COVER SHEET

Social Studies Education

National Council for the Social Studies

SUBMITTED BY: Southwest Missouri State University

901 S. National

Springfield, Missouri 65804

DATE: June 1, 2000

CHIEF COMPILER: William E. Hammond, Professor of History

PHONE: 417-836-5916 OR 417-836-5511

Level of social studies program offered: SECONDARY

Checklist of materials enclosed with this folio:

I. Explanation of the knowledge base, philosophy for preparation and goals and objectives of the program, pp. 3-7.

II. Number of graduates of the secondary social studies program for the past three years, p. 7.

III. Description of the programs location within the professional education unit and its interrelationships with other programs in the unit and the university college, pp. 7-8.

IV. Percentage of credit hours required for graduation which are in required social science content courses, p. 8.

V. Students courses of studies with all required courses, pp. 8-9.

VI. Description of field experiences, student teaching, and internships, pp. 9-10.

VII. Faculty with primary assignments in the social studies program, p. 10-11.

VIII. Matrix/matrices

Matrix Item 1, pp. 11-26.

Theme 1, pp. 11-13

Theme 2, pp. 13-15

Theme 3, pp. 15-16

Theme 4, pp. 16-17

Theme 5, pp. 18-19

Theme 6, pp. 19-20

Theme 7, pp. 20-22

Theme 8, pp. 22-23

Theme 9, pp. 23-25

Theme 10, pp. 25-26

Matrix Item 3, pp. 26-35

Matrix 3.1 (pp. 26-24); Matrix 3.2 (pp. 29-30); Matrix 3.2 (pp. 30-32); Matrix 3.4(pp. 33-35).

IX. Appendices

I verify that the information provided in this folio is accurate and true:

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Signature Name(please print)

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Position Telephone

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Address

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OVERVIEW AND SCOPE

I. Explanation of the knowledge base, philosophy for preparation and goals and objectives of the program.

The Social Science Secondary Education program resides in the Department of History within the College of Humanities and Public Affairs (CHPA). In 1997-1998 the department, to maintain a cutting edge teacher education program, requested its Undergraduate Programs and Professional Education Committee (UPPEC) to study and recommend changes for this degree. UPPEC reviewed the knowledge base of the Professional Education Unit to determine its goals; then the UPPEC examined the goals to be met under the university wide mission statement; finally the UPPEC created a degree that met the needs of a bona fide social science degree; and finally measured that degree against the requirements of the National Council for the Social Studies and the Missouri Department of Elementary and Secondary Education certification requirements and the Missouri Standards for Social Studies. The degree accepted by the History Department (April 1998) and the Professional Education Unit exceeded the requirements of both of these outside accreditation agencies. (See appendix, Document 1 Evaluation Plan for the Bachelor of Science in Education Degree, pp. 3-10.)

There were four major components that provided goals in the development of the knowledge base for the Social Studies (B.S.Ed.)

Professional Education Goals

University Mission Goals

Departmental Goals

State and National Accrediting Agencies Goals

A. PROFESSIONAL EDUCATION GOALS:

The Professional Education Unit (PEU) of the university has developed its own conceptual framework. It sees teaching as a life-long commitment based on the principle of being "A Reflective Decision Maker/Practitioner". To create this person Ten General Learning Outcomes became the framework for all professional education programs. The History-B.S.Ed. degree fulfills all those outcomes. Two of those outcomes, numbers two and nine, are partially met by the content area material. The other eight outcomes, which concern directly the world of theory and practice, are met by core courses offered in the College of Education. The courses designed to fulfill the outcome are listed after the outcome and described in the listing of departmental courses in the appendix.

The PEU Conceptual Framework contains the following ten outcomes followed by courses which have the outcome embedded within the course:

Number one: Knowledge of the historical development of professional and foundational issues and arguments underlying is practices, as well as understanding the importance of integrated learning across disciplines. SEC 301 Introduction to Teaching in the Secondary School; SFR 250 Foundations of American Education, SFR 396 Student Assessment and Evaluation, SFR 442 Techniques of Classroom Management; SPE 340 Educational Alternative for Exceptional Students.

