About The Program
Ignite your passion for literature and language in the classroom with a B.S.Ed. in Secondary Education and Teaching with a concentration in English education that prepares you to inspire students in grades six through 12. Beyond schools, you’ll be equipped to lead as an educator in community-based settings. Our innovative curriculum engages you in experiential learning, blending a double major in English with hands-on opportunities to master the skills and content knowledge needed to deliver English lessons aligned with national and state standards.
Career Paths
- English Teacher (Middle or High School)
- Writing Instructor
- Curriculum Developer (English)
- Literacy Coach
- Drama/Theater Coach
- Community Education Coordinator
- Journalism Advisor
- Creative Writing Facilitator
- Debate Team Coach
- Educational Content Creator
At a Glance
Degree Earned
Bachelor of Science in Education (B.S.Ed.)
Credits: 120
Application Deadlines
November 1: scholarship consideration
January 16: priority deadline for first-year students
March 15: priority deadline for transfer students
Program Entry / Delivery Mode
Fall or Spring
In-person
Estimated Completion Time
Full-time (at least 12 credits): average completion in 4 years for first year students; 2 years for transfer students
Part-time (11 credits or less): average completion in 4-6 years for first year or transfer students
Our program meets initial licensure requirements in Virginia.
Special requirements
- Students must successfully complete all initial licensure milestone requirements.
- Students enrolled in this program are required to declare a second major in their content area
Degree requirements for Secondary Education and Teaching, Bachelor of Science in Education (B.S.Ed.) with a concentration in English education
| Course | Title | Hours |
|---|---|---|
| General education | ||
| Select 30 credits of general education courses in consultation with an adviser. | 30 | |
| Major requirements | ||
| • Major core requirements | ||
| EDUS 202 EDUS 202. Diversity, Democracy and Ethics. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course engages students in critical exploration of public education in the United States within sociocultural, historical and philosophical contexts. It examines the relationships between an increasingly diverse society and education in a democracy. Students will be taught the ethical obligations of educational professionals and how to become active agents for democratic, equity-oriented schools. In addition, the course will explore legal and policy aspects of education. | Diversity, Democracy and Ethics | 3 |
| EDUS 301 EDUS 301. Human Development and Learning. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A study of human development through the life span with special emphasis on child and adolescent psychology, the nature of learning and basic concepts of learning theories. | Human Development and Learning | 3 |
| SEDP 405 SEDP 405. Collaborative Practices to Support Inclusion for Children and Youth with Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to help prospective educators, early interventionists and clinicians develop an understanding of collaborative and communication strategies, models and techniques to meet needs of children with disabilities. Skills in consultation, case management and collaboration, including coordination of service delivery with related services providers, administrators, parents, students and other professionals (e.g., paraprofessionals, community agencies) in collaborative work environments will be emphasized. Students will learn essential teamwork skills, reflect on the application of those skills and practice a variety of instructional and organizational techniques for adapting inclusive environments to address the needs of children with disabilities. | Collaborative Practices to Support Inclusion for Children and Youth with Disabilities | 3 |
| SEDP 452 SEDP 452. Supporting Multilingual Learners With Disabilities. 1 Hour.
Semester course; 1 lecture hour (delivered online, face-to-face or hybrid). 1 credit. Corequisite: TEDU 452. This course focuses on instruction for multilingual learners who have disabilities. Teacher candidates will learn how these intersectional identities can impact students and will emphasize how to combine asset-based, culturally sustaining instruction for multilingual learners with evidence-based practice for children and youth with disabilities. | Supporting Multilingual Learners With Disabilities | 1 |
| TEDU 412 TEDU 412. Curriculum and Assessment: ____. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid) 3 credits. Corequisites: TEDU 469 and TEDU 470. The course examines contemporary approaches to secondary education with an integrated focus on assessment, curriculum design and inclusive teaching practices. Students will explore the background and objectives of modern secondary education while developing expertise in assessment literacy and instructional planning that addresses diverse learning needs, including those of students with disabilities and multilingual students. Students must contact their adviser for information regarding which section to register for based on their program. | Curriculum and Assessment: ____ | 3 |
| TEDU 452 TEDU 452. Teaching Multilingual Learners. 2 Hours.
