Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
In light of the Spring Arbor University Concept, the Department of History, Geography and Political Science (which is responsible for the History, Political Science, and Social Studies specialty areas) affirms the liberal arts tradition. In our history curriculum we intend to aid students in gaining a comprehensive understanding of the development of human societies in time and place. Our geography curriculum provides students with tools to understand both our natural and human surroundings. Our politics curriculum offers analytical and critical appraisals of human organization. Finally, our social studies curriculum integrates all of the individual disciplines. In all of these fields, we seek to create a collegial environment through participatory learning; through the integration of faith and learning, the history department nurtures responsible leadership in the world; and through a focus on written and oral communication, the department prepares students to be able to seek balance and wisdom in their participation in the modern world. Philosophy, Rationale and Objectives The curriculum requires acquaintance with all the major geographic regions normally covered in a college history major or minor: the United States, Europe, and the non-Western world. Thus, students will develop an understanding of the heritage of American society, of Western Civilization, and the unfolding of world cultures and the interrelatedness of all cultures. Through a variety of learning methods, including extensive reading in primary and secondary sources, writing analytical and evaluative essays and term papers, class discussions of public issues, role-playing, oral reports, and the mastery of information in maps, graphs, charts, and the internet students will gain the knowledge and tools to be continuing students, able to read with discrimination, to write persuasively and cogently and to think critically and divergently. They will be equipped to teach students at the elementary and secondary levels the content and skills to use historical knowledge to understand the past and present and to make informed decisions as intelligent citizens. On an immediate and practical level, the history and social studies majors and politics minor will enable Spring Arbor University graduates to pass the state-mandated content area examination in history, social studies and politics required of all beginning teachers. Because our graduates have passed the examination at approximately the same rate as history majors and minors at colleges and universities throughout the state of Michigan, we feel confident that we are adequately preparing them to teach history in the public and private schools. As perhaps the most comprehensive of the liberal arts, the history program fully supports and enhances the mission of Spring Arbor University as “an evangelical Christian university affiliated with the Free Methodist Church, [ ] committed to excel in liberal arts, professional, and graduate studies.” The history major and minor significantly aid the university in achieving its mission through educating students who “possess the knowledge and abilities to contribute effectively to society, display personal compassion and integrity, think critically as Christians across disciplinary and cultural boundaries, and commit themselves to serving God and others.” Consistency with the Philosophy, Rationale and Conceptual Framework of the Unit The social studies and history majors and politics minor are fully consistent with the philosophy, rationale and conceptual framework of the School of Education of Spring Arbor University, which consists of eleven domains of effective teaching centered on the Spring Arbor Concept, portrayed on the right. Content Knowledge in history is the responsibility of the Department of History, Geography and Political Science within the Michigan Curriculum Framework. Instruction and Technology and Diversity are shared responsibilities, although the School of Education plays the predominant role. Assessment is shared about equally. Management and Organization and Student-Teacher-Parent Interaction are largely the responsibility of the School of Education. All other areas are primarily addressed through the professional education program and reading course(s). The School of Education and the academic departments are in continual communication with each other and are both represented on the University’s Academic Senate that establishes educational policy and approves curricular change. Sequence of Courses and Experiences History The sequence of courses required for the history major and minor begin with HIS 121 and 122, History of Civilization I and II, which introduce the student to the basic chronology and periodization of world history, including both Western and non-Western civilizations; surveys the major movements, events and personalities; presents the core concepts of culture and civilization; and includes the major components of historical study, such as politics, economics, society, religion, and intellectual and cultural endeavors. The historical ways of knowing through collection, selection and evaluation of primary sources and the shaping of facts into analytical and synthetic narratives are introduced to students at this level, although they are not required to