Number two: Knowledge of subject matter content and the ability to integrate content with pedagogy appropriate to the graduate's field of study. SEC 300 Clinical and Field Experiences in Secondary Education, 301 SEC Introduction to Teaching in the Secondary School, SEC 493 Supervised Teaching (Secondary), SEC 494 Supervised Teaching (Secondary); RDG 474 Reading and Writing in the Content Fields; content major History-B.S.Ed.

Number three: Knowledge of human development and motivation theories of learning and pedagogy. SEC 301 Introduction to Teaching in the Secondary School; PSY 390 Development of the Adolescent Student; SPE 340 Educational Alternative for Exceptional Students; RDG 474 Reading and Writing in the Content Fields.

Number four: Effective communications skills, critical and creative thinking abilities and other skills crucial to reflective decision making. COM 115 Fundamentals of Public Speaking; SEC 300 Clinical and Field Experiences in Secondary Education, SEC 301 Introduction to Teaching in the Secondary School, SEC 493 Supervised Teaching (Secondary), SEC 494 Supervised Teaching (Secondary); SFR 250 Foundations of American Education; SPE 340 Educational Alternative for Exceptional Students.

Number five: Knowledge and skills in the use of technology appropriate to the graduate's field of study. SEC 300 Clinical and Field Experiences in Secondary Education, SEC 301 Introduction to Teaching in the Secondary School, SEC 493 Supervised Teaching (Secondary), SEC 494 Supervised Teaching (Secondary); SFR 250 Foundations of American Education; IMT 365 Instructional Applications of Technology and Media; SPE 340 Educational Alternative for Exceptional Students.

Number six: Practical abilities to implement the skills, techniques and strategies associated with student learning and effective leadership. SEC 300 Clinical and Field Experiences in Secondary Education, SEC 301 Introduction to Teaching in the Secondary School, SEC 418 Teaching of High School Social Sciences, SEC 493 Supervised Teaching (Secondary), SEC 494 Supervised Teaching (Secondary); IMT 365 Instructional Applications of Technology and Media; SFR 396 Student Assessment and Evaluation, RDG Reading and Writing in the Content Fields.

Number seven: Intellectual, social ethical and other personal attributes of reflective decision-makers in professional settings. SEC 300 Clinical and Field Experiences in Secondary Education, SEC 418 Teaching of High School Social Sciences; SFR 250 of American Education; PSY 390 Development of the Adolescent Student.

Number eight: Commitment to lifelong professional development and general learning. SFR 250 Foundations of American Education; PSY 390 Development of the Adolescent Student; RDG 474 Reading and Writing in the Content Fields.

Number nine: Ability to skillfully accommodate in professional practice diversity of many kinds including cultural, racial, economic, and that of the exceptional learner, and adapt professionally to developments in the global society. SEC 300 Clinical and Field Experiences in Secondary Education, SEC 301 Introduction to Teaching in the Secondary School, SEC 418 Teaching of High School Social Sciences, SEC 494 Supervised Teaching (Secondary), SEC 494 Supervised Teaching (Secondary); SFR 250 Foundations of American Education, SFR 442 Techniques of Classroom Management; PSY 390 Development of the Adolescent Student; SPE 340 Educational Alternative for the Exceptional Student; RDG 474 Reading and Writing in the Content Fields.

Number ten: Ability to foster and maintain collaborative efforts with clientele within institutions and the community, and commitment to active citizenship in the service of a vision of the public good. SEC 300 Clinical and Field Experiences in Secondary Education, SEC 301 Introduction to Teaching in the Secondary School, SEC 493 Supervised Teaching, SEC 494 Supervised Teaching; SFR 250 Foundations of American Education. Also addressed across the university curriculum for the Public Affairs Mission.