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: TEDU 413 or SEDP 405. This course is designed to help teachers who plan to teach English and other content areas to PK-12 students who are speakers of other languages. The course includes attention to social and cultural contexts, the diversity of multilingual learners in the United States, legal and policy contexts, models of ESL programs and advocacy for students. Students will also develop skills in lesson preparation and delivery for multilingual learners within ESL classrooms as well as in other content area classrooms. | Teaching Multilingual Learners | 2 |
| TEDU 510 TEDU 510. Instructional Technology in PK-12 Environments. 2 Hours.
Semester course; 2 lecture hours (delivered online). 2 credits. Prerequisite: EDUS 301, PSYC 301 or PSYC 304 with a minimum grade of C. An introduction to effectively integrating technology into pK-12 instruction to improve student learning outcomes. Students will have hands-on experiences with a variety of current instructional technologies and learn how to integrate these technologies into their practice using research-driven theoretical frameworks. This online course models effective virtual teaching methods that can be utilized in hybrid and fully online environments. Students will design technology-rich instructional modules that can be utilized to improve student learning in their content areas, as well as develop personal learning networks that will continue to provide them with informal and independent learning opportunities well after the conclusion of the course. | Instructional Technology in PK-12 Environments | 2 |
| TEDU 588 TEDU 588. Classroom Management. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Designed to assist teachers in becoming effective classroom managers. Emphasis on application of classroom management, motivational and instructional theories. Models of classroom management explored; personal management plans developed. | Classroom Management | 3 |
| TEDU 562 TEDU 562. Reading Instruction in the Content Areas. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prepares teachers to apply skills and methods of reading instruction to content areas in elementary, middle and secondary school curricula. Includes theoretical bases and methodology for incorporating reading skills and strategies within content areas of instruction. | Reading Instruction in the Content Areas | 3 |
| Secondary education | ||
| TEDU 311 TEDU 311. Middle School Practicum. 2 Hours.
Semester course; 2 lecture hours. 2 credits. Corequisite: TEDU 537. Restricted to students admitted to the Extended Teacher Preparation Program. A field placement that precedes student teaching/internship. Includes planned observations, tutorials and small-group involvement. Graded pass/fail. | Middle School Practicum | 2 |
| TEDU 312 TEDU 312. High School Practicum. 1 Hour.
Semester course; 1 lecture hour. 1 credit. Pre- or corequisite: TEDU 311; corequisite: TEDU 540, 545, 547 or 548. Restricted to students admitted to the M.T. program with concentrations in secondary education. A field placement that precedes student teaching/internship. Includes planned observations, tutorials and small-group involvement. Course graded as pass/fail. | High School Practicum | 1 |
| TEDU 469 TEDU 469. Secondary Internship I. 4 Hours.
Semester course; 4 practicum hours (delivered online, face-to-face or hybrid). 4 credits. The internship serves as the teacher candidate’s culminating clinical experience. It provides students with an opportunity to demonstrate what they have learned during their professional academic preparation. In addition, it serves as an opportunity for public school and VCU personnel to evaluate and strengthen a teacher candidate's application of theory to practice in a secondary classroom. Teacher candidates complete a full-time seven to eight week placement in a secondary classroom. | Secondary Internship I | 4 |
| TEDU 470 TEDU 470. Secondary Internship II. 4 Hours.
Semester course; 4 practicum hours (delivered online, face-to-face or hybrid) 4 credits. The internship serves as the teacher candidate’s culminating clinical experience. It provides students with an opportunity to demonstrate what they have learned during their professional academic preparation. In addition it serves as an opportunity for public school and VCU personnel to evaluate and strengthen a teacher candidate's application of theory to practice in a secondary classroom. Teacher candidates complete a second full-time seven to eight week placement in a secondary classroom. | Secondary Internship II | 4 |
| TEDU 548 TEDU 548. Teaching Secondary School English. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisites: EDUS 301 and admission to teacher preparation or permission of instructor. Studies teaching strategies, materials and objectives for literature, language and composition; developing and organizing English instruction; applying learning theory; examining evaluation strategies; questioning techniques; and classroom management. | Teaching Secondary School English | 3 |
| Concentration requirements | ||
| TEDU 415 TEDU 415. Literature for Young Adults. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. The central question is: How can we teach secondary school students to be active readers of good texts (e.g., good young adult literature)? The main purposes of the course are (a) to read and evaluate different kinds of young adult literature, (b) to examine methods of teaching reading, and (c) to examine methods of teaching emergent multilingual learners. Note for teacher preparation students: TEDU 548 focuses on teaching writing and grammar and working with students with disabilities. | Literature for Young Adults | 3 |