use primary sources. The next courses in the history sequence are normally HIS 141 and 142: introductory courses in United States history. Students are introduced not only to the facts of history, but to a variety of interpretations and to an understanding that although historical research entails the careful gathering and evaluation of data (“facts”), interpretation is usually value-laden and needs to be discerned by the careful reader or listener. After taking the basic courses in world civilizations and United States history, students majoring in history choose electives among the upper-division courses in European history, U. S. history and nonWestern history, and must include at least one from each of those three geographical areas. Most of these courses focus upon a narrower chronological framework to provide for more detailed study of particular epochs, although the non-Western courses are organized by geographical areas - Asia, Africa, and Latin America, Russia and the newly independent states and the Middle East. Many of these courses make greater use of primary sources and present a variety of conflicting interpretations of historical movements and events. This is especially true of the required senior capstone/seminar course for majors, HIS 480. History minors take electives to total 24 hours. Because the Michigan standards for history majors and minors now include basic knowledge of geography, political science and economics, Spring Arbor University now requires all history majors and minors who certify to teach to take the following additional courses: GEO 221 – Introduction to Geography; POL 213 – American National Government; and one of the following: ECN 101 – Introduction to Economics, ECN 201 – Principles of Economics (Macroeconomics), or ECN 323 – Economics of the Third World. Social Studies Social Studies majors also take the U.S. history and World Civilization courses, at which point they may choose the comprehensive major when they will take electives defined by the history major above, HIS 361 – Michigan History, and HIS 480 or 422 – senior capstone courses. To complete the requirements for Social Studies certification, they will also take courses for geography mastery: CPS 206 – Geographic Information Systems and GEO 221 – Introduction to Geography; courses for economics mastery: ECN 101 – Introduction to Economics and ECN 201 – Principles of Economics; and courses for mastery of political science: POL 213 – American National Government, POL 311 – Comparative Government and a politics elective of their choosing. Beyond the geography, politics, and economics portions of the social studies comprehensive major above, social studies majors who choose the group major are only expected to take the world civilization courses and American history courses plus HIS 361 – Michigan History. Political Science Politics minors certifying to teach must take POL 213 – American National Government, POL 236 – Christianity and Politics, POL 311 – Comparative Government, POL 316 – Western Political Thought and other electives adding to 20 hours. Furthermore, they must complete support courses ECN 101 – Introduction to Economics, ECN 201 – Principles of Economics, ECN 323 – Economics of the Third World, GEO 221 – Introduction to Geography and one semester of the American history survey HIS 141 or 142. Extracurricular Two programs have involved history and social science majors in ways that have broadened and deepened their understanding of the contemporary world and the ways in which involvement is possible. The Model Arab League, led by Professor David Rawson has involved about ten students a year in researching the political positions of one of the member states and participating in a three-day simulation of a meeting of the Arab League General Assembly and its various committees. Dr. Mark Correll leads a Model United Nations Security Council for students from regional high schools, which also involved about ten Spring Arbor students in planning and running the sessions. A successful Model U. N. has been held in March from 2005 to 2010 and another is planned for spring of 2011. Candidates who are taking the comprehensive social studies major are required to do either one of these. Variety of Instructional Approaches As instructors we hope to model the different methods of inquiry and a variety of instructional approaches to address the various learning styles of our students. We make substantial use of technology, such as video- and audio-cassettes, overhead projectors, PowerPoint, the internet and Blackboard. Candidates for certification are more specifically prepared to use a variety of approaches through the general methods courses taught by the School of Education and the two methods courses that focus on teaching in the social studies, EDU 354 – Teaching Mathematics, Science and Social Studies in Elementary School and EDU 344 – Teaching Social Studies at the Secondary Level. Both courses require the application of content knowledge in site-based settings under the supervision of certified teachers. Secondary candidates who have a major in History or Social Studies and a minor in Political Science take EDU 336 - Teaching at the Secondary Level - as the methods class to focus on political science. It should be noted that many of the teaching practices covered in Edu344 are effective for