B. UNIVERSITY MISSION STATEMENT AND GOALS:

The university has a statewide mission to produce students who are aware of and committed to Public Affairs.

Goals or changes in students that are identified in the Mission Statement and where the Social Studies Degree should affectively participate are:

1. To develop critical thinking skills

2. To develop competence in written and oral communication

3. To develop understanding of multicultural value systems

4. To develop a global or international comparative ethical and value perspective

5. To develop inquiry skills

6. To develop an understanding of one's profession and its needed skills

7. To develop the student for life long learning and continuing development

8. To develop teachers and professionals who will fulfill their roles as cultural leaders in Southwest Missouri or wherever they live.(This directly ties to the university's statewide mission as the Public Affairs University.)

C. DEPARTMENTAL GOALS:

The Missouri StateU History Department reviewed the majors at 106 universities to compare majors. This guaranteed that it met national norms. (The review caused the addition of a larger non-Western component.) The History Department accepted specific goals that required the same history component for both the BA and B.S.Ed. majors. This reflected the concept that secondary education students should have a traditional major. The differences in the two degrees are based on their different needs. The BA has one additional required senior writing seminar and the B.S.Ed. has the additional 23 hours of required social studies courses. (See Appendix, Document 1, Evaluation Plan for Bachelor of Science in Education, pp. 3-10, "Internal Assessment of History Majors by Objective", p. 9; Document 1, "External Assessment of History Majors" pp. 9-10; Document 2, pp. 11-12, History Department Recommended Courses for B.S.Ed in History Education.)

The Missouri StateU History Departments goals and desired outcomes were established in the three following areas:

Knowledge goals

Skills

Attitudes and behavioral outcomes

1. KNOWLEDGE GOALS: Students graduating with the BS in Education: History Education should have:

General knowledge of U. S. History

General knowledge of European History

General knowledge of two additional Third World histories

In depth knowledge of at least two areas of U. S. History

In depth knowledge of at least two areas of Ancient, African, Asian, European or Latin American History

General knowledge of research methods

General knowledge of the writing of history

General knowledge of the professional needs of the discipline of history for research, writing, and teaching

2. SKILL GOALS: students will be able to:

Conduct basic research

Analyze historical sources

Critically read historical literature

Write historical and social studies papers

To orally critique historical work

3. ATTITUDES AND BEHAVIORS: Students should show:

Student/Alumni Satisfaction with degree

Graduate/Career Placement satisfaction

D. GOALS OF STATE AND NATIONAL ACCREDITING AGENCIES:

The History Department wanted to correlate the Professional Education Outcomes, the University Mission Goals, its own goals and outcomes with the accreditation requirements and goals of the National Council for the Social Studies(NCSS) and the Missouri Department of Elementary and Secondary Education(DESE) competencies.

DESE has established Missouri certification requirements and specialty area competencies that must be met for each program. . The department was also instrumental in involving Missouri in The Interstate New Teacher Assessment and Support Consortium (INTASC),which led to Missouri Standards for Teacher Education (MOSTEP) in Missouri. Utilizing "the Outstanding Schools Act Teachers in Missouri. These standards were submitted to the State Board of Education and accepted in 1997. See Appendix, Document 3, MOSTEP Standards, NCSS Themes and Courses that Meet Requirements, pp. 12-14.)

The NCSS was in the process of revising its requirements to the current thematic matrix. Two Missourians, Wayne Dumas and Alberta Dougan, were on the committee and in professional meetings the department had learned of the new thematic concept for teacher training.(See Appendix. Document 3 above, that ties the Missouri Standards and NCSS themes together--indicated by NCSS theme.)

The degree requirements thus derived from:

the components of the Professional Education Unit's conceptual framework of the "Reflective Decision Maker/Practitioner", Ten Outcomes

the University Mission Statement goals

the departmental content requirements;

the state and national accrediting agencies.

