Master of Arts in English Education (9-12)
The Master of Arts in English Education (9-12) provides teachers with an intimate learning environment of small classes and one-on-one collaboration with professors. This program includes thirty semester hours in professional and content area studies. It leads to a recommendation for graduate-level NC Teaching License for those who possess initial licensure in 9-12 English. Graduate students who do not have initial licensure may obtain the degree but not the graduate-level license; however, obtaining initial licensure while completing graduate coursework is possible for qualified applicants. Students must be teaching some aspect of the discipline of English in a real-world context in order to complete the requirements of this program. Many of the graduate students in the program attend and present at local conferences, join important professional networks (ex. National Writing Project), and become teacher leaders and liasons between their schools and Gardner-Webb University. Notable courses include "The Teaching of Writing" and "Young Adult Literature."
The purpose of the Master of Arts in English Education (9-12) is to support the professional development of teachers of English who contribute to the community in which they teach through effective communications skills, through understanding and appreciation of literature of diverse cultures, through understanding of the importance of critical and independent thinking, through action research, and through knowledge of and reflection on effective teaching practices and strategies, including the use of appropriate technology.
The goals of the program, in accordance with State Department guidelines, are that participants will:
1. Increase content area and curriculum knowledge through various literature courses that recognize the scope and diversity of literature and its origins as well as the importance of a variety of skills in literary criticism and critical analysis.
2. Become better writers and teachers of writing through increased understanding of the writing process and of rhetorical principles.
3. Understand the importance of research, theory, leadership, planning, practice, and reflection in curriculum development and in the teaching of English.
4. Apply professional and reflective research strategies to real-world experiences in order to improve classroom practice, student learning, and the educational environment as a whole.
5. Develop the ability to be teacher leaders as a result of their instructional expertise, knowledge of learners, research expertise, and ability to reflect on and connect subject matter and learners.
A. Professional Requirements (6 sem. hours)
ENED 690/691/692: The English Teacher as Researcher (3/1/2 hrs.)
B. Methodology Requirements (6 sem. hours selected from courses below)
ENED 681: Seminar in Current Issues and Methods of Teaching English (3 hrs.)
ENED 683: The Teaching of Writing (3 hrs.)
ENED 685: Reading/Writing Connection (3 hrs.)
C. Content and Curriculum Requirements (18 sem. hours selected from courses below)
ENGL 555: Special Topics (3 hrs.)
ENGL 611: Seminar in British Literature (3 hrs.)
ENGL 613: British Lit.: Selected Pieces (3 hrs.)
ENGL 631: Seminar in American Lit. (3 hrs.)
ENGL 633: American Lit.: Selected Pieces (3 hrs.)
ENGL 651: Lit.: A World Perspective (3 hrs.)
ENGL 671: Literary Theory (3 hrs.)
ENGL 673: Contemporary Trends in Lit. (3 hrs.)
ENGL 675: Young Adult Literature (3 hrs.)
D. Capstone Experience and Products of Learning (0 semester hours credit)
Professional Reflections Portfolio includes the following:
- Each course in the M.A. in English Education program with an ENED prefix includes assignments for the Professional Reflections Portfolio. Usually these assignments ask students to develop teaching plans which involve applying aspects of the course’s content in their teaching situations, with the use of technology encouraged when appropriate.
- English 690/691/692, The English Teacher as Researcher, culminates in a formal report of an action research project. The action research report is also a part of the portfolio.
- At the end of the program’s course work, students are asked to reflect on and synthesize what they have learned with what they do in their own classrooms. Reflections are written in order to make connections between your English Content and Curriculum coursework and the expectations for graduate teacher candidates. Students use the North Carolina “Standards for Graduate Teacher Candidates” as the basis for their reflections. In addition, they select two areas of content knowledge (from among the six ENGL courses they have taken) and write teaching guides or publishable unit plans, if such work has not already been created, in which they apply this content knowledge to their teaching situations.
- Portfolios are presented to English faculty and graduate students and evaluated by a faculty committee to determine the student’s worthiness to be awarded the M.A. in English Education degree.