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English Education (BA)

Hours — 59-76 Credit Hours
Effective Sept. 2021
Last Revised 8/23/2021
Holokai Categories: Arts & Humanities and Professional Studies

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Program

The Discipline

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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 / English Grammars / F, W 3.0 ENGL 101
ENGL 421 History of the English Language S 3.0 ENGL 251
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 218R / Introduction to Creative Writing / F, W 3.0 ENGL 101
ENGL 318R Advanced Creative Writing W, S 3.0 ENGL 218R

Choose Two

Course Number Title Semesters Offered Credit Hours Prerequisites
ENGL 361 - 364 American Literature Varies 3.0 ENGL 251
ENGL 361 - 364 American Literature Varies 3.0 ENGL 251

Choose One

Course Number Title Semesters Offered Credit Hours Prerequisites
ENGL 341 World Literatures in English F 3.0 ENGL 251 or HUM 251
ENGL 342 Pacific Literatures W 3.0 ENGL 251 or ENGL 315 or HUM 251
ENGL 343 Asian Literature S 3.0 ENGL 251 or ENGL 315

    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 3.0 ENGL 251
    ENGL 373 English Literature from 1660 to 1780: The Restoration and Eighteenth Century W 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 3.0 ENGL 251
    ENGL 376 English Literature from 1890 to the Present W 3.0 ENGL 251


      Education — 23-41 Credits

      Course Number Title Semesters Offered Credit Hours Prerequisites
      EDU 212 Foundations of Education F, W, S 2.0
      EDU 200 Human Growth and Learning in Schools F, W, S 3.0


      Recommended Electives

      Course Number Title Semesters Offered Credit Hours Prerequisites
      HWST 101 Introduction to Hawaiian Studies F, W, S 3.0 Required for Hawaii License Track
      EDU 340 Multiculturalism and Culturally Responsive Teaching Through Sheltered Instruction F, W 2.0 Required for International Track


      Course Number Title Semesters Offered Credit Hours Prerequisites
      SPED 300 Education of Exceptional Students 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 major/certs only
      EDU 312 Effective Pedagogy F, W, S 3.0 EDU 212
      EDU 385 Education Assessment in the Classroom F, W, S 3.0 EDU 312
      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 Observation and Practicum F, W 3.0 EDU 312, corequisite SCED 401, SCED 430, and formal admission to TE
      SCED 492 Student Teaching F, W 12.0 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:

      1. Learner Development - The teacher candidate designs and implements developmentally appropriate and challenging learning experiences.
      2. Learning Differences - The teacher candidate creates inclusive learning environments that enable each learner to meet high standards.
      3. 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.
      4. 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.
      5. 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.
      6. 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.
      7. Planning for Instruction - The teacher candidate plans instruction that supports every student in meeting rigorous learning goals.
      8. Instructional Strategies - The teacher candidate uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
      9. 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.
      10. 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, 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.