English Education (7–12, B.S.)
Admission Requirements
30 credits of college coursework; mandatory meeting with the English Education coordinator; a 3.0 GPA and/or a strong indication of the professional disposition required to be a successful teacher. Evidence of professional dispositions can be indicated in a variety of ways:
- faculty recommendations,
- completed professional disposition forms,
- interview with English Education Committee, and/or
- evidence of relevant extracurricular activities.
Program Requirements
| Code | Title | Credit Hours |
|---|---|---|
| General Education 23 Requirements | ||
| 33 credit hours | 33 | |
| Total English Credits (81 credit hours) | ||
| Required Courses (12 credit hours) | ||
| Literary Analysis | ||
| ENG 190 | INTRODUCTION TO LITERATURE | 3 |
| Culturally Diverse Literature | ||
| ENG 254 | CULTURALLY DIVERSE AMERICAN LITERATURE IN MIDDLE AND HIGH SCHOOLS | 3 |
| ENG 385 | GENDER AND SEXUALITY IN LITERATURE | 3 |
| ENG 461 | YOUNG-ADULT LITERATURE | 3 |
| Major Course Areas (24 credit hours) | ||
| British Literature (6 credit hours) 1 | 6 | |
| SHAKESPEARE FOR FUTURE TEACHERS | ||
| Select any one of the following courses (3 credit hours): | ||
| BRITISH LITERATURE TO 1700 | ||
| BRITISH LITERATURE 1700-1914 | ||
| BRITISH LITERATURE SINCE 1914 | ||
| MILTON | ||
| SHAKESPEARE I | ||
| EIGHTEENTH-CENTURY ENGLISH LITERATURE | ||
| American Literature (6 credit hours) | 6 | |
| ETHNIC AMERICAN MINORITY LITERATURES | ||
| Select any one of the following courses (3 credit hours): | ||
| INTRODUCTION TO DIVERSE LITERATURES | ||
| AMERICAN LITERATURE TO 1865 | ||
| AMERICAN LITERATURE SINCE 1865 | ||
| AFRICAN AMERICAN LITERATURE TO 1940 | ||
| AFRICAN AMERICAN LITERATURE SINCE 1940 | ||
| INTRODUCTION TO LATINX LITERATURE | ||
| AMERICAN INDIAN LITERATURE | ||
| THE AMERICAN NOVEL TO 1900 | ||
| SELECTED TOPICS IN DIVERSE LITERATURE | ||
| World Literature (3 credit hours) | 3 | |
| Select one from the following: | ||
| WORLD LITERATURE AFTER 1945 | ||
| Creative Writing (3 credit hours) | 3 | |
| Select one from the following: | ||
| CREATIVE WRITING: NARRATIVE | ||
| CREATIVE WRITING: POETRY | ||
| Linguistics, Literature, Theory or Writing Electives (6 credit hours) | 6 | |
| Select two from the following (6 credit hours): | ||
| BIBLICAL AND CLASSICAL LITERATURE | ||
| MEDIEVAL AND RENAISSANCE LITERATURE | ||
| INTRODUCTION TO DIVERSE LITERATURES | ||
| INTRODUCTION TO LITERATURE AND FILM | ||
| INTRODUCTION TO CREATIVE WRITING | ||
| THE CRAFT OF WRITING | ||
| HISTORY OF CINEMA I | ||
| HISTORY OF CINEMA II | ||
| BRITISH LITERATURE TO 1700 | ||
| BRITISH LITERATURE 1700-1914 | ||
| BRITISH LITERATURE SINCE 1914 | ||
| AMERICAN LITERATURE TO 1865 | ||
| AMERICAN LITERATURE SINCE 1865 | ||
| COMPARATIVE LITERATURE | ||
| WOMEN IN LITERATURE | ||
| AFRICAN AMERICAN LITERATURE TO 1940 | ||
| AFRICAN AMERICAN LITERATURE SINCE 1940 | ||
| INTRODUCTION TO LATINX LITERATURE | ||
| WRITING ABOUT THE ARTS | ||
| NATURE WRITING | ||
| THE SHORT STORY | ||
| WRITING THE PERSONAL: ESSAY, MEMOIR, AND AUTOBIOGRAPHY | ||
| WRITING FOR THE PROFESSIONS | ||
| ADVANCED COMPOSITION | ||
| TECHNICAL WRITING | ||
| LITERATURE IN FILM | ||
| FORMS OF FILM | ||
| CREATIVE WRITING: NARRATIVE | ||
| CREATIVE WRITING: POETRY | ||
| MILTON | ||