| English/double major | ||
| ENGL 301 ENGL 301. Introduction to the English Major. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: ENGL 201, ENGL 202, ENGL 203, ENGL 204, ENGL 205, ENGL 206, ENGL 211, ENGL 215, ENGL 217, ENGL 236, ENGL 250, ENGL 291, ENGL 295 or NEXT 240. Study of literature focused on skills helpful in the English major, introducing students to the ways in which language is used in literary texts and to the practice of writing responses to those texts. Texts will represent at least two genres (drama, poetry, fiction, creative nonfiction). This course should be taken at the beginning of the student's major, preferably before completing more than six hours of other upper-level English courses. Majors are required to take ENGL 301; they must achieve a minimum grade of C to complete the requirement. | Introduction to the English Major | 3 |
| ENGL 499 ENGL 499. Senior Seminar in English. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: ENGL 301 with a minimum grade of C. Restricted to seniors in English with at least 85 credit hours taken toward the degree. A study of a specific topic, author, movement or genre in a seminar format. Students will produce an extended, documented essay as a seminar paper. See the Schedule of Classes for specific topics to be offered each semester. | Senior Seminar in English | 3 |
| Linguistics, writing, criticism: | ||
| ENGL 304 ENGL 304. Persuasive Writing. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: UNIV 200 or HONR 200. An advanced study of persuasive prose techniques, with attention to the relationships among content, form and style. Students consider rhetorical techniques used across various genres, and produce and support compelling claims that persuade and inform. They will also acquire skills to interpret, assess and analyze strategies used in a variety of texts. Specific topics vary by section and instructor. | Persuasive Writing | 3 |
| or ENGL 390 ENGL 390. Introduction to Linguistics. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: UNIV 200 or HONR 200. An introduction to methods of language analysis, emphasizing the study of sounds and sound patterns, and units of meaning and their arrangements. Crosslisted as: LING 390/ANTH 390. | Introduction to Linguistics | |
| Additional linguistics, writing, criticism course 1 | 3 | |
| Literature, pre-1700: | ||
| ENGL 320 ENGL 320. Early Literary Traditions. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: ENGL 201, ENGL 202, ENGL 203, ENGL 204, ENGL 205, ENGL 206, ENGL 211, ENGL 215, ENGL 217, ENGL 236, ENGL 250, ENGL 291, ENGL 295 or NEXT 240. A study of early and medieval literature such as epic, romance, saga or lyric poetry written in England or influencing English literature prior to 1500. | Early Literary Traditions | 3 |
| or ENGL 326 ENGL 326. Shakespeare in Context. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: ENGL 201, ENGL 202, ENGL 203, ENGL 204, ENGL 205, ENGL 206, ENGL 211, ENGL 215, ENGL 217, ENGL 236, ENGL 250, ENGL 291, ENGL 295 or NEXT 240. Examines selected works of Shakespeare in historical, political, sociocultural, literary and/or other contexts. | Shakespeare in Context | |
| Additional literature, pre-1700 course 1 | 3 | |
| Literature, 1700-1945: | ||
| ENGL 336 ENGL 336. 19th-century British Novels and Narratives. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: ENGL 201, ENGL 202, ENGL 203, ENGL 204, ENGL 205, ENGL 206, ENGL 211, ENGL 215, ENGL 217, ENGL 236, ENGL 250, ENGL 291, ENGL 295 or NEXT 240. A study of British narratives of the 19th century, usually including Austen, Dickens, Thackeray, the Brontes, George Eliot and Hardy. | 19th-century British Novels and Narratives 1 | 3 |
| or ENGL 374 ENGL 374. U.S. Literature: Modernism. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: ENGL 201, ENGL 202, ENGL 203, ENGL 204, ENGL 205, ENGL 206, ENGL 211, ENGL 215, ENGL 217, ENGL 236, ENGL 250, ENGL 291, ENGL 295 or NEXT 240. A study of the most important writings between World War I and World War II, with attention to such authors as Anderson, Frost, Eliot, Stein, Glasgow, Fitzgerald, Wright, Cather, Hemingway, O'Neill, Hurston, Toomer and Faulkner. | U.S. Literature: Modernism | |
| Additional literature, 1700-1945 course 1 | 3 | |
| Literature, diversity: | 3 | |
ENGL 379 ENGL 379. African-American Literature: Beginnings Through the Harlem Renaissance. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: ENGL 201, ENGL 202, ENGL 203, ENGL 204, ENGL 205, ENGL 206, ENGL 211, ENGL 215, ENGL 217, ENGL 236, ENGL 250, ENGL 291, ENGL 295 or NEXT 240. An examination of the culture and literature of African Americans from their roots in Africa and the African Diaspora to the Harlem Renaissance. Authors may include Wheatley, Douglass, DuBois, Hurston, Hughes and Cullen. Crosslisted as: AFAM 379. | African-American Literature: Beginnings Through the Harlem Renaissance | |
or ENGL 381 ENGL 381. Multiethnic Literature. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: ENGL 201, ENGL 202, ENGL 203, ENGL 204, ENGL 205, ENGL 206, ENGL 211, ENGL 215, ENGL 217, ENGL 236, ENGL 250, ENGL 291, ENGL 295 or NEXT 240. A study of the literature and culture of multiethnic writers in the United States. May include Native American, Latino/a, African-American, Asian-American and/or Jewish-American authors. | Multiethnic Literature | |
| Restricted electives 1 | 6 | |
| English additional requirements | ||
| Experiential Fine Arts 2 | 1-3 | |
| Foreign language through the 102 level (by course or placement) | 0-6 | |
| Literary contexts: select a foreign language course through the 202 or 205 level (by course or placement) or six credits from the list below. | 0-6 | |
ENGL 201 ENGL 201. Western World Literature I. 3 Hours.
