Reverse detail from Kakelbont MS 1, a fifteenth-century French Psalter. This image is in the public domain. Daniel Paul O'Donnell

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Cædmon Citation Network - Week 14

Posted: Sep 02, 2016 18:09;
Last Modified: Sep 02, 2016 18:09


Hi all!

I spent this week putting information into the newly updated database. It works much faster than it did before, and is very intuitive to use. Dan mentioned that he would like to see some screenshots, so please enjoy the following images:

Here we see the front page of the database, with two text boxes, one for the Source and one for the Reference.

Options will pop up after you begin typing which makes adding sources and references super quick.

The Location box allows you to type the page number on which you found the reference in your source material (I simply type the number without any “p.” or “pg” preceding it) and the drop down box allows you to choose whether the reference is a Text Quote, Text Mention, Scholarly Reference, or Other Reference.

Clicking on the “View Entries” link allows you to view all of the entries that you have made. They are listed from oldest to newest in one big list.

So far I have had zero problems with the database, however I have been coming across a few snags with regards to gathering references from the sources. To use this first article by Lenore Abraham as an example, it is not noted anywhere which edition of Bede’s “History of the English Church and People” that she uses, she just simply gives the title. I am not sure how to figure this out, but feel that it is important to know as the edition cited is the most important piece of information that we are attempting to gather. I am concerned that a lot of other articles might omit this information as well, but I suppose we shall see as the collection continues. I was also curious as to whether or not we count the “about the author” blurbs when adding references. The beginnings of articles will occasionally list other pieces the author has published and I am not sure whether or not to count these as references. My initial instinct was to ignore them, as they do not necessarily have anything to do with the article in question, and if they are important they will be cited again further on, however I thought I would bring it up to be sure.

I am excited to continue collecting information. I will be back in Lethbridge for school on Tuesday, so I can start requesting inter-library loans again and keep our project rolling!

Until next week,



Cædmon Citation Network - Week 11

Posted: Aug 05, 2016 13:08;
Last Modified: Aug 05, 2016 13:08


Hi all!

I have a very short blog post this week, as the week itself was very short. I spent the last few days collecting more sources, doing some scanning, and preparing to begin data collection.

The database should be up and running this weekend, meaning data collection can officially start next week. I will see Garret on Sunday and we will be able to do some test runs on the database to make sure it is working properly. We have been discussing its functions over video conference several times throughout the week, and it seems to be coming along very well!

Next week I will be splitting my time between continuing to collect sources and beginning data collection, a suggestion made by Dan during our last meeting. This will allow us to understand any flaws in our collection system earlier on, rather than waiting for EVERY source to be collected and scanned before we try out our system. I am optimistic that it should all go well, and will report back at the end of next week!

Until then,



Cædmon Citation Network - Mini Update (Week 9)

Posted: Jul 22, 2016 12:07;
Last Modified: Jul 22, 2016 12:07


Hi all!

Just thought I would post a short update for you, as I was meant to have started reading and collecting data by this point. Unfortunately my efforts have been sabotaged by the library’s book scanner which has been refusing to work properly for me.

At the beginning of the week it worked beautifully for two batches of scanning, however on the third batch it kept kicking me out and deleting my work, saying that it did not have enough memory. The library staff was quick to look at it, but as the “book scanner expert” was not available that day, I had to wait for it to be fixed.

I busied myself with other work (it turns out that I was not quite finished collecting sources, there was a sizeable chunk that had escaped my notice!), and came back this morning with even more books to scan, but a new issue has arisen:

Now when I scan a batch the images show up on the screen, but it doesn’t register as having scanned them. The screen provides me with a page count, but no indication of how many megabytes have been scanned, so when I go to email the images it says “NO IMAGES SCANNED!”. The images have been scanned! I see them on there!

Anyway, the I.T. staff are on the case and will let me know when they get it working again. The scanner really does work wonderfully when it does work, and it is so much faster than a conventional scanner or photocopier. I will continue collecting sources today, and hopefully get a chance to use the scanner again before the library closes. I also plan to come in this weekend to try to catch up on the work that was lost throughout the week.

