May 07, 2025  
2025-2026 General Catalog [Effective Fall 2025] 
    
2025-2026 General Catalog [Effective Fall 2025]

English Education (Minor)

Location(s): Main Campus


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Program Information

  • All courses must be passed with a “C-” (1.7) or better to be counted in the minor.

English Education Minor Curriculum (24 Credits)


Total Credits, Minor: 24


Licensure Notification


This program typically leads to licensure/certification and was designed to meet such qualifications for the state of Utah. Students who are or may be planning to pursue licensure/certification in any other US state or territory may need to meet additional education requirements. This is not a reflection of SUU’s accreditation or quality, as each state and territory regulates their own education requirements for occupational licensure.

Students enrolled in a teacher preparation program may potentially be able to use a Utah educator license to obtain licensure through reciprocity. Additional information may be found through the Department of Teacher Education’s reciprocity table.

Program Learning Outcomes


  • The student will demonstrate content-area knowledge through their:
    • 1.1 Knowledge of the central concepts, principles, theories, and tools of inquiry associated with the discipline.
    • 1.2 Ability to organize and present content in meaningful and engaging ways.
    • 1.3 Ability to use students’ prior knowledge and experiences to introduce new content.
    • 1.4 Ability to develop culturally responsive curriculum and instruction through diverse texts which promote multicultural awareness and appreciation.
  • The student will demonstrate an understanding of and the ability to apply a variety of pedagogical strategies through their:
    • 2.1 Knowledge of developmentally appropriate, research-based instructional strategies that help students make cross-curricular connections, promote content retention, and transfer knowledge to real-life settings.
    • 2.2 Ability to organize, use, and monitor a variety of flexible student groupings and instructional strategies to support differentiated instruction, engage learners, and generate motivation.
    • 2.3 Ability to use various questioning and discussion techniques to help students develop critical thinking and problem-solving skills.
    • 2.4 Ability to recognize and address differences in learning and development, and adjust instruction to meet a variety of educational needs.
  • The student will demonstrate an understanding of educational theory and practice through their:
    • 3.1 Ability to create short and long-range objective-based learning plans which meet Utah Core Standards, utilize higher-order thinking skills, and are assessment-based to ensure progress and motivation.
    • 3.2 Ability to evaluate and select content and incorporate technology in appropriately designed instructional activities which encourage students to engage with rigorous text, address essential questions, and develop as reflective learners.
    • 3.3 Ability to create a safe and effective learning environment in which students participate in independent and collaborative decision-making, are held accountable for their actions, and engage in a variety of purposeful learning activities.
    • 3.4 Ability to manage time, space, activities, and attention to provide active and equitable engagement of students in productive tasks.
  • Demonstrate an understanding of professionalism in education through their:
    • 4.1 Knowledge of laws related to students’ and teachers’ rights and responsibilities.
    • 4.2 Ability to communicate and collaborate with colleagues, students, parents/guardians, and significant agency personnel.
    • 4.3 Ability to exhibit the professional behavior and dispositions delineated in professional, state, and institutional standards while working with students, colleagues, families, and communities.
    • 4.4 Ability to use professional literature, best practices, and collegial assistance, to articulate a personal philosophy of teaching and classroom management, and to develop as reflective practitioners.

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