| SHAKESPEARE I | ||
| AUTOBIOGRAPHY AND MEMOIR | ||
| REPRESENTATIVE WRITERS | ||
| CREATIVE NON-FICTION | ||
| MODERN EUROPEAN LITERATURE | ||
| PLAYWRITING | ||
| WORLD LITERATURE AFTER 1945 | ||
| AMERICAN INDIAN LITERATURE | ||
| SPECULATIVE FICTION | ||
| CONTEMPORARY LITERATURE | ||
| CHILDREN'S LITERATURE | ||
| THE HISTORY OF THE PRINTED BOOK | ||
| LITERARY CRITICISM AND THEORY | ||
| ADVANCED CREATIVE WRITING: NARRATIVE | ||
| ADVANCED CREATIVE WRITING: POETRY | ||
| WRITING GRANTS AND PROPOSALS | ||
| COMPOSITION AND RHETORICAL THEORY | ||
| EIGHTEENTH-CENTURY ENGLISH LITERATURE | ||
| THE AMERICAN NOVEL TO 1900 | ||
| SELECTED TOPICS IN DIVERSE LITERATURE | ||
| STUDIES IN POETRY | ||
| STUDIES IN FICTION | ||
| STUDIES IN DRAMA | ||
| INDEPENDENT STUDY (3-12) | ||
| General Teacher Education (12 credit hours) | ||
| EDU 416 | TEACHING LITERACY IN MIDDLE AND SECONDARY SCHOOLS | 3 |
| EXE 100 | NATURE AND NEEDS OF INDIVIDUALS WITH SPECIAL NEEDS | 3 |
| SPF 303 | EDUCATIONAL PSYCHOLOGY: MIDDLE AND SECONDARY EDUCATION | 3 |
| SPF 403 | HISTORICAL AND PHILOSOPHICAL FORCES INFLUENCING SECONDARY EDUCATION | 3 |
| English Education (33 credit hours) | ||
| ENG 200 | FIELD EXPERIENCE IN SECONDARY ENGLISH EDUCATION | 3 |
| ENG 309 | TEACHING AND EVALUATING WRITING | 3 |
| ENG 311 | LANGUAGE, LITERACY AND CULTURE IN ENGLISH TEACHING | 3 |
| ENG 329 | DIGITAL LITERACIES IN THE 7-12 ENGLISH CLASSROOM | 3 |
| ENG 463 | METHODS, MATERIALS, AND PROFESSIONAL DEVELOPMENT FOR TEACHERS OF ENGLISH | 6 |
| ENG 464 | STUDENT TEACHING IN MIDDLE SCHOOL/JUNIOR HIGH SCHOOL ENGLISH | 6 |
| ENG 465 | STUDENT TEACHING IN SENIOR HIGH SCHOOL ENGLISH | 6 |
| ENG 466 | SEMINAR IN STUDENT TEACHING FOR ENGLISH EDUCATION | 3 |
| All College Electives | 0-6 | |
| Total Credit Hours | 120 | |
- 1
Topics courses may be used to fulfill the British Literature requirement with approval of the department chair.
- Candidates demonstrate knowledge of English language arts subject matter content that specifically includes literature and multimedia texts as well as knowledge of the nature of adolescents as readers.
- Candidates demonstrate knowledge of English language arts subject matter content that specifically includes language and writing as well as knowledge of adolescents as language users.
- Candidates plan instruction and design assessments for reading and the study of literature to promote learning for all students.
- Candidates plan instruction and design assessments for composing texts (i.e., oral, written, and visual) to promote learning for all students.
- Candidates plan, implement, assess, and reflect on research-based instruction that increases motivation and active student engagement, builds sustained learning of English language arts, and responds to diverse students’ context-based needs.
- Candidates demonstrate knowledge of how theories and research about social justice, diversity, equity, student identities, and schools as institutions can enhance students’ opportunities to learn in English Language Arts.
- Candidates are prepared to interact knowledgeably with students, families, and colleagues based on social needs and institutional roles, engage in leadership and/or collaborative roles in English Language Arts professional learning communities, and actively develop as professional educators.