I feel bad that it is almost August and we are still not at the data collection point. Hopefully things will go a bit smoother once everything is scanned and organized!

Until next week,



Cædmon Citation Network - Week 8

Posted: Jul 11, 2016 10:07;
Last Modified: Jul 11, 2016 10:07



Just a quick blog post this morning to give you an update of what’s to come this week:

I am continuing to gather all of the articles/books needed for the project, and hope to complete the search this week. There may be a few inter-library loans that we will be waiting on, but I would like everything else to be ready to go!

Not all the articles will be accessible on GLOBUS right away, as the transfers do not work on the university network and I am currently living without internet at my apartment (The horror! The horror!). I will be transferring them when I can, as free wi-fi will allow.

This means that reading and data collection can start next week! The database should be good to go by then as well. It is all coming together!

Until Friday,



Cædmon Citation Network - Week 6

Posted: Jun 24, 2016 09:06;
Last Modified: Jun 24, 2016 09:06


Hi all!

This week I have been gathering sources for the pieces in our Cædmon bibliography. This is not a speedy task by any means! I admit that I have felt a bit impatient with myself and have been concerned that I should be at the point where I am gathering data by now, but I try to remind myself that it is important to make sure that we have a complete pool of sources from which to pull data, otherwise people could poke holes in our findings when we are all done. All of the proper experimental procedures that I learned way back in 7th grade science fair still apply here!

Dan gave me the key to the Digital Humanities lab on Monday, and I was able to go in and dig through Rachel’s drawer in the filing cabinet from last summer. I was excited to find that she had a ton of articles in there that simply need to be scanned. This will be time consuming, but worth it to have them all organized in the GLOBUS folder and accessible to everyone in our group. I am wondering if when I scan articles if there is a way for the pdf’s of the scans to be grouped together or if each individual page will have to be put in order on the computer… I will have to see!

I was having trouble with GLOBUS yesterday, so I am meeting Gurpreet this afternoon to figure out what’s wrong. I updated to the new version of Windows a few days ago and it is causing my computer major hassles. I doubt that’s why I can’t get GLOBUS to work, but I would still like to blame Windows anyway.

My goals for next week are to have all of the articles from Rachel’s drawer scanned and transferred to GLOBUS and for everything that we don’t have from the Cædmon bibliography be requested or found on the internet. I will have to motor, but I think it is do-able. The database should be ready for me to start reading/counting the following Monday, and from that point on I can read, count, and determine whether or not we will need extra students hired to help get these 700 articles read!

Until next week!



Cædmon Citation Network - Week 5

Posted: Jun 17, 2016 10:06;
Last Modified: Jun 17, 2016 10:06


Hi all!

Painfully short blog entry this week, I’m afraid. A lot has been accomplished this week, but there is not a lot to report.

The bibliography has been completed, with the final count being approximately 700 pieces of Cædmon scholarship. This number may increase or decrease as I read through the actual works. Some may have nothing to do with Cædmon (I erred on the side of having to much rather than too little), and others may point me in the direction of something I might have missed.

I have also begun to search out access to the pieces that make up the bibliography. This week I have been finding most things on JSTOR, but I expect that I will be requesting a lot of inter-library loans next week! Once I have found all I can find online I can start reading while I wait for the inter-library loans to come in. As the loans come in I will be splitting my days between scanning the loans and reading. (Note to self: locate that book scanner Dan told you about.)

The database to record what I find while I read is in the works as well. I should have an update from Garret early next week, so I will have more info on that in next week’s blog!

Until then!



Cædmon Citation Network - Week 4

Posted: Jun 11, 2016 10:06;
Last Modified: Jun 11, 2016 11:06



This blog comes to you a day later than usual, as Friday’s work ended up taking a lot longer than I thought and I ran out of time! To be honest, this week was spent much like last week: checking our Zotero bibliography against other bibliographies of Cædmon scholarship.