Semester course; 3 lecture hours. 3 credits. An introduction to the literature of Western cultures from the ancient world through the Renaissance, emphasizing connections among representative works. | Western World Literature I | |
ENGL 202 ENGL 202. Western World Literature II. 3 Hours.
Semester course; 3 lecture hours. 3 credits. An introduction to the literature of Western cultures from the end of the Renaissance to the present, emphasizing connections among representative works. | Western World Literature II | |
ENGL 203 ENGL 203. British Literature I. 3 Hours.
Semester course; 3 lecture hours. 3 credits. An introduction to the literature of the British Isles from the Middle Ages through the 18th century, emphasizing connections among representative works. | British Literature I | |
ENGL 204 ENGL 204. British Literature II. 3 Hours.
Semester course; 3 lecture hours. 3 credits. An introduction to the literature of the British Isles from the late 18th century to the present, emphasizing connections among representative works. | British Literature II | |
ENGL 205 ENGL 205. American Literature I. 3 Hours.
Semester course; 3 lecture hours. 3 credits. An introduction to the literature of the United States from its origins through the 1860s, emphasizing connections among representative works. | American Literature I | |
ENGL 206 ENGL 206. American Literature II. 3 Hours.
Semester course; 3 lecture hours. 3 credits. An introduction to the literature of the United States from the 1860s to the present, emphasizing connections among the representative works. | American Literature II | |
ENGL 211 | Contemporary World Literature | |
| Women in Literature | ||
ENGL 291 ENGL 291. Topics in Literature. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Maximum 6 credits in all topics courses at the 200 level. Prerequisite: UNIV 112 or both ENGL 295 and HONR 200. An introduction to literature through the in-depth study of a selected topic or genre. See the Schedule of Classes for specific topics to be offered. | Topics in Literature | |
ENGL 304 ENGL 304. Persuasive Writing. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: UNIV 200 or HONR 200. An advanced study of persuasive prose techniques, with attention to the relationships among content, form and style. Students consider rhetorical techniques used across various genres, and produce and support compelling claims that persuade and inform. They will also acquire skills to interpret, assess and analyze strategies used in a variety of texts. Specific topics vary by section and instructor. | Persuasive Writing | |
FLET 321 FLET 321. Early German Literature. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Changing perspectives in German literature from its pagan beginnings, through the Medieval Golden Age, Baroque extremism, the Enlightenment and Storm and Stress up to Classicism and Goethe's Faust. Treatment of The Nibelungenlied, the courtly epic, Simplicissimus, and selections by Lessing, Schiller and Goethe. This course will not satisfy foreign language requirements. No knowledge of German is required. All work is done in English. | Early German Literature | |
FLET 322 FLET 322. Modern German Literature. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Growing psychological awareness and alienation of the individual in German literature of the 19th and 20th centuries. Representative works chosen from among writers of the past century and such modern writers as Thomas Mann, Kafka, Hesse, Brecht, Kafka, Hesse, Brecht, Boll and Grass. This course will not satisfy foreign language requirements. No knowledge of German is required. All work is done in English. | Modern German Literature | |
FLET 391 FLET 391. Topics in Foreign Literature in English Translation. 3 Hours.
