English Education (BA)
Hours — 62-82 Credit Hours
Effective Sep. 2024
Last Revision 7/02/2024
Faculty Unit Assignment: Faculty of Education & Social Work
Sponsoring Program: Teacher Education
Holokai Categories: Arts & Humanities and Professional Studies
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Program Requirements
English Content — 36 Credits
Course number | Title | Semesters offered | Credit hours | Prerequisites |
---|---|---|---|---|
ENGL 251 | Fundamentals of Literature | F, W, S | 3.0 | ENGL 101 |
ENGL 321 or | English Grammars or | F | 3.0 | ENGL 101 |
ENGL 421 | History of the English Language | W | 3.0 | ENGL 101 |
ENGL 382 | Shakespeare | F | 3.0 | ENGL 251 or permission of instructor |
ENGL 420 | Literature for Young Adults | W | 3.0 | ENGL 101 |
ENGL 490 | Senior Seminar | F, W | 3.0 | Senior status, final semester |
ENGL 218 or | Introduction to Creative Writing or | F, W, S | 3.0 | ENGL 101 |
ENGL 318 | Advanced Creative Writing | F, W | 3.0 | ENGL 218 |
Choose Two
Choose One
Choose Three
Course number | Title | Semesters offered | Credit hours | Prerequisites |
---|---|---|---|---|
ENGL 371 | English Literature to 1500: Medieval Period | S | 3.0 | ENGL 251 |
ENGL 372 | English Literature from 1500 to 1660: Renaissance Period | F-even | 3.0 | ENGL 251 |
ENGL 373 | English Literature from 1660 to 1780: The Restoration and Eighteenth Century | W-odd | 3.0 | ENGL 251 |
ENGL 374 | English Literature from 1780 to 1832: The Romantic Period | S | 3.0 | ENGL 251 |
ENGL 375 | English Literature from 1832 to 1890: The Victorian Period | F-odd | 3.0 | ENGL 251 |
ENGL 376 | English Literature from 1890 to the Present | W-even | 3.0 | ENGL 251 |
Education: Pre-Professional Area — 5-8 Credits
Education: Academic Support Area — 14 Credits
Course number | Title | Semesters offered | Credit hours | Prerequisites |
---|---|---|---|---|
SPED 300 | Education of Students with Exceptionalities | F, W, S | 3.0 | EDU 200 |
EDU 305 | Computer and Technology Assisted Instruction | F, W, S | 2.0 | EDU 212 for education majors only or TESOL 240 for TESOL majors/certs-only |
EDU 312 | Effective Pedagogy | F, W, S | 3.0 | EDU 212 |
EDU 340 | Multiculturalism and Culturally Responsive Teaching Through Sheltered Instruction | F, W, S | 3.0 | EDU 212 |
EDU 385 | Education Assessment in the Classroom | F, W, S | 3.0 | EDU 312 |
Education: Professional Year — 7-24 Credits
Course number | Title | Semesters offered | Credit hours | Prerequisites |
---|---|---|---|---|
SCED 350 | General Methods for Secondary Teachers | F, W | 2.0 | EDU 312, corequisite SCED 491 |
SCED 401 | A Multicultural Approach to Reading in the Content Area | F, W | 3.0 | EDU 312, corequisite SCED 491 (except for non-certification track) |
SCED 430 | Classroom Management in Secondary Contexts | F, W | 2.0 | EDU 312, corequisite SCED 491 (except for non-certification track) |
SCED 491 | Pre-Student Teaching | F, W | 3.0 | EDU 312, corequisite SCED 401, SCED 430, and formal admission to TE |
SCED 492 | Student Teaching | F, W | 14.0 | Successful completion of all preliminary courses including SCED 491 |
Additional Program Requirements
Application to the Teacher Education Program must take place before professional year courses may be taken.
Application Deadlines
- February 15 for those beginning professional year courses in fall semester.
- May 15 for those beginning professional year courses in winter semester
No grade below “C-” accepted.
All courses in the education major can be retaken one time to improve a grade lower than C-.
If the second attempt is lower than a C-, the student will be removed from the major.
Program Learning Outcomes
Upon completing a major in secondary education, students can demonstrate an understanding of these outcomes:
- Learner Development - The teacher candidate designs and implements developmentally appropriate and challenging learning experiences.
- Learning Differences - The teacher candidate creates inclusive learning environments that enable each learner to meet high standards.
- Learning Environments - The teacher candidate works with others to create environments that support individual and collaborative learning and that encourage positive social interaction, active engagement in learning, and self-motivation.
- Content Knowledge - The teacher candidate understands the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
- Application of Content - The teacher candidate uses differing perspectives to engage learners in critical thinking, creativity, and collaborative problem-solving related to authentic local and global issues.
- Assessment - The teacher candidate uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
- Planning for Instruction - The teacher candidate plans instruction that supports every student in meeting rigorous learning goals.
- Instructional Strategies - The teacher candidate uses a variety of instructional strategies to encourage learners to develop a deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
- Professional Learning and Ethical Practice - The teacher candidate uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
- Leadership and Collaboration - The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, and to collaborate with learners, families, colleagues, and other school professionals.
Admission to All Programs
Admission to the secondary education degree requires a valid MAP that satisfies university graduation criteria. Admission to the teaching track requires letters of recommendation, completed application packet, and a formal interview. Please see the chair/academic advisor for further details.
Discipline
All courses offered in the secondary education teacher education program are designed to meet the performance standards established by the Hawaii Teacher Standards Board (HTSB) and to provide a classroom-oriented knowledge base in a subject content area. Field experiences are attached to most academic professional classes in the Teacher Education Program, with the capstone experience being student teaching for students working to teach in grades seven through 12 in public or private schools.
The program provides the opportunity for prospective teachers to learn about the culture of the secondary school, develop a solid foundation in basic principles of teaching and learning that originate in educational theory and research, and become proficient in systematically applying those basic principles in practical U.S. and international settings.
Career Opportunities
The Secondary Education Program prepares students for a career teaching students in grades seven to twelve. Individuals may also pursue other career opportunities in education such as counselors, curriculum specialists and administrators.