Periodic Review/Program Evaluation

Recommendations from Review Panel Regarding Programs to Prepare

Teachers of History (CC)

May 13, 2003

Institution: Eastern Michigan University

Program Level	Major (# Credits)	Minor (# Credits)	Group Major (# Credits)	Group Minor (# Credits)	Endorsement Only (# Credits)
Elementary
Secondary	30	20
K-12

Source of Standards/Guidelines: Michigan State Board of Education

Pub. Date: 12-13-01

Program Assessment Summary/Recommendation
	Meets all standards and requirements	X	Not all standards and requirements are met	X	Insufficient documentation for program review
	Approval	X	Approval Pending		Approval Suspended
Standards/Requirements Not Met: Major and minor requirements do not ensure candidate preparation in full coverage of chronology in U.S. and world history. 1.1.1 Describe the major eras within U.S. history to 1877 1.1.2 Describe the major eras within U.S. history since 1877 1.1.3 Describe the major eras within world history to 1500 1.1.4 Describe the major eras within world history since 1500
Additional information needed/action to be taken: The institution claims to have met the following standards for minors by upper-division courses, but no evidence was provided in the form of syllabi specifying how standards are met in the courses: 1.7 reconstruct the past by comparing interpretations written by others from a variety of perspectives; 1.10 formulate historical questions and obtain historical data from a variety of sources to construct sound historical narratives and interpretations; 1.11 identify gaps in the available records, use contextual knowledge, and appropriate research techniques to construct sound historical interpretations 3.1 acquire information . . . interpret the meaning and significance of information; 3.2 conduct investigations including the ability to formulate a clear statement of questions… For standard 2.3 (describe the market system and apply basic economic concepts as identified in the Michigan Curriculum Framework) neither HIST 123 nor 124 provide sufficient evidence that relevant concepts are adequately addressed within the courses. Objective 5 makes only brief mention, and outline is too cursory to demonstrate how concepts are addressed. For standard 2.4 (describe the roles that women and minorities have played in American history) neither HIST 123 nor 124 syllabi (the two listed as meeting this standard) specify how women and minorities are addressed either in objectives or broad outline. A syllabus was not supplied for PLSC 112/3; this one course also bears the full weight of the following standards. Do no history or other required courses include requirements that might supplement or reinforce PSC 112/3 in these areas? 2.2 explain the structure and function of American government, core democratic values, and the rights and responsibilities of citizens; 3.3 state issues clearly as questions of public policy, trace origins of issues, etc.; 3.4 engage in constructive conversations about matters of public concern; 3.5 compose coherent written essays that express positions on public issues and justify the positions with reasoned arguments; 3.6 consider the effects of an individual’s actions on other people, how one acts in accordance with the rule of law, and how one acts in a virtuous and ethically responsible way. . . . Provide syllabi for all courses cited as meeting content standards to provide evidence beyond simply asserting that standards have been met.
Comments: Many strengths are evident in this program. The faculty are eminently qualified, most are actively involved in research and professional development, and fourteen are involved at some level in P-12 collaborations, six of them through specific activities in consultation, professional development for teachers, and in Teacher Quality Improvement. The field experience requirements provide multiple opportunities for preservice teachers to gain experience in authentic classroom settings prior to student teaching. The department’s professional development initiatives for recent graduates are commendable. Reviewer suggestions for meeting standards noted above and strengthening the application: A simple means of meeting standards 1.1-1.4 (the U.S. History and World History chronology), major and minor would require full sequence in U.S. (HIST 123 and 124) and Western Civilization (HIST 101, 102, 103) or, as with the Social Studies major, World History (HIST 109, 110). A second, more complicated alternative might require half the sequence in each as with to current requirements, then require upper-division electives in the field and period not covered by the chosen survey course. A simple means of meeting standard 2.3 would be, as with standard 2.1, to require an introductory economics course as a prerequisite to the major and minor. Minimal information on course syllabi makes it difficult to ascertain exactly where standards are being met. How do objectives translate into specific instruction and student requirements? Field experiences might also support the following standards: 4.4—has made sustained use of technology appropriate to teaching history; 4.5—can implement the Michigan Curriculum Framework content in the history classroom 4.6—will design and use assessments appropriate to the field of history.