Semester course; 3 lecture hours. 3 credits. May be repeated with different topics for a maximum of 12 credits. An in-depth study of selected topics in foreign literature. This course will not satisfy foreign language requirements. No knowledge of a foreign language is required. All work is done in English. | Topics in Foreign Literature in English Translation | |
| Open electives | 2-17 | |
| B.S.Ed. open electives will be fulfilled by double major/endorsement courses. | ||
| Total Hours | 120 | |
See B.A. in English major requirements lists.
Course offered by the School of the Arts.
The minimum number of credit hours required for this degree is 120.
What follows is a sample plan that meets the prescribed requirements within a four-year course of study at VCU. Please contact your adviser before beginning course work toward a degree.
Recommended course sequence/plan of study
| Freshman year | ||
|---|---|---|
| Fall semester | Hours | |
| MATH 131 MATH 131. Introduction to Contemporary Mathematics. 3 Hours.
Semester course; 3 lecture hours (delivered online or face-to-face). 3 credits. Topics include optimization problems, data handling, growth and symmetry, and mathematics with applications in areas of social choice. Major emphasis is on the process of taking a real-world situation, converting the situation to an abstract modeling problem, solving the problem and applying what is learned to the original situation. The course does not serve as a prerequisite for MATH 139, MATH 141, MATH 151 or other advanced mathematical sciences courses. or STAT 208 STAT 208. Statistical Thinking. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: satisfactory score on the VCU Mathematics Placement Test within the one-year period immediately preceding the beginning of the course, or a minimum grade of C in MATH 131, MATH 139, MATH 141, MATH 151, MATH 200 or MATH 201. An exploration of the use of statistics in the world around us through in-depth case studies. Emphasis is on understanding statistical studies, charts, tables and graphs frequently seen in various media sources. Some lectures involve activities centered on case studies. Students may receive credit toward graduation for only one of STAT 206, STAT 208, STAT 210, STAT 212, STAT 312 or SCMA 301. | Introduction to Contemporary Mathematics (both courses satisfy general education quantitative foundations) or Statistical Thinking | 3 |
| UNIV 111 UNIV 111. Focused Inquiry I. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Utilizes contemporary themes to give students opportunities and practice in writing, critical thinking, oral presentation, collaborative learning, information retrieval and evaluation, and social and civic responsibilities. Incorporates common reading materials and course activities across all sections.  Play course video for Introduction to Focused Inquiry: Investigation and Communication | Introduction to Focused Inquiry: Investigation and Communication (satisfies general education UNIV foundations) | 3 |
| Foreign Language 101 | 3 | |
| General education course (select BOK for humanities/fine arts and AOI for creativity, innovation and aesthetic inquiry) | 3 | |
| General education course (select BOK for social/behavioral sciences and AOI for diversities in human experience) | 3 | |
| Term Hours: | 15 | |
| Spring semester | ||
| UNIV 112 UNIV 112. Focused Inquiry II. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: UNIV 111 or equivalent. Builds on skills introduced in UNIV 111 by providing practice in expository essays, argument and contextual analysis. Focuses on practice in writing in a variety of genres, framing writing according to both purpose and audience and identifying academically valid sources. Students must earn a minimum grade of C to receive credit for this course. Play course video for Focused Inquiry II | Focused Inquiry II (satisfies general education UNIV foundations) | 3 |
| Experiential fine arts | 3 | |
| Foreign language 102 | 3 | |
| General education course (select AOI for global perspectives) | 3 | |
| General education course (select BOK for natural science and AOI for scientific and logical reasoning) | 3 | |
| Term Hours: | 15 | |
| Sophomore year | ||
| Fall semester | ||
| EDUS 202 EDUS 202. Diversity, Democracy and Ethics. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course engages students in critical exploration of public education in the United States within sociocultural, historical and philosophical contexts. It examines the relationships between an increasingly diverse society and education in a democracy. Students will be taught the ethical obligations of educational professionals and how to become active agents for democratic, equity-oriented schools. In addition, the course will explore legal and policy aspects of education. | Diversity, Democracy and Ethics | 3 |
