 / 91 Literature No I enjoyed the courses, professors, and fellow graduate students that I took and met while at Cal Poly. I think I received a solid background in literature. I’m glad to see that the scope has widened from just a lit/ comp emphasis. I think it’s important for a student who wants to teach to take some courses in teaching English / comp before they go into the classroom or apply for a job.

Instructor / Assistant Professor upon degree completion Suny Maritime College 1994 Literature Fordham University English, Ph.D. The program’s breadth made me feel much better prepared than other students in Fordham's Ph.D. program. Cal Poly provided a very strong base for critical and historical understanding. My only criticism: There could be a more structured advising system for those going on to the Ph.D. I recall however that this was being instituted just as I graduated.

Lecturer in English and foreign language dept. Cal Poly Pomona 6 / 97 Literature No I feel that the program greatly increased my knowledge of literature in the English and American traditions. I also found my work in the writing lab under MK Harrington prepared me for my job as a composition instructor, as did my 2 quarters of teaching English 114. As far as weaknesses, I think the program should be much more frank with students about the realities awaiting them in the job market. Despite the fact that I graduated with honors I have been rejected from numerous graduate programs in the last 3 years. As far as my job, I think I am one of the lucky ones in relation to other MA students that graduated with me. While I receive benefits and a modest, but livable wage, I have little job security. Had I known that this was the dilemma I would face, I am not sure that I would have entered the program.

Chief, MAJCOM Investigations @ SAF/IGQ USAF 9 / 99 Literature No Strengths: All my professors were a joy to learn with. Not just highly educated and intelligent, but also very personable—I appreciate the flexibility which was granted to those of us working full-time while attending grad classes! I was partly lucky and partly ‘assisted’ to graduate on time—maybe a scheduling survey of grad students—particularly those who can’t attend daytime classes—would enable maximum benefits for everyone in planning evening courses.

Account Executive, Freelance Copyeditor San Diego Reader 5 / 96 Literature Pacific University Education, MA It was frustrating to be told frequently that the MA Program was really more like a Ph.D. program—why not earn a Ph.D. then? Most students would have preferred a thesis option to the mandatory tests.

Teacher Mission College Preparatory 6 / 99 Composition No Strengths: Opportunity for independent study and apprenticeship courses

Senior Sales Representative Mayfield Publishing Co. 6 / 96 Literature No Weaknesses: I would have preferred to write a thesis; too many required classes not offered often enough; not a wide selection of professors to choose from.
Strengths: Some professors were excellent.

Teacher Cuesta College and Allan Hancock college 12/ 97 Creative Writing No I thought it prepared me to teach because I had to learn a broad range to pass the MA and also the practice teaching 114 was beneficial. I wish I had done the TESL program in grad school!

English Teacher Santa Maria Joint Union High School District Linguistics/ TESL Chapman University
Education Credential
Strengths: Writer’s Speak, Byzantium competition, the writing lab (Mary Kay, etc.), Wenzl, Keesey, Estes, Troxel, Inchausti (wonderful and highly qualified staff)
Weaknesses: There should be a thesis option. We could use more job placement guidance. There should be a class devoted to publishing scholarly articles. Format, style, and tips from you, the professionals.

Corporate Communications Howard S. Wright Construction Co. 6 / 95 Linguistics/ TESL No

12 / 94 Literature University of California, Berkeley
English, Ph.D. expected 12 / 2000
It was the test! I’m happy for the comp Requirements which are more than is required here and are nice to be able to point to in a job letter. Also the exam (vs. thesis) has given me a much broader prep than I think most of my cohorts at Berkeley

English teacher, Basketball coach, A.D. Carmel High School 6 / 96 Literature No Teachers like Doug Keesey and Inchausti have been instrumental in my career. Both men instilled a passion in me for literature and teaching.

Legal Research Assistant 1996 Literature Completed JD at Santa Clara University I loved the program, I should be shot for going on to law school! The small class sizes and the seminar style were the best parts of the MA program (allowed for more discussion among students). I think that it would be a good idea to require some poetry courses (along with the required linguistics course) for people in the lit areas, as this would be helpful on the MA exam.

Director of Publications / Interim Director of graduate writing requirement Aligned Management Associates/ Cal Poly, SLO 6 / 93 Literature No Strengths: Peggy Lant’s rigorous 501 course; faculty in general; the exam and general approach to the program which requires a broad understanding (with Master’s-level depth) of field.