II. Number of graduates of the secondary social studies program for the past three years.

1996-1997 28 graduates

26 graduates

1998-1999 17 graduates

*Southwest Missouri State University generally has the largest teacher-training program in the state.

III. Description of the programs location within the professional education unit and its interrelationship with other programs in the unit and the university college.

The university community is extremely proud that the content departments cooperate with the College of Education to provide a shared governance and control of all education programs. If the quality of the education programs is not high, the departments are to be blamed for not designing a strong program.

The History Department is responsible for its program in professional teacher education.

When the History Department wishes to change the social science program or elements of that program, it generates a proposal. The Undergraduate Programs and Professional Education Committee of the department first considers the proposal. The change is then sent to the full History Department for consideration. Upon passage it goes to the College Council of the College of Humanities and Public Affairs (which allows review by the other social sciences). When passed there, it is forwarded to the Professional Education Committee (PEC). If this body, composed of representatives drawn from the departments in the College of Education and from every college with education programs outside that college, accepts the changes, the proposal is then forwarded to the Head of the Unit(the Dean of the College of Education). The head's signature leads to it being forwarded to the Faculty Senate for a period of challenge-- a group of faculty who disagrees with the legislation may call for a full faculty vote. Finally it must receive support from the administration.

Every program or program change is reviewed and discussed by its department and college council. The Professional Education Unit examines the program through the PEC. Any changes that affect other departments can be discussed. It is then forwarded for review and acceptance or rejection to the Head of the Unit. If this is a change in a graduate course or program that has been proposed it has an additional step of going to the Graduate Council before it comes to the PEC (See Document 4, University Governance Process for Professional Education Programs, p.14.)

The PEC has numerous duties and programs. The PEC is responsible for developing and recommending policy to the Head. It conducts on going reviews of all professional education programs and participates in preparation of accreditation reports and monitors changing regulations and accreditation standards. The PEC also promotes collaboration across colleges, departments/schools and provides for faculty development in such areas as diversity. By doing this, the PEC ensures curricular coherence and develops quality control and evaluation procedures for the entire Professional Education Unit.

The History Department has played an active roll in the PEU and in the PEC. Because of the size of its program, there are two representatives from this department and two of its members have chaired the body, Dr. William E. Hammond and Dr. Thomas S. Dicke.

IV. Percentage of credit hours required for graduation, which are in required social science content courses.

56 hours of social science content courses are required. Originally the total degree had required 138 semester hours; however, that was reduced in 1999 to 125 because of changes in the General Education Program. This action was not taken early enough to be in the 2000 catalog. In either case the university meets NCSS standards. If the 125 hours figure is used, content courses make up 44.8% of the degree. Under the 138 hours content represents 40.57%. (See appendix Document 2, pp.11-12 , Department of History, Recommended Courses for B.S.Ed. in History Education)

V. Students course of studies with all required courses

Content Degree Requirements

Every student must complete the following courses Common Core Courses (full course descriptions are in the appendix.)

United States History (6 hours)

HST 121 Survey of the History of the United States to 1877

HST 122 Survey of the History of the United States Since 1877

Western Civilization (6 hours)

HST 101 Western Civilization I

HST 102 Western Civilization II

Non-Western History (6 hours) Select two courses from the following surveys

HST 335 African Civilization

HST 342 History of the Middle East since the Rise of Islam

HST 350 Latin American Civilizations

HST 380 East Asian Civilization I

HST 381 East Asian Civilization I

(There is a choice but the object is to force the student to study two global histories outside of the U.S. and Europe.)