| UNIV 200 UNIV 200. Advanced Focused Inquiry: Literacies, Research and Communication. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: UNIV 112 or HONR 250 with a minimum grade of C. Asks students to consider real-world applications of writing and research. Students will develop critical analysis, inquiry-based research skills, communication of argument and research across media. Work represents the culmination of foundational ConnectED competencies developed in UNIV 111 and UNIV 112. Students must earn a minimum grade of C to receive credit for this course. | Advanced Focused Inquiry: Literacies, Research and Communication (satisfies general education UNIV foundations) | 3 |
| General education courses (select any AOI) | 6 | |
| Literary contexts course or foreign language 201 | 3 | |
| Term Hours: | 15 | |
| Spring semester | ||
| EDUS 301 EDUS 301. Human Development and Learning. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A study of human development through the life span with special emphasis on child and adolescent psychology, the nature of learning and basic concepts of learning theories. | Human Development and Learning | 3 |
| ENGL 301 ENGL 301. Introduction to the English Major. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: ENGL 201, ENGL 202, ENGL 203, ENGL 204, ENGL 205, ENGL 206, ENGL 211, ENGL 215, ENGL 217, ENGL 236, ENGL 250, ENGL 291, ENGL 295 or NEXT 240. Study of literature focused on skills helpful in the English major, introducing students to the ways in which language is used in literary texts and to the practice of writing responses to those texts. Texts will represent at least two genres (drama, poetry, fiction, creative nonfiction). This course should be taken at the beginning of the student's major, preferably before completing more than six hours of other upper-level English courses. Majors are required to take ENGL 301; they must achieve a minimum grade of C to complete the requirement. | Introduction to the English Major | 3 |
| ENGL 304 ENGL 304. Persuasive Writing. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: UNIV 200 or HONR 200. An advanced study of persuasive prose techniques, with attention to the relationships among content, form and style. Students consider rhetorical techniques used across various genres, and produce and support compelling claims that persuade and inform. They will also acquire skills to interpret, assess and analyze strategies used in a variety of texts. Specific topics vary by section and instructor. or ENGL 390 ENGL 390. Introduction to Linguistics. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: UNIV 200 or HONR 200. An introduction to methods of language analysis, emphasizing the study of sounds and sound patterns, and units of meaning and their arrangements. Crosslisted as: LING 390/ANTH 390. | Persuasive Writing or Introduction to Linguistics | 3 |
| ENGL 336 ENGL 336. 19th-century British Novels and Narratives. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: ENGL 201, ENGL 202, ENGL 203, ENGL 204, ENGL 205, ENGL 206, ENGL 211, ENGL 215, ENGL 217, ENGL 236, ENGL 250, ENGL 291, ENGL 295 or NEXT 240. A study of British narratives of the 19th century, usually including Austen, Dickens, Thackeray, the Brontes, George Eliot and Hardy. or ENGL 374 ENGL 374. U.S. Literature: Modernism. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: ENGL 201, ENGL 202, ENGL 203, ENGL 204, ENGL 205, ENGL 206, ENGL 211, ENGL 215, ENGL 217, ENGL 236, ENGL 250, ENGL 291, ENGL 295 or NEXT 240. A study of the most important writings between World War I and World War II, with attention to such authors as Anderson, Frost, Eliot, Stein, Glasgow, Fitzgerald, Wright, Cather, Hemingway, O'Neill, Hurston, Toomer and Faulkner. | 19th-century British Novels and Narratives or U.S. Literature: Modernism | 3 |
| Literary contexts course or foreign language 202 or 205 | 3 | |
| Term Hours: | 15 | |
| Junior year | ||
| Fall semester | ||
| ENGL 320 ENGL 320. Early Literary Traditions. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: ENGL 201, ENGL 202, ENGL 203, ENGL 204, ENGL 205, ENGL 206, ENGL 211, ENGL 215, ENGL 217, ENGL 236, ENGL 250, ENGL 291, ENGL 295 or NEXT 240. A study of early and medieval literature such as epic, romance, saga or lyric poetry written in England or influencing English literature prior to 1500. or ENGL 326 ENGL 326. Shakespeare in Context. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: ENGL 201, ENGL 202, ENGL 203, ENGL 204, ENGL 205, ENGL 206, ENGL 211, ENGL 215, ENGL 217, ENGL 236, ENGL 250, ENGL 291, ENGL 295 or NEXT 240. Examines selected works of Shakespeare in historical, political, sociocultural, literary and/or other contexts. | Early Literary Traditions or Shakespeare in Context | 3 |