I ended up re-doing a bit of my work from last week, as I learned in my meeting with Dan on Monday that our scope was a bit wider than I had previously thought. I was worried that I had not been considering certain entries in the various bibliographies to be “about Cædmon enough”, so I decided to go through the entries again and add some that I may have missed. It makes sense to add more rather than less, as I can simply remove an article from the list if I read it and realise it has nothing to do with Cædmon. At the moment our bibliography is almost complete, and we have nearly 700 entries!

What are we going to do with this giant list of articles and books? Well, firstly I have to acquire access to each entry, either via JSTOR, inter-library loans, or through one of our library’s other databases. Then I read through EVERYTHING and count each quote and mention of Cædmon and note which of the approximately sixty different editions of the Hymn are cited. We have also decided to try and note every other citation as well. For example if one article about “Cædmon’s Hymn” cites a book about the history of peanut butter sandwiches, I will take note of it, as there may be other pieces of Cædmon scholarship that also cite that book about the history of peanut butter sandwiches. It will be interesting to see if there are identifiable relationships between writing about Cædmon and seemingly unrelated topics – not peanut-butter-sandwich-history obviously, I just haven’t eaten breakfast yet so I am giving you a delicious example.

How am I going to keep track of all this? Good question! We will need a database that I can use to mark down each citation as I come across them in my reading. On Monday Dan and I discussed at length what we will need from this database, and how we would like it to work. At first we were hoping something on Google Forms would do the trick for us, however we discovered as we talked that we need more control over our information than this tool would allow.

One problem emerged when we realised that among our gigantic list of 700 articles (and books, etc) we would find certain works that were actually editions of the Hymn not included in our original list of editions. We would need a way to add this piece to the Editions list… Several other concerns were raised as well, but to be honest I am finding them difficult to explain without drawing you all a little picture. (I should ask Dan how to add images to these blog posts!)

I mentioned at some point that I would pick the brain of my boyfriend, Garret Johnson, who has his degree in Computer Science from the University of Lethbridge and is my go-to person whenever I have a question about these sorts of things. Dan suggested that he could hire Garret to build our database if he would be willing, as someone with a programming background could probably produce what we need a lot faster than either Dan or I working on it ourselves. So that is our current plan! Garret will begin building us a database that will suit our needs and my job for next week will be to start acquiring the 700 articles and books on our list. By the end of next week I am sure I will have thoroughly annoyed the librarians at school with the amount of inter-library loans I will be requesting.

Until next week!



Emailing previous semester classes

Posted: Jan 03, 2016 14:01;
Last Modified: Jan 03, 2016 14:01


In a previous post, I discussed how to customise your class space and class mailing lists at the U of L. Something I didn’t mention there is that you can email previous semester classes as well, if you know how the mailing list aliases work.

Every current semester class can be emailed by the instructor and his/her delegates at an address in the following format:, where SUBJ is the four letter subject code for the class (e.g. in most of my cases, engl for English), NNNN is the four digit number (e.g. 3450 in the case of Old English), and S is the section letter (usually a, but could be n for evening classes, or a latter between a and n for additional sections). So in semesters when I am teaching Old English, for example, I can email the class using the address

Obviously this address has to change each semester. The English department, for example, teaches multiple sections of our first year course, English 1900, every semester. That means there is a course that could be referred to as every semester.

To get around this, the university also assigns every class a unique, unchanging email address that can be used to unambiguously contact the class, even when the short address (i.e. the has been taken over by another class. This address takes the form where YYYY is the four digit year the class was taught in, SS is the two digit code for the semester in which it was taught, SUBJ the subject code, NNNN the course number, and S the section letter. So my Fall 2015 Old English class can always be emailed using the address

The semester codes are very simple, though, because the follow the calendar rather than academic year, a little counter intuitive:

Semester Code
Fall 03
Spring 01
Summer I-III 02

(I confess I’m not quite sure what you do if you teach two sections of a course in consecutive summer semesters).


Could we design comparative metrics that would favour the humanities?

