Bachelor of Arts with a Major in English, Secondary Education
A degree in English Education can lead to a rewarding and socially fulfilling career. Teachers of English shape their students’ critical thinking and writing skills while also performing the important civic duties of broadening students’ understanding of human culture and history. Teachers also enjoy stable employment opportunities that provide greater work/life balance than many other fields of employment. If you love literature, poetry, film, storytelling, history, philosophy, religion, and other studies in the humanities and would like to share that love with others, the English Education program might be just what you are looking for.
For more information, please see the Academic Catalog.
The English Education track is one of two tracks that the Bachelor’s student majoring in English may declare. The coursework in this program provides students with the opportunity to obtain a B.A. in English with a concentration in Secondary Education. At the end of this course of study, students are not only prepared to be knowledgeable practitioners of their content area—English and Language Arts—but may apply for and receive Secondary Education Certification as a result of knowledge gained in the classroom and from 900 hours of in-the-field training. Course objectives and activities relate to the descriptors of the Conceptual Framework in substantive ways.
Preparation for the English major begins in Area F of the core curriculum where 12 hours—four courses—are dedicated to a combination of required 2000-level literary history courses, and six hours—two courses—are dedicated to Foreign Language classes.
After finishing Area F successfully, students complete 30 hours of upper division English courses. In this track, several major courses dedicate themselves not only to literary history, writing, reading, theory, criticism, and critical thinking, but also include explicit pedagogy components in their learning outcomes. In the major, the pedagogy-specific courses include: Pedagogy and Writing (ENGL 3400); Young Adult Literature (ENGL 4295); and Advanced Grammar or the History of the English Language (ENGL 4300).
English Education students must apply to the Teacher Education Program (TEP) with the College of Education by the end of the sophomore year. Prerequisites for application include a 2.7 overall GPA, completion of the Georgia Educator Ethics Assessment, and completion of General Education requirements in Areas A, B, C, D, E, and F. At this stage, students enter the professional sequence, which consists of upper-level education courses and 900 hours of field experience.
From the core curriculum to upper division courses in the English major to the two tiers in the Secondary Education concentration to the Field Experience, the English Education program at the University of West Georgia seeks to produce content-competent professionals ready to face multiple contingencies present in the high school English and Language Arts classroom and with parents, administrators, and colleagues.
Program Location
Carrollton Campus
Method of Delivery
Face to Face
Accreditation
The University of West Georgia is accredited by The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).
Credit and transfer
Total semester hours required:
This program may be earned entirely face-to-face. However, depending on the courses chosen, a student may choose to take some partially or fully online courses.
Save money
UWG is often ranked as one of the most affordable accredited universities of its kind, regardless of the method of delivery chosen.
Details
- Total tuition costs and fees may vary, depending on the instructional method of the courses in which the student chooses to enroll.
- The more courses a student takes in a single term, the more they will typically save in fees and total cost.
- Face-to-face or partially online courses are charged at the general tuition rate and all mandatory campus fees, based on the student's residency (non-residents are charged at a higher rate).
- Fully or entirely online course tuition rates and fees my vary depending on the program. Students enrolled in exclusively online courses do not pay non-Resident rates.
- Together this means that GA residents pay about the same if they take all face-to-face or partially online courses as they do if they take only fully online courses exclusively; while non-residents save money by taking fully online courses.
- One word of caution: If a student takes a combination of face-to-face and online courses in a single term, he/she will pay both all mandatory campus fees and the higher eTuition rate.
- For cost information, as well as payment deadlines, see the Student Accounts and Billing Services website
There are a variety of financial assistance options for students, including scholarships and work study programs. Visit the Office of Financial Aid's website for more information.
Coursework
English majors must make a C or better in all English courses required for the major. This includes ENGL 1101, ENGL 1102, ENGL 2001, ENGL 2110, ENGL 2120, ENGL 2130, ENGL 2180, and ENGL 2190, as well as all upper-level ENGL courses that count toward the major.
English majors can take no more than 2 upper-level ENGL courses toward the major (6 credit hours) before completing the required 2000-level courses for the major (ENGL 2001 and 2110, and two courses selected from ENGL 2120, ENGL 2130, ENGL 2180 and ENGL 2190) and ENGL 3000.
Major Required
An introduction to the psychological theories and principles applied to the classroom. The course will include aspects of learning, motivation, classroom management, and assessment. Emphasis will be placed on developmentally designed instruction for all students.
This course engages students in observations, interactions and analyses of critical and contemporary educational issues. Students will investigate issues influencing the social and political contexts of educational settings in Georgia and the United States. Student will actively examine the teaching profession from multiple vantage points both within and outside the school. Against this backdrop, students will reflect on and interpret the meaning of education and schooling in a diverse culture and examine the moral and ethical responsibilities of teaching in a democracy. A field component totaling 10 hours is required.
This course is designed to equip future teachers with the fundamental knowledge of understanding culture and teaching children from diverse backgrounds. A field component totaling 10 hours is required.
Future educators will understand how opportunities, access, and engagement intersect tocontribute to P-12 student success. Educators will explore key aspects of learning and teaching, reflect on their own learning processes and those of others, and apply their knowledge to equitably meet diverse learning needs of P-12 students in a variety of educational settings and contexts. A field component totaling 10 hours is required.
Composition course focusing on skills required for effective writing in a variety of contexts, with emphasis on exposition, analysis and argumentation, and also including introductory use of a variety of research skills.Prerequisites: All English as a Second Language students must have exited from all English as a Second Language courses. All learning support students must have completed all reading and writing required remediation.