| ENGL 379 ENGL 379. African-American Literature: Beginnings Through the Harlem Renaissance. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: ENGL 201, ENGL 202, ENGL 203, ENGL 204, ENGL 205, ENGL 206, ENGL 211, ENGL 215, ENGL 217, ENGL 236, ENGL 250, ENGL 291, ENGL 295 or NEXT 240. An examination of the culture and literature of African Americans from their roots in Africa and the African Diaspora to the Harlem Renaissance. Authors may include Wheatley, Douglass, DuBois, Hurston, Hughes and Cullen. Crosslisted as: AFAM 379. or ENGL 381 ENGL 381. Multiethnic Literature. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: ENGL 201, ENGL 202, ENGL 203, ENGL 204, ENGL 205, ENGL 206, ENGL 211, ENGL 215, ENGL 217, ENGL 236, ENGL 250, ENGL 291, ENGL 295 or NEXT 240. A study of the literature and culture of multiethnic writers in the United States. May include Native American, Latino/a, African-American, Asian-American and/or Jewish-American authors. | African-American Literature: Beginnings Through the Harlem Renaissance or Multiethnic Literature | 3 |
| SEDP 405 SEDP 405. Collaborative Practices to Support Inclusion for Children and Youth with Disabilities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to help prospective educators, early interventionists and clinicians develop an understanding of collaborative and communication strategies, models and techniques to meet needs of children with disabilities. Skills in consultation, case management and collaboration, including coordination of service delivery with related services providers, administrators, parents, students and other professionals (e.g., paraprofessionals, community agencies) in collaborative work environments will be emphasized. Students will learn essential teamwork skills, reflect on the application of those skills and practice a variety of instructional and organizational techniques for adapting inclusive environments to address the needs of children with disabilities. | Collaborative Practices to Support Inclusion for Children and Youth with Disabilities | 3 |
| TEDU 510 TEDU 510. Instructional Technology in PK-12 Environments. 2 Hours.
Semester course; 2 lecture hours (delivered online). 2 credits. Prerequisite: EDUS 301, PSYC 301 or PSYC 304 with a minimum grade of C. An introduction to effectively integrating technology into pK-12 instruction to improve student learning outcomes. Students will have hands-on experiences with a variety of current instructional technologies and learn how to integrate these technologies into their practice using research-driven theoretical frameworks. This online course models effective virtual teaching methods that can be utilized in hybrid and fully online environments. Students will design technology-rich instructional modules that can be utilized to improve student learning in their content areas, as well as develop personal learning networks that will continue to provide them with informal and independent learning opportunities well after the conclusion of the course. | Instructional Technology in PK-12 Environments | 2 |
| Linguistics, writing, criticism course 1 | 3 | |
| Term Hours: | 14 | |
| Spring semester | ||
| TEDU 311 TEDU 311. Middle School Practicum. 2 Hours.
Semester course; 2 lecture hours. 2 credits. Corequisite: TEDU 537. Restricted to students admitted to the Extended Teacher Preparation Program. A field placement that precedes student teaching/internship. Includes planned observations, tutorials and small-group involvement. Graded pass/fail. | Middle School Practicum | 2 |
| TEDU 562 TEDU 562. Reading Instruction in the Content Areas. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prepares teachers to apply skills and methods of reading instruction to content areas in elementary, middle and secondary school curricula. Includes theoretical bases and methodology for incorporating reading skills and strategies within content areas of instruction. | Reading Instruction in the Content Areas | 3 |
| TEDU 588 TEDU 588. Classroom Management. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Designed to assist teachers in becoming effective classroom managers. Emphasis on application of classroom management, motivational and instructional theories. Models of classroom management explored; personal management plans developed. | Classroom Management | 3 |
| ENGL 300- or 400-level elective | 3 | |
| Literature, pre-1700 course 1 | 3 | |
| Literature, 1700-1945 course 1 | 3 | |
| Term Hours: | 17 | |
| Senior year | ||
| Fall semester | ||
| ENGL 499 ENGL 499. Senior Seminar in English. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: ENGL 301 with a minimum grade of C. Restricted to seniors in English with at least 85 credit hours taken toward the degree. A study of a specific topic, author, movement or genre in a seminar format. Students will produce an extended, documented essay as a seminar paper. See the Schedule of Classes for specific topics to be offered each semester. | Senior Seminar in English | 3 |
| TEDU 312 TEDU 312. High School Practicum. 1 Hour.