Posted: Mar 29, 2015 13:03;
Last Modified: Mar 29, 2015 17:03


A quick, and still partially undigested, posting on metrics that might favour the humanities over the sciences in “open” competitions. I’m working this out in response to a discussion I had recently with a senior administrator who argued that the University’s tendency to channel resources disproportionately to the Natural Sciences was simply the result of their comparative excellence as measured in “open” competitions.


For a supposed “Liberal Arts” University, the University of Lethbridge is exceptionally bad at supporting the Humanities

As I’ve pointed out before, for a supposed Liberal Arts University, the University of Lethbridge is exceptionally poor in its support for the Humanities. While the Humanities suffer from a lack of resources and attention in comparison to the Social and especially Natural Sciences at all Universities, the University of Lethbridge is a national outlier in the way it has starved its researchers in this area over the last quarter century.

Thus, for example, while our HSS (Humanities and Social Sciences) researchers score at about the 50th percentile on a field normalised basis in terms of their research impact, we come in fourth-last in terms of our funding success compared to other Humanities and Social Science researchers at Canadian Universities (our natural scientists, in contrast, come in at the top of the bottom third in Canada in terms of both impact and funding success).

Poor performance can be attributed in part to administrative monocultures.

There are probably a number of reasons for this mismanagement. But one of them is almost certainly the fact that the University has for the same amount of time been managed almost entirely without participation from Humanists. In the last quarter-century, only two people with a background in the Humanities have been members of our senior administration—and one of these has been a Historian who has been managing our Faculty of Health Sciences. Two years ago, we appointed a classicist as Dean of Arts and Science. This is the first time in 25 years that a Humanist has been in a position to control a budget that actually affects Humanities research.

My argument has been that this lack of disciplinary breadth in our senior administration is largely responsible for our poor support for the Humanities (there have been more administrators from the Social Sciences and, not surprisingly, I would argue, they have tended to do better than the Humanities in terms of gaining resources). It is a natural impulse to find the things you understand more important than the things you do not and an equally natural impulse to unconsciously favour those who share your background and training. Just as our (almost exclusively) male senior administration has tended to find other men to be the most suitably people for vacancies as they have come up, so too an administration that consists (almost exclusively) of natural scientists has tended to think that those are the areas that could make the best use of resources like Canada Research Chairs and Board of Governor Research Chairs (until two years ago, the University of Lethbridge—almost uniquely in Canada—had never appointed a Canada Research Chair in the Humanities and only one in the Social Sciences; it has never appointed a Humanist to a Board of Governors Research Chair).

Or could it be that our Humanists are simply worse than our scientists?

Recently a member of the Senior Administration suggested to me that my analysis of the problem at the U of L was wrong because Research Chairs and similar resources are now being awarded competitively on the basis of open, University-wide, competitions (they used to be simply assigned by the Vice President Academic). If natural scientists are winning these resources, this persons argument went, then it was presumably because they were simply better.

Moreover, the committees that makes these awards are interdisciplinary. So it is no longer the case that these resources are being assigned solely by scientist-administrators who know nothing about the domain. While we may not have that many Humanists in our administration, the scientists we do have are being careful to overcome their bias by allowing the different disciplines to compete against each other.

There is no such thing as a truly “open” cross-disciplinary competition

But is there such a thing as a truly “open” competition across disciplines? The skills and activities that make you a good English professor, for example, may not be the same as those that make you a good Biologist. And within our different disciplines, we reward people for different kinds of activities (for an excellent discussion of this, see How Professors Think: Inside the Curious World of Academic Judgment by Michélle Lamont). Given this, it is an open question to what extent the outcome of these competitions is being shaped by the criteria that are being used to adjudicate them.

And, in fact, the criteria we usually use in these cases tend to favour the sciences: publication and citation counts, impact factors and h-indices are all measurements that are better suited to measuring activity in a field that moves quickly and deals in largely incremental and linear development. While there are problems with the use of such metrics even within the Sciences, there is no indication that they represent an adequate method for identifying excellence in other domains.