A composition course that develops writing skills beyond the levels of proficiency required by ENGL 1101 that emphasizes interpretation and evaluation, and that incorporates a variety of more advanced research methods.Prerequisites: C or better in ENGL 1101. Completed ENGL 1101 within the past five years. Passed the home institution's computer literacy requirements.
A survey of important works of world literature. Required for English majors. Course equivalents ENGL 2111 and ENGL 2112.
A survey of important works of British literature. Required for English majors.
A survey of important works of American Literature. Required for English majors. Course equivalents ENGL 2131 and ENGL 2132.
An examination of representative African-American literary texts, with particular attention to the defining aesthetic principles of the tradition.
An exploration of significant literary texts by female authors, with particular attention to the emergence of what might be called a female aesthetic and issues of gender identity.
A gateway course that introduces students to representative critical approaches that they will encounter in the major. Emphasis will be given to research skills, methodology and analytical writing. Required for the major and minor in English. Only six hours of upper division work may be taken before the completion of this course. Enrollment requires permission of academic coordinator. Not offered in the summer session.
This class introduces students to representative philosophies and pedagogical approaches to meaningful practice in the instruction of writing. Built-in components include research as well as reflective and theoretical writing.
Topics rotate: Medieval Literature: An examination of medieval English literature in its various aspects, considering texts intheir historical context. Renaissance Literature: An investigation of Renaissance literature in its various aspects, including, but not limited to, poetry, prose, and drama, and a consideration of that literature as a part and product of its historical period. Seventeenth Century British Literature: An investigation of significant issues, themes, and ideologies in selections of seventeenth-century British literature studied in terms of their original cultural context. Eighteenth Century British Literature: A topic-centered examination of drama, fiction, poetry and other textual expression from Restoration and eighteenth-century Britain. Works may be studies in their historical, political, cultural and aesthetic context.
Topics rotate: British Romanticism: An investigation of issues, themes, and ideologies in selections of British Romantic literature studies in terms of their original cultural context. Victorian Literature: An in-depth analysis of Victorian literature in its original historical, political, cultural and aesthetic contexts. Twentieth-Century British Literature: An in-depth examination of selected twentieth-century texts from the British Isles studied in the context of relevant social, political and cultural issues. Contemporary British and American Literature: An examination of selected texts produced in the last thirty years in the British Isles and the United States.
Topics rotate: Colonial and Early American Literature: An examination of representative literary works from exploration and discovery through the era of the new American republic. American Romanticism: An examination of representative American literary works from the nineteenth century through the Civil War. American Realism and Naturalism: An examination of the American literary arts based in an aesthetic of accurate, unromanticized observation/representation of life and nature that flourished in the post-Civil War era.
Topics Rotate: Twentieth-Century American Literature: An in-depth examination of ideas and issues prevalent in twentieth-century American literature in its historical, political, cultural and aesthic context. Contemporary British and American Literature: An examination of selected texts produced in the last thirty years in the Brish Isles and the United States.
An examination of a wide range of literary texts appropriate for use in grades 7-12, focused so that students will develop an understanding of the basic reading processes, including reading assessment, comprehension strategies, and techniques for corrective reading, as well as a series of effective methodologies for promoting the critical appreciation of literature. Also covered are issues relating to the rights and responsibilities of various groups (including teachers, school administrators, and parents) involved in designing and implementing a literature curriculum.
A sustained analysis of a particular linguistic theme, an approach to, or a regional expression of the English language. Regular offerings in the history of the English language and its development from Anglo-Saxon to contemporary varieties of world English and in English grammar will rotate with other topics. May be repeated for credit as topic varies.
A capstone seminar designed to integrate students' learning in the discipline. Required for the English major. Not offered during the summer session.
Hands-on technology integration techniques are provided, scaffolding from the student's basic computer skills to foster skills in five interrelated areas of instructional proficiency: (1) Georgia's Performance Standards for Curriculum, (2) integration of modern and emerging technologies into instructional practice, (3) classroom management in classrooms, computer labs and 21st century learning environments, (4) new designs for teaching and learning, and (5) enhanced pedagogical practices.
Pre-requisite: Admission to Teacher Education program. Teacher candidates will gain knowledge and skills needed for curricular decision-making to develop standards-based instruction and assessments with a student-centered approach. In addition to managing classroom instruction, candidates will learn strategies for managing student behavior and developing effective classroom procedures and routines that establish a positive learning environment. Must be taken concurrently with SEED 4271L.
Study of characteristics, identification and assessment of exceptional children and youth across age ranges and levels of severity, including individualizing instruction in inclusive classrooms. 'Best' ranges and levels of severity, teaching practices for this population also will be examined. Designed for non-special education majors. Students must earn a grade of "B" or better in SPED 3715 or department approved alternative to meet the special education requirement of Georgia House Bill No. 671 and be recommended for educator certification in Georgia. The grade requirement of "B" or better is effective 07/01/2019 for courses completed on or after that date.
Stacy Boyd, Ph.D.
Associate Professor
Kevin Casper, Ph.D.
Professor of English
Chad Davidson, Ph.D.
Executive Director of Global Engagements and Cultural Programming
Maria Doyle, Ph.D.
Professor & Graduate Coordinator of English
Patrick Erben, Ph.D.
Professor & English Program Coordinator
Matt Franks, Ph.D.
Associate Professor of English
Gregory Fraser, Ph.D.
Professor of English
Rebecca Harrison, Ph.D.
Professor of English
Leah Haught, Ph.D.
Associate Professor of English & Coordinator for Publishing and Editing Certificate
Angela Insenga, Ph.D.
Professor of English and Coordinator of Film Studies
Joshua Masters, Ph.D.
Associate Professor of English
Laura Miller, Ph.D.
Professor of English
Margaret Mitchell, Ph.D.
Professor of English