History as a Field of Study

HST 390 Historiography and the Historical Method

Social Studies Component (18 hours)

ECO 155 Principles of Macroeconomics (3)

GRY 100 World Regional Geography (3)

PLS 101 American Democracy and Citizenship (3)

PLS 102 Introduction to American Public Policy (3)

PSY 121 Introductory Psychology (3)

SOC 150 Introduction to Society (3)

Electives

United States History (upper division) 6 hours

Ancient, European, African, Latin American, Middle Eastern,

Or Asian history (upper division) 6 hours

Social Science electives 5 hours

(It is strongly recommended that the student choose

from ANT 100 World Cultures, ECO 200 Consumer

Economics, GRY 320 Cultural Geography, GRY

323 World Political Geography, PLS 205 Comparative

Governments, PLS 232 International Relations, SOC

152 Social Problems.)

VI. Description of field experiences, student teaching and internships

A variety of field experiences and hands on experiences are planned for the social studies teaching candidate. In the very first professional education course, SFR 250 Foundations of American Education, (appendix, Document 15, SFR 250 syllabus, pp.25-37) students attend a multicultural day in an inner-city public school. Students have the opportunity to observe in a social studies classroom at this time.

The second opportunity to observe in a social studies classroom occurs during SEC 300 Clinical and Field Experiences in Secondary Education (appendix, Document 16, syllabus, pp.32-40). This class is scheduled as a practicum experience and is in tandem with SEC 301 Introduction to Teaching in the Secondary School, which is in effect a general methods class. The social studies student is assigned to a public school social studies classroom in which the student has the opportunity to observe, assist, tutor or teach small groups of students during their stay. (appendix, Document 5 and 14, pp.15-17, 20-35,Evaluation form and activities). It is planned for the student to observe various aspects of school and social studies classroom setting that include a wide range of instructional and administrative elements. During the practicum, the student spends three hours a week for ten weeks or a total of thirty hours in these activities. For each experience,( SFR 250 multicultural, SEC 300 and SEC 301), the student is placed in a different school.

All supervising teachers are carefully screened. In all of these social studies classrooms the cooperating teacher is a certified teacher with sound professional experience. In addition our university does not work with schools unless the school has accreditation from the Missouri Department of Elementary and Secondary Education and the teacher is a certified social studies teacher.

The capstone student teaching program consists of a full semester (16 weeks). The semester is divided into two, eight-week blocks, which results in 600 contact hours in the school. A total of twelve hours of college credit is given. The pre-service social studies student teacher is assigned to two different school districts for these experiences. One block is in an urban setting such as Springfield and its immediate suburbs.

The second block is in a rural setting. The two assignments provide opportunities for interaction with students of varying socio-economic, racial and ethnic backgrounds. Missouri schools are mainstreamed. Each student teacher, therefore, meets students with special learning needs and diverse learning styles. (See course descriptions of SEC 493 and 494, p. 115.)

All of the field experiences are closely supervised by a licensed and experienced social studies cooperating teacher in a school accredited by the Missouri Department of Elementary and Secondary Education. The students are supervised by a university supervisor with both successful experience and graduate level study in the teaching of social studies or an academic discipline in the social studies field

VII. Faculty with primary assignments in the social studies program.

All faculty who are members of the Professional Education Unit must have a commitment to professional education, apply for admission and demonstrate that commitment with a five year plan on file with the Head of the Unit which demonstrates ongoing contact with the public schools. There are four persons who have met those criteria.

Dr. Donna A. Beardsley, Professor, College of Education; Department of Secondary Education, Foundations and Educational Research. She teaches SEC 418, Social Studies Methods.

The following three persons advise B.S.Ed. students, serve on the History Department Undergraduate and Professional Education Committee, serve on the Social Studies Advisory Committee with the Public Schools, revolve in service on the PEU Professional Education Committee; and serve as representatives on various PEU subcommittees.

