The BA in English with a Minor in Secondary Teaching Endorsement provides students with foundational knowledge in literature, writing and practice, critical thinking, literary theory, culture and diversity, and the power of language that will empower them to innovate, communicate, and discover the necessary skills to thrive in their professional career paths and serve their community. Students will also works closely with the Teacher Education Program to gain the experience and necessary skills to thrive, lead, and innovate in the classroom.

Student Learning Outcomes

Upon completion of the B.A. in English program, students will:

1. Demonstrate and apply traditional and contemporary knowledge in cultural contexts.
2. Conduct, analyze, evaluate, and integrate academic research and theory.
3. Construct and deconstruct arguments using a range of rhetorical strategies. 
4. Utilize innovative creative, technological, and literacy skills to foster career and community growth. 

Outcomes Assessment Activities

Assessment of the English program is the responsibility of all English Program faculty. The English Program’s annual reports evaluating the program and proposing any needed changes are compiled from the following information:

• A central file of course syllabi with representative assignments is maintained by the department for inspection by the committee and other qualified persons.
• All English majors begin the program with ENG 201 Introduction to Literary Theory (3 c.h.) which establishes the emphasized professional standards and the writing and analytical skills students will have acquire in the program. All students in ENG 201 write a final paper, one copy of which is submitted to the department chairperson or committee for assessment.
• All English majors take a ENG 493 Senior Seminar (3 c.h.) emphasizing professional standards and synthesizing the writing and analytical skills students have acquired in other English classes. All students in ENG 493 write a senior research paper, one copy of which is submitted to the department chairperson for dissemination for review. In order to pass ENG 493, students must demonstrate satisfactory levels of achievement in meeting the program goals.
• English Program faculty review the papers from ENG 201 and ENG 493 on an annual basis and prepare an analysis of what they reveal about the program's success.
• The English Program administers a student-satisfaction questionnaire to all senior English majors each year. Similar questionnaires are sent to recent graduates and representative employers on a periodic basis.
• The English Program faculty consider the English curricula at leading comparable institutions and apprise the department of innovations worthy of consideration.

Specific Program Requirements 

• Faculty advisors meet individually with each of their students on a regular basis to help plan schedules and discuss educational and career goals. advisors maintain an accurate and up-to-date record of each student’s progress towards completion of the requirements for the major.
• All English majors will participate in a senior-year seminar in which all of the writing and analytical skills acquired in other English classes will be synthesized. Students in the class will be expected to complete a senior research project.

Students completing a major in English with Secondary Teaching Endorsement are required to complete a minor in education and meet all other requirements outlined by the Teacher Education Program.

A total of 45 credits in English beyond ENG 101 Rhetoric & Writing I (GT-CO1) (3 c.h.) and ENG 102 Rhetoric & Writing II (GT-CO2) (3 c.h.) (WL 100 Intro to Comparative Linguistics (3 c.h.) and ENG 106 Language, Thought and Culture (3 c.h.) may be counted, but not double counted for World Language), distributed as follows:

¹

Selected with the approval of the major advisor, two of which must be the American literature sequence at the 200 level (i.e., ENG 210 American Literature I (3 c.h.) and ENG 212 American Literature II (3 c.h.)), one of which must be one 200 level course in the British literature sequence (either ENG 231 Literature of England I (3 c.h.) or ENG 232 Literature of England II (3 c.h.)), while the fourth must be outside of American Literature at the 300 level or above.

²

Beyond ENG 101 Rhetoric & Writing I (GT-CO1) (3 c.h.) and ENG 102 Rhetoric & Writing II (GT-CO2) (3 c.h.).

³

Selected with the approval of the major advisor (General Education and World Language requirements may not be double counted).

Specific Requirements for Secondary & K-12 Education/Minor

The student must complete an appropriate major and the following Education courses:

¹

Music students may take PSYC 151 Human Development (GT-SS3) (3 c.h.) or PSYC 251 Childhood and Adolescence (3 c.h.).

²

Music Education students may complete MUS 103 Music and Computer Technology I (1 c.h.) and MUS 306 Technology for Music Educators (2 c.h.) for ED 280 Educational Media and Technology (3 c.h.).

³

English/Language Arts student must also complete RDG 355 Linguistics for Educators (3 c.h.)

⁴

Physical Education students may complete EPER 465 Adapted Physical Education (3 c.h.) or ED 412 Teaching Diverse Learners (3 c.h.).

⁵

GPA of 2.6 required

⁶

English/Language Arts student must also complete ED 447 Teaching English in Secondary Schools (4 c.h.)

Planning Sheet

Disclaimer: The Planning Sheet is designed as a guide for student's planning their course selections. The information on this page provides only a suggested schedule. Actual course selections should be made with the advice and consent of an academic advisor. While accurately portraying the information contained in the college catalog, this form is not considered a legal substitute for that document. Students should become familiar with the catalog in effect at the time in which they entered the institution.

Note: Students completing a major in English with a Secondary Teaching Endorsement are required to complete a minor in Education and meet all other requirements outlined by the Teacher Education Program.

*Required for admission to the Teacher Education Program.