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Adolescence Education: English Major (BS)

Description

The Adolescence Education: English Major leads to initial certification as a teacher of English in grades 5 and 6, and 7 through 12. Students in this track may pursue either the Literature or Creative Writing concentrations.

The English major is designed for students who wish to pursue a passion for reading and writing, and for those who seek a versatile education as they prepare for careers in education, law, business administration, public relations, advertising, government, or any field where analytical excellence and effective use of the English language are essential. English majors choose between a literature or creative writing concentration, where their course work is designed to develop analytical, research, and creative skills.

The major in Adolescence Education: English (AEE) includes 36-39 credits of EDI/PRO courses and 36 credits to complete the English major. It is designed so that students can complete the program in 120 credits, including the required 32-35 credits of General Education courses. This allows students the flexibility of taking up to 13 credits of electives. Students will have an assigned primary advisor in the English department who will work closely with the secondary advisor from the Department of Education, Languages, and Instructional Design.

Admission to the Program

Students intending to pursue the AEE major must meet SUNY 3.0 GPA requirements for admission as follows:

First-Year Students Criteria

  • High School GPA of a B or better or
  • High School Rank in the top 30% or
  • SAT (Evidence-Based Reading and Writing+Math) > 1140 or
  • ACT > 24 or
  • Brockport GPA > 3.0 based on at least 12 credits

Transfer Students Criteria

  • High School GPA of a B or better or
  • High School Rank in the top 30% or
  • SAT (Evidence-Based Reading and Writing+Math) > 1140 or
  • ACT > 24 or
  • Transfer GPA > 3.0 based on at least 12 credits or
  • Brockport GPA > 3.0 based on at least 12 credits

Students must meet NYSED requirements for minimum acceptable grades during completion of the program, including grades of C or above for all Content Core and Pedagogical Core coursework. Students must re-take courses where grades have not met this minimum acceptable grade standard.

Program Requirements

General Education Requirements (31-40 credits)

General Education

  • Written Communication (3 credits)
  • Oral Communication (3 credits) [NOTE: can be fulfilled by EDI 430]
  • Natural Science & Scientific Reasoning with Lab (3 credits)
  • Math & Quantitative Reasoning (3 credits)
  • Social Sciences (3 credits)
  • Humanities (3 credits)
  • US History & Civic Engagement (3 credits)
  • World History & Global Awareness (3 credits)
  • World Language (3 credits)
  • Diversity, Equity, Inclusion, and Social Justice (3 credits)
  • Arts (3 credits)
  • Contemporary Issues (3 credits)
  • Perspectives on Gender (3 credits)
  • Critical Thinking (encoded in other areas)

Major Department Requirements (36 credits)

Students preparing for certification in Adolescent Education: English may complete either the Literature or Creative Writing concentrations in the English major. They may receive either the Bachelor of Arts or Bachelor of Science degree.

  1. Up to three 200-level courses can count towards completion of the major.
  2. English 112 does not count towards the major.
  3. At least 27 credits must be in courses numbered ENG 300 to ENG 499.
  4. ENG 303 and one other 300-level course are co-requisites for all 400-level seminars. Students must receive a grade of “C” or better in ENG 303.

English Literature Concentration (36 credits)

  • ENG 303: Introduction to Literary Analysis (3 credits)
  • One course in Shakespeare (3 credits)
  • ENG 397 Young Adult Literature (3 credits)
  • Two electives (6 credits)

Creative Writing Concentration (36 credits)

  • ENG 303 Introduction to Literary Analysis (3 credits)
  • ENG 210 Introduction to Creative Writing (3 credits)
  • ENG 305 Poetry Workshop (3 credits)
  • ENG 495 The Writer’s Craft (may be repeated once)

