The University of Texas at El Paso
MASCOT: Paydirt Pete
Campus History and Origin
The University of Texas at El Paso (UTEP) is a four-year state university, and is a component institution of the University of Texas System. The school was founded in 1914 as The Texas State School of Mines and Metallurgy, and a mineshaft survives on the mountainous desert campus. It became Texas Western College in 1949, and The University of Texas at El Paso in 1967.
In fall 2014, enrollment was 23,079 (19,817 undergraduate and 3,262 graduate students). UTEP is the largest university in the U.S. with a majority Mexican-American student population (about 70%).
The El Paso, Texas, campus features a one-of-a-kind collection of buildings in the Bhutanese architectural style. The UTEP campus is located on hillsides overlooking the Rio Grande, with Juarez, Mexico, within easy view across the border.
Another notable feature of UTEP is its athletic history. UTEP was the first college in any Southern state in the United States to integrate its intercollegiate sports programs. To this date it is the only school in Texas to bring home an NCAA Men's Basketball Championship, which it achieved in 1966. The movie Glory Road recounts this story.
Admissions Data (2013):
- Percent of Applicants Admitted: 100%
- Test Scores -- 25th / 75th Percentile
- SAT Critical Reading: 390 / 500
- SAT Math: 420 / 530
- SAT Writing: - / -
- ACT Composite: 17 / 22
- ACT English: 15 / 21
- ACT Math: 17 / 23
Tuition and Costs
Costs per Year:
Campus Life: Minerpalooza
Minerpalooza is the largest pep rally at UTEP and consistently voted “Best Annual Event” by El Paso Magazine. Admission is free and open to the public. Don’t miss out on this annual tradition!
Degree Plan: English and American Literature
Requirements for Degree
Major Core: Take one course from each of the 7 areas (21 hours)
Concentration: Take 2 additional courses from one of the areas 3-7 (6 hours)
Electives: Take 3 additional upper division literature courses of your choosing (9 hours)
(Note: With the Literature Director’s Permission, other upper division English courses may be used as electives.)
______ ENGL 3300 – Intro to Literary Studies
______ ENGL 4314 – Literary Criticism2.
______ ENGL 3320 – Shakespeare
______ ENGL 3321—Shakespeare’s Plays and Poetry
3. Cultural Studies
______ ENGL 3302 – Literature and Film
______ ENGL 3309 – Detective Fiction
______ ENGL 3310 – Chicana/o Literature
______ ENGL 3315 – African American Lit.
______ ENGL 3316 – Native American Lit.
______ ENGL 3317 – Postcolonial Literature
______ ENGL 3325 – Literature of the Bible
______ ENGL 3327 – Jewish American Lit.
______ ENGL 3328 – Holocaust Literature and Film
______ ENGL 3331 – World Literature
______ ENGL 3341 – History of Form I
______ ENGL 3342 – History of Form II
______ ENGL 3360 – Women in Literature
______ ENGL 3371 – Southwestern Literature
______ ENGL 3372 – Folklore and Mythology
______ ENGL 3374 – Folklore of the Mexican American4. British Literature
______ ENGL 3318 – British Literature before 1485
______ ENGL 3319 – Sixteenth-Century Prose and Poetry
______ ENGL 3323 – Seventeenth-Century Prose & Poetry
______ ENGL 3330 – Restoration & Eighteenth-Century Literature
______ ENGL 4308 – Chaucer
______ ENGL 4309 – Milton
______ ENGL 4347 – British Novel through the Eighteenth Century
4. British Literature since 1800
______ ENGL 3304 – Gothic Literature
______ ENGL 3333 – Romantic Literature
______ ENGL 3337 – Victorian Literature
______ ENGL 3343 – British Poetry 1900 to the Present
______ ENGL 4325 – British Drama since 1880
______ ENGL 4348 – British Novel: Nineteenth-Century
______ ENGL 4349 – British Novel: Twentieth-Century
5. American Literature Through 1900
______ ENGL 3311 – American Literature to 1865
______ ENGL 4316 – American Nonfiction and Poetry to 1900
______ ENGL 4317 – American Fiction to 1900
______ ENGL 4350 –Major American Writers through 1900
6. American Literature Since 1900
______ ENGL 3312 – American Literature 1865 to the Present
______ ENGL 3344 – American Poetry 1900 to the present
______ ENGL 4318 – Early Twentieth-Century American Fiction
______ ENGL 4319 – American Fiction 1945 to the present
______ ENGL 4322 – American Drama
______ ENGL 4351 – Major American Writers since 1900
3300-4300 Upper Division Literature Courses
(Other substitutes – ENGL 3301 – Literary Studies-- ENGL 4340 – Advanced Literary Studies)
Cover Letter for Teaching Position
Mr. John Doe
Smithfield Elementary School
Smithfield, CA 08055
Dear Mr. Doe,
I am interested in applying for a teaching position, on the elementary level, in your school district. As a 20XX graduate of XXX College, I have student teaching experience on the third and sixth grade level, in both suburban and urban school districts.