most of the social studies, and therefore they are not subject-specific to only history. However, history examples are included in the instruction for every method discussed. Just as the social studies are interrelated, so the effective teaching practices for instruction in the various social studies subjects are very much the same. Candidates are also evaluated according to the way that they instruct students during methods class and student teaching. Evaluation criteria for instruction used in methods class or student teaching are quite numerous, and may be noted in the relevant sections of the pedagogical dispositions form and the student teacher evaluation form. For the 2009-10 academic year, 99.9% of the student teachers were rated as proficient most or some of the time by their cooperating teachers in the area of instruction. Differences between Elementary and Secondary Preparation Spring Arbor University makes some distinction between social studies majors who prepare for secondary education certification and those who prepare for elementary. At the secondary level there are added requirements for world history, contemporary American history, and comparative government. This is done in recognition that at the high school level, novice teachers may be teaching focused classes in history or government that require more content preparation. In all cases students are required to take some broad surveys of world and U. S. history, but have an opportunity to choose among more specialized courses. In all cases students are required to take upper division work so that they have opportunities to prepare an intensive research paper that puts them in the position of thinking like an historian, economist, or political scientist. The methods courses referenced in the previous paragraph provide adequate differences in approach for the appropriate grade levels. Secondary history methods is addressed in EDU 344 – Teaching Social Studies at the Secondary Level. The following aspects of teaching History are specifically addressed: 1. Understanding the organization, scope, and sequence of the Michigan High School Content Expectations (HSCEs) and Grade Level Content Expectations (GLCEs), which includes history, among the other social studies disciplines. We specifically discuss how to incorporate geography into the history classroom, since it is now included along with world history and U.S. history at the high school level. 2. Using simulations and role plays to engage students in the history classroom. (Example: see in the course syllabus "The King's M&Ms" - this is one of the simulations done in class) 3. How to infuse history lectures (a common practice in history classrooms) with activities that keep students' attention. (Example: see in the course syllabus the reading "Lecture - Ten Easy Ways...") 4. Creating dynamic introductions (anticipatory sets) that help students relate to the history to be learned. (Example: see in the course syllabus the lesson plan Lesson Plan 4) 5. Using various multiple intelligences activities, like vocabulary window panes, mind maps, and echoing to teach and review important history vocabulary and facts. 6. Effectively using oral histories (p.71), community resource persons (p.65), group investigation (p.137), role-playing and simulations (p.149), and mnemonic and note-taking techniques (p.270) in the history classroom. Page numbers refer to the first page of these sections in our course text, "Teaching Social Studies in Middle and Secondary Schools", by Beal, et.al. Students are required to write a history lesson plan using constructivist teaching practices, to get them out of the mode of "stand and deliver." At least one history lesson plan will include a geography component, encouraging the students to practice incorporating geography into their history instruction. See the Unit Plan assignment and rubric in the course syllabus for more detail. Diversity Since the conceptual framework for the School of Education addresses diversity, students in all social studies areas (elementary and secondary) receive extensive exposure to relevant issues in the professional education sequence. The candidates are exposed to a variety of diversities, which include but are not limited to: racial and cultural diversity, ethnic and socioeconomic diversity, gender and sexual diversity, socially marginalized, English Language Learners (ELL), and those with special needs, to name a few. Each candidate is required to take one course, entitled "The Diverse Learner" where the principles and practices for working with these learners are addressed. Part of the course requirement includes the completion of 30 hours of classroom observation and interaction, 15 hours in various diverse setting (per the above list) and 15 hours in special needs classrooms. Our candidates are supported during this experience as they learn firsthand some of the barriers to achievement through students' life situations. During this course, candidates are also informed regarding Individualized Education Plans (IEPs), Response through Intervention (RTI), and Differentiated Instruction. Key artifacts from this course include a structured set of field experiences and reflections upon the ways teachers work with different diverse students, the compilation of a strategies notebook that the students assemble for working with diverse