Dr. Thomas S. Dicke, Associate Professor, College of Humanities and Public Affairs, Department of History, U. S. History

Dr. William E. Hammond, Professor, College of Humanities and Public Affairs, Department of History, Western Civilization

Dr. Stephen L. McIntyre, Assistant Professor, College of Humanities and Public Affairs, Department of History, U. S. History

VIII. Matrix/Matrices

MATRIX ITEM 1.1--THEME ONE: CULTURE AND CULTURAL DIVERSITY

Social Studies teachers should possess the knowledge, capabilities, dispositions to organize and provide instruction at the appropriate school level for the study of Culture and Cultural Diversity

1.1.1 PROGRAMMATIC EVIDENCE

The theme of culture and cultural diversity is embedded in the content of several of the core courses required of all secondary social studies majors. All students are required to take two courses from HST 335 African Civilization, HST 342 The Middle East since Islam, HST 350 Latin American Civilization, HST 380 East Asian Civilization I, and HST 381 East Asian Civilization II. This exposes them directly to two different cultures. (See a representative syllabus in the appendix, Document 23, Syllabus: African Civilization, pp. 61-62.) In the additional courses of ECO 155 Principles of Macroeconomics, GRY 100 World Regional Geography, PSY 121 Introductory Psychology, SOC Introduction to Society, HST 101 Western Civilization I, HST 102 Western Civilization II, HST 121 Survey of the History of the United States to 1877, HST 122 Survey of the History of the United States Since 1877, and HST 390 Historiography and the Historical Method, this material is also included in these courses syllabi. Representative syllabi are in the appendix, Section II, Part B. (Limitations on the length of the appendices did not allow including a syllabus from each course. The NCSS themes have been taken seriously. It has been required that each instructor mark their syllabus to show where each theme and indicator are covered. This was done under the matrix code of 1.1 for the theme and an alphabetical letter for each of the specific indicators that were indicated in the NCSS' guidelines. There are four syllabi: one for U. S History. Western Civilization, Third World (Africa) and each social science.)

1.1.2 TESTING EVIDENCE

All education majors are required to take the Missouri C Base Exam, a general education exam, before admission to the program. Because Missouri StateU is a selective state institution it requires a 265 score on each component section of the exam, rather than the state required 235. The student must also obtain a 2.5 GPA in their major as well as a 2.5 overall GPA to continue in professional education. This is checked when they enter the program, again before they student-teach, and before they graduate. At each point their progress can be halted. DESE requires the taking of Praxis II, Social Studies content knowledge. This indicates how our graduates compare nationally. The last set of scores from the testing period 10/1/1998-9/30/99 indicate that in all areas our graduates exceed the national performance range of 157-178. The Missouri StateU mean was 174 with an average performance rage of 160-179. In all but one of the social studies categories our students performed above the medium and for that one they were at the median(See appendix Document 10, Praxis II Results, pp. 23-24).

I. U.S. History national median was 20 Missouri StateU median 21

II. World History national median was 21 Missouri StateU median 24

III. Political Science national median was 16 Missouri StateU median 16

IV. Geography national median was 14 Missouri StateU median 15

V. Economics national median was 12 Missouri StateU median 13

VI. Behavioral Sciences national median was 10 Missouri StateU median 11

This particular theme of culture and diversity ties into goal 4 of the University Mission Statement and Goals, To develop a global or international comparative ethical and value perspective. In the General Education Exit Exams given nationally to Comprehensive Colleges and Universities, Missouri StateU graduates scored above the national norms. (See appendix, Document 6, Assessment and Instructional Support Vol. 9, number 5, p. 17.) Particularly in the Social Sciences the national comparative mean was 118 while the Missouri StateU mean was 115-118. The Humanities also deals with this theme and the national comparative mean was 116 compared to the Missouri StateU mean of 116-118.

The University commitment to Public Affairs makes it imperative that this theme is covered and the testing evidence would broadly and strongly so indicate.