English Instructor Cuesta College 6 / 98 Literature No Strengths: Broad range of classes dealing with traditionally taught works, critical theory (especially Keesey’s 501), inclusion of linguistics and comp theory, opportunities for teaching and mentoring, easy access to faculty and encouragement from faculty

English Instructor Cuesta College 12 / 95 Composition No Because Cal Poly does not offer a terminal degree, professors there must assume that some of their students will not go on to get their Ph.D.; in fact, many may end up teaching at the community college. As such, perhaps more of the classes should be dedicated to preparing students for teaching at that level. I have been on seven hiring committees at Cuesta since I began there in January 1996, three full time and four part time. When I watched Poly graduates interview, I noticed almost without exception that none seemed prepared for the questions we asked. Instead of knowing about how to teach basic writing ideas, they talked of pedagogical theories with little practical application; instead of describing how they would handle recalcitrant or problematic students, they discussed abstract ideas abstract ideas about Paolo Freire. They clearly didn’t understand the difference between four-year students and two-year students, and it was painfully obvious. Although we have hired several Poly graduates over the past few semesters, I must note that most were hired on potential or reputation—not necessarily on ability or experience.
If I may make a suggestion, perhaps Poly could initiate some sort of mentorship with Cuesta. Maybe a unit could be given for those interested in teaching at Cuesta