At the present time I am teaching “at risk” preschool children. This position enables me to provide these students with a “head start” in mastering basic skills. I am challenged to be creative, nurturing and most of all, patient.
In my junior year at XXX College, a passion for and knowledge of horses created an opportunity for me work for the Racing Museum. This position allowed me to teach every fourth grade class in the local school system. I coordinated field trips with classroom instruction.
It is my goal to combine my range of experience with my ability to be a compassionate, enthusiastic, intelligent teacher who will make a positive contribution to your school district. I would welcome an interview and hope to hear from you at your earliest convenience.
87 Washington Street
Smithfield, CA 08055
Letter of Recommendation
To Whom it May Concern:
I highly recommend Michelle Johnson as a candidate for a teaching position. I have worked with Michelle in my position as Principal of St. Paul's School.
While a student, Michelle was employed in various teaching-related positions including teaching a museum program to fourth grade classes in the Huntington School District. Since then she has substituted at a variety of schools in the Long Island area, including St. Paul's.
Michelle has a wonderful rapport with people of all ages, especially children. Her ability to connect with her students and her talent at teaching simple concepts, as well as more advanced topics, are both truly superior. She has excellent written and verbal communication skills, is extremely organized, reliable and computer literate. Michelle can work independently and is able to follow through to ensure that the job gets done. She accomplishes these tasks with great initiative and with a very positive attitude.
I recommend Michelle to you without reservation. If you have any further questions with regard to her background or qualifications, please do not hesitate to contact me.
LINDA R. BLOOMBERG
11 Main St.
Sometown, IN 47000
CERTIFIED ELEMENTARY SCHOOL TEACHER (Grades K-6)
Dedicated elementary teacher eager to resume full-time teaching career (currently a substitute for the Sometown PSD). Offer a proven track record of commended performance teaching grades K-6, with a passion for education and an unwavering commitment to optimizing student and school success.
- Creative Lesson Planning
- Curriculum Development
- Instructional Best Practices
- Classroom Management & Discipline
- Standardized Testing / Scoring
- Learner Assessment
- Experiential Learning
- Special Needs Students / IEPs
SOMETOWN PUBLIC SCHOOL DISTRICT, Sometown, IN
Substitute Teacher (K-12), 1/09 to Present
Elementary Teacher (K-6), 8/04 to 6/07
Student Teacher (Intern), 1/04 to 5/04
Hired as a full-time teacher following student teaching practicum, instructing all academic subject areas to classrooms of up to 28 1st, 2nd and 4th grade students. Left Sometown PSD (on excellent terms) at the end of the 2007 academic year to provide full-time care to cancer-stricken parent, and enthusiastically rehired as a substitute teacher for the current spring term.
- Earned high marks for the quality and creativity of classroom teaching, lesson plans and instructional materials used in teaching diverse subjects (e.g., language arts, mathematics, science, social studies and history).
- Developed innovative approaches that were repeatedly held up as the model standard for meeting district goals in areas including technology integration across the curriculum, experiential learning, literacy and diversity.
- Taught general education students as well as individuals with learning challenges and special needs within a mainstreamed, inclusive classroom.
- Consistently commended for ability to redirect students exhibiting behavior problems by replacing disruptive, unproductive patterns with positive behaviors. As a result, selected to lead district-wide in-service on classroom management.
- Actively served on a variety of school committees and task forces focused on curriculum development, textbook review, fundraising and anti-bullying efforts.
- Established positive relationships with students, parents, fellow teachers and school administrators/staff.
- Quickly became a "first-to-call" resource in current substitute teaching role, typically working four days per week. Personally requested by many full-time teachers to take over their classrooms during absences.
6/07 to 12/08
Stepped away from the classroom to serve as a primary caregiver to parent diagnosed with stage IV cancer. Provided daily care, assisted with financial affairs and coordinated treatment with medical professionals and hospice team.
EDUCATION & CREDENTIALS Indiana Wesleyan University, Marion, IN
- BA in Elementary Education, 2004
Indiana Teacher Certification (Grades K-6), 2004 (renewed in 2009)
Ever since I was in middle school, I loved reading. I fell in love with books in an instant and I still consider books to be my wisest teachers and advisors in any life situation. Classic literature has a unique power, in my opinion. With every word, with every page, I get closer to wisdom, even though I believe I cannot consider myself to be wise having read a few hundred books. In my junior year in high school, I took a theater class. It was not so much about acting to me as it was about reading and analyzing plays. This is probably when I first realized that I wanted to write plays.