Semester course; 1 lecture hour. 1 credit. Pre- or corequisite: TEDU 311; corequisite: TEDU 540, 545, 547 or 548. Restricted to students admitted to the M.T. program with concentrations in secondary education. A field placement that precedes student teaching/internship. Includes planned observations, tutorials and small-group involvement. Course graded as pass/fail. | High School Practicum | 1 |
| TEDU 415 TEDU 415. Literature for Young Adults. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. The central question is: How can we teach secondary school students to be active readers of good texts (e.g., good young adult literature)? The main purposes of the course are (a) to read and evaluate different kinds of young adult literature, (b) to examine methods of teaching reading, and (c) to examine methods of teaching emergent multilingual learners. Note for teacher preparation students: TEDU 548 focuses on teaching writing and grammar and working with students with disabilities. | Literature for Young Adults (satisfies a restricted elective) | 3 |
| TEDU 548 TEDU 548. Teaching Secondary School English. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisites: EDUS 301 and admission to teacher preparation or permission of instructor. Studies teaching strategies, materials and objectives for literature, language and composition; developing and organizing English instruction; applying learning theory; examining evaluation strategies; questioning techniques; and classroom management. | Teaching Secondary School English | 3 |
| ENGL 300- or 400-level elective | 3 | |
| Open electives | 2 | |
| Term Hours: | 15 | |
| Spring semester | ||
| SEDP 452 SEDP 452. Supporting Multilingual Learners With Disabilities. 1 Hour.
Semester course; 1 lecture hour (delivered online, face-to-face or hybrid). 1 credit. Corequisite: TEDU 452. This course focuses on instruction for multilingual learners who have disabilities. Teacher candidates will learn how these intersectional identities can impact students and will emphasize how to combine asset-based, culturally sustaining instruction for multilingual learners with evidence-based practice for children and youth with disabilities. | Supporting Multilingual Learners With Disabilities | 1 |
| TEDU 412 TEDU 412. Curriculum and Assessment: ____. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid) 3 credits. Corequisites: TEDU 469 and TEDU 470. The course examines contemporary approaches to secondary education with an integrated focus on assessment, curriculum design and inclusive teaching practices. Students will explore the background and objectives of modern secondary education while developing expertise in assessment literacy and instructional planning that addresses diverse learning needs, including those of students with disabilities and multilingual students. Students must contact their adviser for information regarding which section to register for based on their program. | Curriculum and Assessment: ____ | 3 |
| TEDU 452 TEDU 452. Teaching Multilingual Learners. 2 Hours.
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: TEDU 413 or SEDP 405. This course is designed to help teachers who plan to teach English and other content areas to PK-12 students who are speakers of other languages. The course includes attention to social and cultural contexts, the diversity of multilingual learners in the United States, legal and policy contexts, models of ESL programs and advocacy for students. Students will also develop skills in lesson preparation and delivery for multilingual learners within ESL classrooms as well as in other content area classrooms. | Teaching Multilingual Learners | 2 |
| TEDU 469 TEDU 469. Secondary Internship I. 4 Hours.
Semester course; 4 practicum hours (delivered online, face-to-face or hybrid). 4 credits. The internship serves as the teacher candidate’s culminating clinical experience. It provides students with an opportunity to demonstrate what they have learned during their professional academic preparation. In addition, it serves as an opportunity for public school and VCU personnel to evaluate and strengthen a teacher candidate's application of theory to practice in a secondary classroom. Teacher candidates complete a full-time seven to eight week placement in a secondary classroom. | Secondary Internship I | 4 |
| TEDU 470 TEDU 470. Secondary Internship II. 4 Hours.
Semester course; 4 practicum hours (delivered online, face-to-face or hybrid) 4 credits. The internship serves as the teacher candidate’s culminating clinical experience. It provides students with an opportunity to demonstrate what they have learned during their professional academic preparation. In addition it serves as an opportunity for public school and VCU personnel to evaluate and strengthen a teacher candidate's application of theory to practice in a secondary classroom. Teacher candidates complete a second full-time seven to eight week placement in a secondary classroom. | Secondary Internship II | 4 |
| Term Hours: | 14 | |
| Total Hours: | 120 | |
See B.A. in English major requirements lists.
The minimum number of credit hours required for this degree is 120.
The VCU Bulletin is the official source for academic course and program information.
The School of Education (SOE) degree programs that lead to professional licensure are designed to prepare students to meet the requirements for professional licensure in the Commonwealth of Virginia as outlined by the Virginia Department of Education (VDOE). The SOE has determined that the curriculum includes applicable educational prerequisites for the following professional licensure(s) and/or certification(s) as outlined on this page of our website.