Web Content Coordinator	Parable.com	6 / 96	Creative Writing	No
English Instructor / Community liaison	Allan Hancock College / Family Service Agency	6 / 96	Composition	No	Excellent academic program. Needs to give more information/ advisement on the correct job market, especially for those students preparing teaching careers in higher education.
Adjunct Instructor	Long Beach City College & Orange Coast College	12 / 97	Literature	University of California, Riverside English, Ph.D.	Strengths: Breadth of literature courses for generalists, emphasis on teaching skills, supportive faculty Weaknesses: Lack of theory incorporated into courses, too many graduates accepted without appropriate qualifications
	Albion Public Library		Literature	No
Program Manager	United Day of Orange County	6 / 96	Literature	University of California, Davis English Ph.D. 1996-98	My Cal Poly MA adequately prepared me for work in a variety of fields including further graduate work and teaching at the UC level. The limited job market for Ph.D. level grads in academia caused me to leave grad school however. The strengths of the program are clearly the teachers (finest anywhere) and the broad-based nature of the MA exam. Although it was considered a handicap by some at the Ph.D. level not to have a thesis that could be fleshed out into a dissertation, the discipline that goes into studying for the MA was good prep for qualifiers (preliminary) exams and the vigorous nature of grad school. At the time I attended Cal Poly, the only weakness I can think of was that some of the faculty were resistant to the current fad of trendy literary criticism. Some were not, however, so I got enough to keep me afloat. Cal Poly faculty rocks! All the English faculty are just as good (better in fact) than those from UCD, Berekely, etc. An under-appreciated treasure.
Systems Analyst	Litton	12 / 96	Technical Communi-cations	No	The technical emphasis was very beneficial.
English Instructor/ Volleyball Coach	Merced Junior College	12 / 98	Literature	No	Strengths: Small class size (seminar style), variety of instructors, option to teach Freshmen comp, exit exams (boy did I learn a lot!). Weaknesses: No thesis paper required (although I was happy at the time, as I look back I wish I would have been required to go through the process.)
English Instructor	Cuesta College	1997	Literature	No	The Cal Poly program did an excellent job of preparing me for a Ph.D. program and community college teaching. I would be happy to discuss the details with you and/ or graduate students.
Lecturer	Cal Poly	1993	Linguistics/ TESL	No	The research class was great. So were the classes for the TESL certificate.
Technical Writer	Oralle Corporation	7 / 97	Literature	No	I think it is as good as an English literature program can be at this time. Such a program is intended to enrich a student, not to provide vocational training! Just continue to be rigorous.
Academic Coordinator	EF International School of English	6 / 93	Literature	No	Strengths: Broad overview of British/ American Lit, accessible faculty, MA exam demonstrates breadth of knowledge Weaknesses: None that come to mind. The program was well suited for my needs.
Seeking full-time community college post or translator work		6 / 98	Literature and composition		Overall strong program, excellent, accessible professors. Good composition training; good critical foundations taught by which to analyze all types of texts.
Associate Professor of English	Ohlone College Fremont, CA	6 / 91	Literature	No	I enjoyed the courses, professors, and fellow graduate students that I took and met while at Cal Poly. I think I received a solid background in literature. I’m glad to see that the scope has widened from just a lit/ comp emphasis. I think it’s important for a student who wants to teach to take some courses in teaching English / comp before they go into the classroom or apply for a job.
Instructor / Assistant Professor upon degree completion	Suny Maritime College	1994	Literature	Fordham University English, Ph.D.	The program’s breadth made me feel much better prepared than other students in Fordham's Ph.D. program. Cal Poly provided a very strong base for critical and historical understanding. My only criticism: There could be a more structured advising system for those going on to the Ph.D. I recall however that this was being instituted just as I graduated.
Lecturer in English and foreign language dept.	Cal Poly Pomona	6 / 97	Literature	No	I feel that the program greatly increased my knowledge of literature in the English and American traditions. I also found my work in the writing lab under MK Harrington prepared me for my job as a composition instructor, as did my 2 quarters of teaching English 114. As far as weaknesses, I think the program should be much more frank with students about the realities awaiting them in the job market. Despite the fact that I graduated with honors I have been rejected from numerous graduate programs in the last 3 years. As far as my job, I think I am one of the lucky ones in relation to other MA students that graduated with me. While I receive benefits and a modest, but livable wage, I have little job security. Had I known that this was the dilemma I would face, I am not sure that I would have entered the program.
Chief, MAJCOM Investigations @ SAF/IGQ	USAF	9 / 99	Literature	No	Strengths: All my professors were a joy to learn with. Not just highly educated and intelligent, but also very personable—I appreciate the flexibility which was granted to those of us working full-time while attending grad classes! I was partly lucky and partly ‘assisted’ to graduate on time—maybe a scheduling survey of grad students—particularly those who can’t attend daytime classes—would enable maximum benefits for everyone in planning evening courses.
Account Executive, Freelance Copyeditor	San Diego Reader	5 / 96	Literature	Pacific University Education, MA	It was frustrating to be told frequently that the MA Program was really more like a Ph.D. program—why not earn a Ph.D. then? Most students would have preferred a thesis option to the mandatory tests.
Teacher	Mission College Preparatory	6 / 99	Composition	No	Strengths: Opportunity for independent study and apprenticeship courses
Senior Sales Representative	Mayfield Publishing Co.	6 / 96	Literature	No	Weaknesses: I would have preferred to write a thesis; too many required classes not offered often enough; not a wide selection of professors to choose from. Strengths: Some professors were excellent.
Teacher	Cuesta College and Allan Hancock college	12/ 97	Creative Writing	No	I thought it prepared me to teach because I had to learn a broad range to pass the MA and also the practice teaching 114 was beneficial. I wish I had done the TESL program in grad school!
English Teacher	Santa Maria Joint Union High School District		Linguistics/ TESL	Chapman University Education Credential	Strengths: Writer’s Speak, Byzantium competition, the writing lab (Mary Kay, etc.), Wenzl, Keesey, Estes, Troxel, Inchausti (wonderful and highly qualified staff) Weaknesses: There should be a thesis option. We could use more job placement guidance. There should be a class devoted to publishing scholarly articles. Format, style, and tips from you, the professionals.
Corporate Communications	Howard S. Wright Construction Co.	6 / 95	Linguistics/ TESL	No
		12 / 94	Literature	University of California, Berkeley English, Ph.D. expected 12 / 2000	It was the test! I’m happy for the comp Requirements which are more than is required here and are nice to be able to point to in a job letter. Also the exam (vs. thesis) has given me a much broader prep than I think most of my cohorts at Berkeley
English teacher, Basketball coach, A.D.	Carmel High School	6 / 96	Literature	No	Teachers like Doug Keesey and Inchausti have been instrumental in my career. Both men instilled a passion in me for literature and teaching.
Legal Research Assistant		1996	Literature	Completed JD at Santa Clara University	I loved the program, I should be shot for going on to law school! The small class sizes and the seminar style were the best parts of the MA program (allowed for more discussion among students). I think that it would be a good idea to require some poetry courses (along with the required linguistics course) for people in the lit areas, as this would be helpful on the MA exam.
Director of Publications / Interim Director of graduate writing requirement	Aligned Management Associates/ Cal Poly, SLO	6 / 93	Literature	No	Strengths: Peggy Lant’s rigorous 501 course; faculty in general; the exam and general approach to the program which requires a broad understanding (with Master’s-level depth) of field.
English Instructor	Cuesta College	6 / 98	Literature	No	Strengths: Broad range of classes dealing with traditionally taught works, critical theory (especially Keesey’s 501), inclusion of linguistics and comp theory, opportunities for teaching and mentoring, easy access to faculty and encouragement from faculty
English Instructor	Cuesta College	12 / 95	Composition	No	Because Cal Poly does not offer a terminal degree, professors there must assume that some of their students will not go on to get their Ph.D.; in fact, many may end up teaching at the community college. As such, perhaps more of the classes should be dedicated to preparing students for teaching at that level. I have been on seven hiring committees at Cuesta since I began there in January 1996, three full time and four part time. When I watched Poly graduates interview, I noticed almost without exception that none seemed prepared for the questions we asked. Instead of knowing about how to teach basic writing ideas, they talked of pedagogical theories with little practical application; instead of describing how they would handle recalcitrant or problematic students, they discussed abstract ideas abstract ideas about Paolo Freire. They clearly didn’t understand the difference between four-year students and two-year students, and it was painfully obvious. Although we have hired several Poly graduates over the past few semesters, I must note that most were hired on potential or reputation—not necessarily on ability or experience. If I may make a suggestion, perhaps Poly could initiate some sort of mentorship with Cuesta. Maybe a unit could be given for those interested in teaching at Cuesta