English Adolescent Education: English Pedagogy Preparation Sequence

  • EDI 459 Adolescent Development (3 credits)
  • EDI 331 Adolescence Classroom Management (1 credit)
  • Either of the following two courses:
    • EDI 409 Teaching Students with Special Needs Across the Curriculum (3 credits)
    • EDI 413 Introduction to Special Education
  • EDI 431 Language Skills I (3 credits)
  • EDI 432 Language Skills II (3 credits)
  • EDI 445 Inclusive Middle Level Teaching in English (3 credits)
  • EDI 430 Education and Society (3 credits)
  • EDI 465 Methods of Teaching Secondary English
  • PRO 430 Adolescence Field Experience I (1 credit)
  • EDI 471 English for Multi-Language Learners (3 credits)
  • PRO 431 Adolescence Field Experience II (1 credit)
  • EDI 464 Seminar in Adolescence Inclusive Education (3 credits)
  • EDI 433 Practicum in Adolescence Inclusive Education (9 credits)

Additional Degree Requirements

  • GEP 100 Academic Planning Seminar (1 credit)

Continuation Requirements (Once Enrolled)

  • Maintain ≥ 2.0 cumulative Brockport GPA
  • Earn ≥ C in all content core (including cognates, for inclusive programs), EDI, PRO, and modern world languages courses
  • Earn an “S” in any required PRO courses
  • Complete prerequisite course(s) before moving to the next program phase
  • Minimum grade levels apply to transfer courses. Community college advising guides are available here · Demonstrate the dispositions necessary in the teaching profession
  • Acquire and maintain an acceptable level of professional performance
  • A ≥ 2.5 cumulative Brockport GPA is required to student teach
  • Continuation in the program may be denied to any teacher candidate whose level of performance and/or dispositions do not adequately meet academic or professional standards. Decisions with respect to retention or dismissal of a teacher candidate are made by the faculty and staff of the Department of Education and Human Development, in consultation with the faculty in the Department of English, and not by any one person.
  • Students should note that admission into most graduate education programs in New York State will require a minimum 3.0 cumulative GPA.

Workshops

Students must complete the following workshops and trainings for program completion:

Licensure & Certification

University Endorsement

Students must complete this program and submit the recommendation form to be eligible for the University’s recommendation for New York State certification. Students should consult the Brockport Certification Office for the full list of New York state requirements for certification.

New York State Initial Teacher Certification Exams

Prospective EAIE Teacher candidates must pass the following New York State Teacher Certification Examinations (NYSTCE) to obtain initial certification in the State of New York:

English Certification Exams

  1. Educating All Students (EAS)
  2. Content Specialty Test (CST) – English

Student Learning Outcomes

The following PSLOs are assessed by the Department of English:

  1. Analyze
    • Analyze and explain the relationship between expression, meaning, and context in literary and other creative works.
  2. Apply
    • Apply historical, cultural, and theoretical knowledge in arguments about literary and other creative works.
  3. Create

    • Literature Track: Create original texts that explain literary and other creative works with a command of the rhetorical strategies, terms, and major interpretive methods characteristic of analytical writing in the Humanities.

      Creative Writing Track: Create original texts that apply basic elements of creative writing craft, including such elements as control of form and figurative language.

  4. Write
    • Write complex and subtle standard English language documents using appropriate styles and formal voices. This includes the ability to identify reputable and relevant sources, and incorporate the words and ideas of others without misrepresentation and with appropriate documentation practices.

The following PSLOs are assessed by Education and Human Development:

  1. Students will collaborate with learners, families, and colleagues to establish a set of shared values and expectations that creates a supportive learning environment.
  2. Students will create learning experiences that facilitate learners’ use of digital tools or interactive technologies and engages them in applying content knowledge to achieve learning goals.
  3. Students will analyze the results of assessments to measure learning of individual students and a class as a whole, and will develop differentiated learning experiences to help students achieve learning goals.
  4. Students will implement a variety of instructional strategies in a classroom to build diverse learners’ understanding of content, and their ability to apply that knowledge in meaningful ways.
  5. Students will model professional standards of practice and ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.