Using the wrong criteria can reward sub-optimal behaviour and hide excellence

Indeed, it is even possible that they might hide excellence or reward sub-optimal behaviour in some domains, even as they recognise and reward excellence in others. Many Humanities disciplines, for example, treat “the book” and/or lengthy articles as a measure of scholarly maturity. Publication counts—which reward scholars for avoiding synthesis by dividing work into minimum publishable units—are going to be a very poor measure of success in such fields. In English, for example, we tend to see books as being evidence of excellence; somebody who wants to beat a scientist in an open competition in terms of publication counts, however, would almost certainly be better concentrating on Notes, one of our more minor forms of publication.

Could we reverse the tables and create a structural bias in favour of things that make Humanities research excellent?

All this got me thinking, what would it take to reverse the tables on these “open” competitions? I.e. what metrics could I come up with that, while seeming neutral, might actually provide a structural advantage to Humanists over Natural Scientists in head-to-head competitions. In the spirit of “notes for further research,” here are a couple of guesses:

  1. Average length of contribution (the L-index). Anybody who has ever sat on cross-disciplinary promotion committees knows that page count means different things in different disciplines. In many Humanities disciplines, the best work tends to be synthetic: i.e. things that gather together various views and opinions and construct a larger synthesis. This is opposed to many sciences, where short, actual results are privileged. Our current use of publication counts privileges fields in which it is possible to think in terms of “minimal publishable units.” But what if we came up with a measure that privileged synthesis? A person who has published a few long works (i.e. has a high average length per publication) is probably a poor scientist; but they are also probably a stronger humanist. I’d be interested to see how we’d do if we starting counting length of publication along side their number.
  2. Length of Citation Record. I published my edition of Caedmon’s Hymn 10 years ago. The edition it replaced was published 70 years before that. Both works are still being cited and indeed my edition has recently been the subject of a major review article. This is not the result of any special excellence on my part or the part of the predecessor edition: it is in fact not uncommon in the Humanities to see references to a “recent” study that is ten to fifteen years old. What this suggests, then, is that length of citation record is probably an important measure of Humanities research success. Once again, it is probably a poor measure of scientific research success—except perhaps in the case of a few ground breaking examples—where the research development is more incremental and linear. But this is also why the h-index (which in practice is a measure of speed of citation rather than longevity of citableness) favours scientists over Humanities.
  3. Diachronic citation trend. My edition of Caedmon’s Hymn is also getting cited more now than it was when it was first published. In fact, in work I am planning to present this summer, I will show that it takes about 15-20 years for an edition to become “standard” (i.e. cited by everybody). This is also probably true of our greatest and most important works of literary theory, history, and philosophy: it takes a while for syntheses to catch on and influence thinking. Once again, this is opposed to much of the sciences. While some work, again largely field-changing, fundamental work, probably does have a long and upwardly rising citation trend, I suspect most science publications (including much of the very best work) have a citation half-life—that is to say that their citations fall off with time as the field moves on. In the Humanities, while this is probably common too, it is not a good sign: the best Humanities work gets cited with increasing frequency through time.

Maybe the solution is to compare apples to apples

This is all a thought experiment and is for the most part guesswork rather than research-based. But it is fun to wonder what would happen if the U of L redid some of its recent “open” competitions using criteria like the above as the discriminators. Since, I suspect, these criteria are as unfair to scientists as the ones we currently use are to Humanists, I guess the results would be very different.

Of course the better approach is to avoid “open” competitions at all and instead proceed on a discipline-normalised basis.


Managing class webpages and mailing lists at the University of Lethbridge

Posted: Aug 26, 2014 11:08;
Last Modified: Sep 16, 2015 12:09


For years, every class at the University of Lethbridge has been given webspace and a mailing list. The now also get a Moodle space. While the mailing list and Moodle space is well-known to instructors (it is the list “” that you use to make announcements to the class as a whole), the webspace is far less well known. This document (mostly a reminder to myself) shows you how you can use online tools to manage these resources.


