Bachelor of Science - English Education Program

ASU prides itself on its commitment to students. In keeping with that tradition, the faculty and staff of the English Education program take their responsibilities to provide engaged and individualized instruction seriously. They are dedicated to a whole language theoretical approach to the Secondary Classroom, support collaborative rather than competitive learning, and view students as active participants in their own education.

The ASU English Education program considers how teachers teach to be every bit as important as what they teach. An ability to reflect on practices as well as personal beliefs and presumptions about education is mandatory for today's teacher. Good teaching, like a life-long education, is never a finished product; it remains always an active, fluid process.

Be sure to contact an English Education advisor during your sophomore year to ensure a proper program of study leading to secondary licensure. You may reach Dr. Elaine O'Quinn at, Dr. Leslie Cook at, and Dr. Clarice Moran at

Mission Statement:

The English Education Program at ASU relies heavily on the National Council of Teachers of English positions and guidelines and builds on the NC Professional Teaching Standards as the framework for the knowledge base, pedagogical skills, and professionalism of our subject-area program. It also aligns itself with the Reich College of Education's beliefs in constructivist teaching, learning and collaboration. Literature, writing, and language are the major divisions that define the English Education major, but inherent in the program is the study of reading, speaking, thinking, media, listening, and appropriate use of technology in support of instruction. English Education at ASU intends to prepare teachers who are broad in their thinking, well versed in their discipline, informed in theory as well as practice, concerned about diversity and community, and reflective in their ongoing professional growth.

Program Goals:

  • To demonstrate broad, in-depth, current knowledge of discipline content, pedagogical practices, and professional development
  • To recognize the value of all students, respond to socio-economic and cultural influences, and implement effective instruction that positively fosters learning by all students
  • To distinguish reading, writing, speaking, listening and viewing skills necessary for effective teaching
  • To develop the ability to analyze student learning, link professional growth to professional goals, and function effectively in a complex, dynamic environment

Learning Outcomes:

Goal 1

  • Candidates will exhibit content, pedagogical, and professional knowledge through preparation of course assignments and activities, evaluations by peers and faculty, and reflective writing at all stages of their program of study.
  • Candidates will exhibit knowledge of the interconnectedness of writing, reading, and language study by researching, preparing and teaching curriculum that meets the needs of their students and reveals the richness and depth of the discipline.
  • Candidates will recognize the value of cooperation and collaboration by engaging in group projects and interacting with peers, prospective students, and practicing mentor teachers in coursework and field experiences.

Goal 2

  • Candidates will demonstrate an ability to name, debate, research, modify and employ a variety of methods, materials, and assessment strategies that respond to individual needs through the design and execution of lesson plans, unit plans, and classroom instruction in both classroom and field experiences.
  • Candidates will demonstrate knowledge of how English content relates to other disciplines and cultures by developing and selecting course materials that foster global awareness, counteract stereotypes, incorporate differing points of view, respond to cultural diversity and connect learning to student lives.
  • Candidates will recognize and appreciate difference through the texts they study and through critically thinking about those texts in writing and discussion.

Goal 3

  • Candidates will demonstrate an ability to read, write, speak, listen, and view in a way appropriate for Secondary teachers of English through course work and by actively engaging with students and practicing teachers in Secondary classrooms.
  • Candidates will demonstrate their understanding of various forms of communication by engaging in classroom and field experiences that require use of content materials in all areas of the language arts.
  • Candidates will develop literacy skills necessary for all areas of communication.

Goal 4

  • Candidates will demonstrate an ability to think critically and creatively, problem solve, use information and provide leadership by engaging in professional communities and by developing and implementing meaningful curriculum in a Secondary setting.
  • Candidates will demonstrate an ability to encourage Secondary students to develop their own thoughts and ideas, improve collaborative skills, draw conclusions, use technology, and strengthen social ties through management of and interaction with classroom communities.
  • Candidates will join professional organizations, attend programs that offer opportunity for learning, and reflect on ways to use new ideas to improve teaching and learning situations.

The Bachelor of Science - English Education Program checksheet may be found here.