learners, and readings, quizzes, and presentations over the texts. Spring Arbor University began to incorporate a multicultural perspective on American History in 1970 with the introduction of a course in black history, and instructors also seek to include coverage of issues of Native America , Hispanic and immigrant cultures into the introductory courses. In 1980 the university changed the introductory “Western Civ” course into “History of Civilization”, adding one credit hour per semester and including a study of non-Western cultures. All instructors include attention to women in history as major historical actors and to issues which affected women such as the woman suffrage movement. Modern textbooks give much better coverage to gender equity in both quantity and sensitivity to women’s roles in history. Concepts of gender history are also added to upper division courses to introduce students to this lens of historiography. Spring Arbor University has a cross-cultural requirement (COR 275) for all incoming freshmen. This involves a 3-week course in another culture where students can gain firsthand knowledge of a culture other than their own. It provides students with a basis for cultural comparison for the sake of broadening their world-view, gaining appreciation for various cultural perspectives and assessing, analyzing and articulating their own moral and cultural values. Candidates are also evaluated according to the way that they work with diverse students during methods class and student teaching. Evaluation criteria for diversity used in methods classes and student teaching may be noted in the relevant section of the pedagogical dispositions form and the student teacher evaluation form. For the 2009-10 academic year, 100% of the student teachers were rated as proficient most or some of the time by their cooperating teachers in the area of diversity. Multiple Methods of Assessment Assessment is identified as one of the domains in the Conceptual Framework for Teacher Education, and candidates are thoroughly acquainted with the topic by the time they complete their professional preparation. A student who majors or minors in one of the social studies areas will encounter objective and essay exams, oral reports, group projects, book critiques, essays based on primary sources, research papers, and the opportunity to use PowerPoint and other audio-visual techniques. We believe that this variety of approaches permits us to engage the multiple intelligences of our candidates for teacher certification. Towards the end of their program, in the course called Effective Teaching Strategies, candidates develop an assessment "profile" that reveals their philosophy of assessment and best strategies. During their student teaching, they also plan, execute, and report on a teacher work sample that sandwiches pre- and post-intervention assessments of student learning around a unit of instruction. Candidates are also evaluated according to the way that they assess students during methods class and student teaching. Evaluation criteria for assessment used in methods classes and student teaching may be noted in the relevant section of the pedagogical dispositions form and the student teacher evaluation form. For the 2009-10 academic year, 99.8% of the student teachers were rated as proficient most or some of the time by their cooperating teachers in the area of assessment. Candidate Preparation All candidates for each of the social studies specialty areas are required to pass the Michigan Test for Teacher Certification for History (CC), Political Science (CD) and/or Social Studies (RX). The departmental assessment plan indicates that 90% of candidates will demonstrate proficiency in the specialty area by passing it on the first attempt. The most recent MTTC data for the three-year cumulative data that is available is for the period from 2006-2009. The cumulative pass rate for History is 90.9% (N=22), for Political Science is 100.0% (N=1), and for Social Studies is 72.2% (N=72). The rates for both History and Political Science are above the State pass rate, but it is about 5 percentage points lower for Social Studies. Analysis of the subscores in social studies shows candidate weakness in the areas of world civilizations and Michigan history. The current course of study allows candidates to choose one of two courses in world civilizations, and leaves Michigan history as an elective. However the current folio now has a twosemester requirement in World Civilization and a one-semester requirement in Michigan history. In recognition of the emerging field of geographic information systems, a course in this area has also been added to the requirements. Starting in 2010-11, the School of Education and the Department of History, Geography and Political Science began cooperating on a more comprehensive analysis of candidate performance on the MTTC. Variables such as campus location, GPA in the major, gender, race/ethnicity, and whether the candidate is a traditional undergraduate, a transfer student, or a post baccalaureate student will be analyzed for effects. Some of the results from this study resulted in a new policy effective with the Fall 2012 student teachers that all secondary students majoring in History or Social Studies must pass the MTTC subject area test in that area prior to the start of student teaching.