Virginia Tech Blacksburg Campus
English Education Licensure Program (6-12)
(M.A.Ed. in Curriculum and Instruction)
Virginia Tech Blacksburg Campus
The English Education programs at Virginia Tech meld traditional issues of teaching writing, language and literature with newly emerging practices and research in adolescent literacy, new literacies, multimodal technologies and teaching and learning in 21st century classrooms.
“I am so impressed with the one-on- one attention I receive in the English Education program. There is always someone, whether it be a supervisor, a director, an advisor, or a professor, that I can go to with any questions that I have. Our cohort feels like an eight-person, book-loving family. The program has made me feel confident and excited about teaching in the future.”– Kirsten Corbman, 2018 Cohort
"This program definitely prepared me for the ever-changing world of education by helping me develop my values as an educator, by showing me how to make my content relevant to any student, and by teaching specialized skills that put me at an advantage in my school every day! I'm the go-to person at my school for advice on technology and innovative unit plans, and I wouldn't know anything about that without the education I received in the English Education department."-Michele Newby, 2016
"Learning how to properly plan an entire unit was incredibly useful. I was unsure of how to connect multiple days' instruction in a meaningful and structured way, but learning about backwards design helped to narrow the focus of my instruction. Now I actually enjoy writing up lesson plans."-Wes Holdren, 2015
"I would not be the teacher I am today without the guidance from Dr. Stewart and Tech's English Education Program. This program encouraged the best possible version of myself while helping me understand the importance of growing as an educator. I am so grateful for this program; it led me to be a teacher who cares, who listens, and who loves to be at work every single day. "-Alix Tobasco, 2015
“The English Education program at Virginia Tech was helpful due to the hands-on experience it provided. It gave me a close to seamless transition into my teaching career because I had the freedom to explore out of my comfort zone and take risks, knowing I had support.”-Maitland Mann, 2015
“As I am almost halfway through my second year of teaching English, I can honestly say that my experience with this program prepared me for beyond what I even needed to be prepared for. I still reference my time in VT's English Education program to this day, and I know I will continue to do so throughout my teaching career. The professors will go above and beyond for whomever has the honor of joining this family of future, past, and present educators.”-Julia Hoback, 2016
"The English Education program has been amazing in helping me achieve my goal of becoming an English teacher. Throughout my time in the program, I have worked with wonderful professors who have been nothing but supportive and encouraging."-Emma Tourtelotte, 2018 Cohort
“While learning in class about teaching practices, doctrine, etc. was valuable in many ways, I think I benefited the most from relationships found and made within the English Education program. Having someone I am comfortable with to practice teaching lessons to and gaining powerful feedback from made the transition into the classroom easier-- and way more enjoyable. Even today, I still keep up with both my cohort and my instructors!”-Kristina Hagen, 2016
“I have found that the focus on reflective teaching has helped me the most. Consistently reflecting on my practice has allowed me to make concrete and validated changes to enhance my lessons. I have also benefited, immensely, from practicing lessons in our classes and being exposed to my peers' lesson plans.”-James Steck, 2018 Cohort
"The English Education program at Virginia Tech gave me the tools and abilities to be able to connect with students whose lived experiences are vastly different than my own and whose experiences are vastly different from their surroundings."-Joe Marzolf, 2017
Azano, A. P. (2017). Book review of Serving gifted students in rural settings. Journal of Research in Rural Education, 32(2), 1-3.
Azano, A. P., Callahan, C. M., Brodersen, A., & Caughey, M. (2017). Responding to the challenges of gifted education in rural communities. Global Education Review, 4(1), 1-16.
Azano, A. P., & Tackett, M. E. (2017). Perceptions of teachers and parents on the educational experiences of students with autism in a remote rural community. The Rural Educator (in press- October).
Stewart, T. T. (In press, Fall 2017). Dialogue, inquiry, changing roles, and the dialogical self. In F. Meijers & H. Hermans (Eds.), The Dialogical self in education. New York, NY: Springer.
Boggs, G. L., Stewart, T. T., & Jansky, T. (In press, published online 2017). Economic relevance and planning for literacy instruction: Reconciling competing ideologies. Journal of Adolescent & Adult Literacy.
Stewart, T. T., & Boggs, G. L. (2016). Emerging dialogic structures in education reform: An analysis of urban teachers' online compositions. Dialogic Pedagogy: An International Online Journal, 4, 142-161. doi: http://dx.doi.org/10.5195/dpj.2016148.
State of Virginia Licensure Applicants
Spring: October 15 (Target deadline. Applications are reviewed on a rolling basis and students are admitted after Oct 15 when space is available)
Summer I: May 1
Summer II: June 1
Fall: August 1
This program is offered to State of Virginia Licensure applicants only. Other applicants including International students should apply for English Education (M.A.Ed. in Curriculum and Instruction)