My desire to be a playwright only grew in college. When I majored in Classic English Literature, a lot of my friends and relatives were rather puzzled. Some of those closest to me openly asked what I was going to do with this major. To be frank, when I chose my electives in college, I never thought much about the practical side of the matter. I selected those courses that were most interesting to me. I read books and plays that I later learned had a great influence on my personality and literary tastes. With playwriting, you never truly go into the profession for the money, or status, or popularity. It is just in your heart; this adamant feeling of belonging to this profession; desiring to write against any and all odds, that you can hardly explain your decision from a rational point of view. It is a sentiment of knowing what you should do in your life.
I can still vividly recall my first visit to the theater. It was then, back in high school, that I instantly felt the magic of theater upon first entering our small local drama theater. The first play I saw on a professional stage was Anton Chekhov’s The Cherry Blossom. Viewing it made me spellbound. I could not fall asleep when I went back home. After hours of tossing and turning in my bed, I turned on my bedside lamp, sat up with my laptop and wrote the start of my first play. It told a story of a small theater in a rural Kansas town, where nobody really understood what theater was about. A strange man had moved to this town and started building the theater, despite everyone telling him that the idea would be a failure and that people of that town were just not made to love theater, as it was too high class for their simple lives. While the theater was being built brick-by-brick, the lives and attitudes of people living in the town started evolving and developing in the most unexpected of ways. That theater symbolized the inner growth of the town’s residents. So, surprisingly or not, by the time the first ever play was about to be performed on the stage of the newly opened theater, practically all of the town’s population was anticipating the premiere.
The idea of my first play was very much about what theater is to me. I believe that art can change people, that art is for everyone, despite their beliefs, interests and professions. My play also centered on the concept that theater is a universal art that speaks eternal truths and values that never go out of fashion. I am extremely disappointed that the majority of people in the US have stopped going to theaters, preferring cinemas, clubs, restaurants or simply evenings in front of their TVs. America has only a few modern playwrights and this is a serious oversight on our part. Every generation ought to have its own art. Sure, classics are great as they teach us those important lessons that lay a foundation for developing any personality. However, it might be due to the fact that our productions mostly focus on classical plays and pieces that theater has become so unpopular in the late twentieth and early twenty-first century. Our lives have changed since Shakespeare, Chekhov, Miller, Dostoevsky and Beckett. I do not believe that the modern-day generation of Americans is not creative enough to produce their own contemporary classics. There is a social need to empower the new generation of playwrights, one of which I am willing to become.
My dream is to make theater a worthy alternative to cinema for Americans of all ages and, with the help of the WMU Lawrence, Clara & Evelyn E. Burke Scholarship, I believe I can make this happen by becoming a professional playwright.
Farron, Claire. "BA in English and American Literature." BA in English and American Lit. 1 Jan. 2012. Web. 9 Apr. 2015. <http://academics.utep.edu/Default.aspx?tabid=40885>
Gill, Eric. "English Teacher – Salary, Job Description, and Educational Requirements." Concordia Portland Online. 17 Mar. 2015. Web. 9 Apr. 2015. <http://education.cu-portland.edu/blog/teaching-careers/english-teacher/>.
Natalicio, Diane. "Inside UTEP." The University of Texas at El Paso Home. Web. 9 Apr. 2015. <http://www.utep.edu>.
Frequently Asked Questions
Q: I LOST MY PASSWORD!!!!
A: Can't help you there sorry. Try the "lost my password" link if they have one, but I have no access to your account at all. Write down your passwords, or use a note app on your phone if you feel you are going to forget.
Q: My image won't upload! It says, "Unsupported file type".
A: TACKK doesn't support bmp file types from what I have seen. It does support, gif, jpg, and png filetypes which are fairly common. Whenever you create your image and get an option to save it, make sure that it has gif / jpg / png as its extension. In other words:
Simply writing "gif" or "jpg" at the end won't do anything. Usually there is a little drop bar that lets you choose a filetype. Canva defaults to png. If you're technically savvy, you can just use pixlr to open the file, and just save it as something else that TACKK supports.
Q: Do we have to use TACKK? Can't I just write it on paper?!
A: 1) Yes.
2) No. This whole project has been digitized to encourage collaboration. Like it or not, technology is the future.
Q: How did you make those blue bars to separate everything on this TACKK? I don't like the solid white going across all of the pages.
A: Using firefox I downloaded a plugin called. MeasureIt. Get it here.
This only works for firefox. It lets you measure the amount of pixels you will need for your image.
First I measured the space I wanted to cover, and how tall, etc.
Then I went to www.canva.com
I selected: "Use custom dimensions".
I put in the sizes I needed (x,y)
Made a solid colored object (Or you could make a pattern, a picture, anything really).
At every break on TACKK I just put an image. It makes everything look nice and neat.
Q: How do I get my grade?
A: Email your completed TACKK url to me. You can also use a custom name assuming its not already taken to make it easy to remember.
My email is: email@example.com
Q: When is this due?
A: Tuesday, May 26th.