If you do nothing

First thing is to realise what happens if you do nothing. A student you has found your course online through the registrar’s office and wants to know more about your section goes through the following depressing sequence:

Default Sequence of Class Websites

The thing to realise is that this is bad for everybody. It tells the student nothing, meaning they might decide not to take your course (and even if they do, poor websites leave a bad impression). But if they persist, it is going to mean more work for you: the only thing they can do to find out what they were looking for is back up one page, then following the links for the instructor until they find your email address and send you an email asking about something you could have easily posted online.

So it is a good idea to get in the habit of fixing this space… even (and perhaps especially if) you have a class webspace elsewhere on the internet. This is a first port of call for many students. You can easily make it a helpful one.


To manage your classes, you first need to login to the admin page:

There you will see the following login page:

Class Administration Portal

A successful login will take you to a splash page which, apparently, shows you the current (or most recent) and upcoming semesters:

Class Administration Splash

It is from this page that you will manage your mailing lists and class webpages.

Managing your class webpage

First thing to do is manage your class webpage.

You have three options here:

  1. delegate it to somebody else on campus (a student, the department administrator, etc.)
  2. redirect it to some other URL (e.g. an off campus blog, your on-campus personal space ($USERNAME)
  3. default to the current page (in which case you will add something to the current space)

Class Administration Web Page Management

Upload pages to your default webspace

The most difficult if the third option. This will require you to upload individual HTML pages to the space for this one class—and do it again year after year. If you want to post a PDF there, then you have to upload at least two pages (and maintain them by hand): an HTML page explaining something about the site and containing a link to the PDF page, and the PDF. This is very 1995 and so not something you want to get started on.

You so don’t want to do this, that I’m not even going to say how. If you really want to, call 2490 and ask IT for help. But seriously, you don’t want to do this.

Delegate to somebody else

This is really easy: you simply enter the username of the person you want to maintain the site (i.e. the bit before the @ in a email address). When you click save, this person now can manage your site for you.

This is just punting the problem, of course: the big difference is that now you delegate has to decide whether to upload a single page (which they probably still shouldn’t do, even if that is no longer your problem) or redirect somewhere else.

Redirect to another webspace

This is probably the best option: point the class space to somewhere else where it is easier to manage things. This could be an external blog that you use to manage your teaching (e.g. at or some other blog site), your personal uleth webspace (i.e. at$USERNAME), or even your class Moodle or Turnitin site.

Mailing list management

You can also manage your mailing list from here. You can change the posting permissions and the membership.

Class Administration Mailing List Page

Posting permissions

Your options here are

  1. Anybody on the entire internet can post to your class mailing list
  2. Anybody who subscribes to your class mailing list (normally the instructor(s), T.A.s, and all registered students) can post to the list
  3. Only Instructors can post to the list

The first option is an invitation to spammers and should only be used under very special circumstances—so special in fact that I can’t think of any.

The second option is the default option and it works well for most.

The third option makes sense if you have trouble with students misbehaving on the list (e.g. sending spam or unauthorised messages) or if you want to deemphasise the list in favour of some other communication platform (e.g. the blog and forum capabilities in Moodle). If you select this, then the list becomes a one-way channel, useful for announcements for which you don’t want any feedback.

Subscription options

This is the important set of options. You can use this to add people to the default subscription list for your class (i.e. the teacher(s), T.A.(s), and registered students.

You have two options here:

  1. add additional teachers
  2. add additional students

The first option adds subscribers to the list who will have “teacher” privileges. This is only meaningful if you have set the posting privileges above to “teachers only.” Under those circumstances, any email addresses you add here still will be able to post. You might want to use this to add additional T.A.s (perhaps unofficial ones) or guest speakers to the list.

The second option is the one you are likely to use more often. This is where you can add additional, unregistered students (e.g. friends, members of the community, etc.).

If you keep the default permissions (i.e. that anybody subscribed to the list can post), then it actually doesn’t matter to which category you add people. The important thing is that you can add people to this important tool.

Adding TAs to Moodle

Another task you may need to do early on in the semester is adding TAs to Moodle. The instructions for doing that are here.

In short, however, the method is as follows:

  1. Go to the Moodle space for the class you want to add a TA to (i.e. log in to Moodle and select the class you want for your TA).
  2. Once you are inside the class, click on “Users” in the “Settings” block. On the University of Lethbridge’s default installation, this block is on the left hand side, bottom (in the default view) or second from the bottom (if editing is on).
  3. Clicking on “Users” expands the menu item. Under “Users” you will see “Enrolled Users.” Choose that.
  4. On the “Enrolled Users” dialogue screen, you will see a small button, “Enroll User” at the top of the form on the right hand side. Click that.
  5. In the dialogue that appears, select the type of user you are trying to enrol (in this case, that means Basic TA or Advanced TA) then using the search form, look for your TA’s name (they must be in the U of L’s system).
  6. After you click “search,” all users matching your search term will show up in the window. Find your TA and click on the “Enroll” button to the right of their name.
  7. Repeat the previous two steps for each TA you want to add.

When should you do this?

The best time to do this is just before the registration period opens for next semester. This is when students are going through the registrar site, looking for classes and the time when an appropriate redirect will have the maximum benefit.


University of Lethbridge Tenure Track job: Postcolonial or Modernism, DH welcome (Deadline April 15)

Posted: Mar 17, 2014 18:03;
Last Modified: Mar 17, 2014 18:03


The Department of English at the University of Lethbridge invites applications for a probationary (tenure-track) position at the Assistant Professor rank to begin 1 July 2014, subject to budgetary approval. The position is in the area of Twentieth-Century Literature with specialization in either Post-Colonial Literature or Modernism.

Applicants should have a Ph.D. at or near completion and teaching experience at the university level. The University aspires to hire individuals who have demonstrated considerable potential for excellence in teaching, research and scholarship. New faculty members are eligible to apply for university funding in support of research and scholarly activities.

The position is open to all qualified applicants, although preference will be given to Canadian citizens and permanent residents of Canada. The University is an inclusive and equitable campus encouraging applications from qualified women and men including persons with disabilities, members of visible minorities and Aboriginal persons.

The Department of English is a dynamic unit committed to excellence in research and teaching with faculty members who represent a wide range of disciplinary interests.  Members of the department are involved in collaborative and interdisciplinary research initiatives within the University of Lethbridge and beyond.  The university houses the Institute for Child and Youth Studies (I-CYS), the Centre for Oral History and Tradition (COHT), and a new centre in Digital Humanities is currently under development.  The University of Lethbridge is the home of Global Outlook::Digital Humanities ( and the editorial offices of the scholarly journal Digital Studies/Le champ numérique. Students have the opportunity to have their writing published in the university’s Whetstone magazine and to participate in two annual student writing competitions.  The department is dedicated to ensuring the continued quality of its strong undergraduate program and its emerging graduate program.

Located in southern Alberta, near the Rocky Mountains, Lethbridge offers a sunny, dry climate that is agreeably mild for the prairies, excellent cultural and recreational amenities and attractive economic conditions. Founded in 1967, the University has an enrollment of over 8,000 students from around the world. Our student body has grown by 50 percent in the last 10 years, phenomenal growth among institutions in Canada. Despite this growth, we have remained true to who we are – student-focused, research-intensive, and grounded in liberal education. For more information about the University, please visit our web site at

Applications should include a curriculum vitae, transcripts, outlines of courses previously taught, teaching evaluations, publication reprints or preprints, a statement of teaching philosophy and research interests, and three letters of reference. Send this material and arrange for letters to be mailed directly to:           
Dr. Adam Carter, Chair
Department of English
The University of Lethbridge
4401 University Drive
Lethbridge, Alberta, T1K 3M4

Telephone: (403) 380-1894
Fax:  (403) 382-7191

Consideration of completed applications will begin by April 15, 2014, and will continue until the position is filled.  


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