1.1.3 PERFORMANCE EVIDENCE

Student Teaching Portfolios and Professional Preparation Portfolios are required of all social studies education graduates. Students provide documentation to reflect the NCSS' ten themes. Documentation includes evidence of the ability to plan and organize material for diverse settings, evidence of subject matter knowledge and multicultural perspectives, evidence of skills in teaching content with a variety of instructional strategies, and evidence of the ability to develop and implement assessments appropriate for a pluralistic classroom setting. Two or more reviewers (the student's cooperating classroom teacher, a university supervisor and other persons as necessary) evaluate the Student Teaching Portfolio in terms of the NCSS' ten themes. Two or more of these individuals are social studies specialists. Students need a "pass" on their portfolios to be recommended for licensure. Of the ten (10) graduates Fall 1999 all received a "pass". Reviewers use a supplementary student teaching evaluation form based on the ten themes to make their judgments. This instrument is used throughout the student teaching block and at the end of the student teaching experience. The thematic indicators are scaled 1(weak) to 4(strong). A rating less than 3 fails to meet our expectations. Graduates in 1999 achieved a mean assessment on this standard (based on all observations) of 3.655. The range of assessments was 3.0-4.0(See appendix, Document 7, Thematic Student Teaching Evaluation Form, pp.18-20; and Document 8, Individual Scores from Supervisors, pp.21-22.) The Student Teaching Portfolio is described in the Student Teaching Handbook .(Relevant pages are in the appendix, Document 9, pp.22-23.)

The Professional Preparation Portfolio (PPP), a state requirement for certification, consists of items that are tied to the Missouri Standards for Teacher Education Programs (MoSTEP).(See appendix, Document 3, pp.12-14). Social studies education students select document items from their course work and from their field experiences (e.g., from their Student Teaching Portfolios) for inclusion in the PPP. As a consequence, the NCSS' themes are reflected in MoSTEP. Unit and daily lesson plan items for the PPP are evaluated in terms of the NCSS' ten themes by social studies specialists during the student teaching experience (see first paragraph for the evaluation process and see each theme for the assessment results.) and in SEC 418 Teaching High School Social Sciences. Other items for the PPP (e.g., case studies, technology projects, research papers, assessment instruments, philosophies of education, etc.) are evaluated by specialists in the areas of subject matter content, technology, assessment, reading, classroom management, psychology, general methods, the exceptional child, and the foundations of education. Students continue to work on an item until a grade of "pass"(i.e., meets the MoSTEP standard) is given by the specialist.

Social studies education students are required in their special methods course, SEC 418 Teaching High School Social Sciences (appendix, Document 17, syllabus, pp. 40-45) to successfully teach at least one fifty-minute history or social science lesson based on one or more of the NCSS' ten themes. Students are evaluated on the effectiveness of their lessons as described in the course syllabus. Students need a "pass" on the teaching segment to complete the course. Students also complete a history or social science unit plan based on one or more of the NCSS' ten themes. Students are evaluated on the effectiveness of their units as described in the course syllabus. Students need a "pass" on the unit plan to complete the course. No student failed to receive a "pass on either the lesson or the unit plan for any of the ten themes in 1999; however, some did redo units. These unit and daily lesson plans also impact the overall grade given in the course. Students received 9 A's, 6 B's in the Spring semester of 1999; Fall of 1999, they received 13 A's and 5 B's in the course. A C or better is required for licensure. The grade point-average for the course as a whole was 3.72 in the Fall and 3.60 for the Spring (4 point scale).

MATRIX ITEM 1.2--THEME TWO: TIME, CONTINUITY, AND CHANGE

Social Studies teachers should possess the knowledge, capabilities, disposition to organize and provide instruction at the appropriate school level for the study of Time, Continuity, and Change

1.2.1. PROGRAMMATIC EVIDENCE

This particular theme is primarily the province of the history content area. Missouri StateU students are particularly strongly prepared for this theme. They take a core of 6 hours of U.S. History, 6 hours of Western Civilization, 6 hours of Third World History, and a 3 hour course on Historiography and Historical Method. In addition they are required to take a minimum of 6 elective upper division hours in U. S. History and 6 elective upper division hours in Ancient, European, African, Asian, Middle Eastern, or Latin American History. For the four of the core courses syllabi are included in the appendix, Documents 20, 21,22 and 23, pp. 55-62. The instructor has noted on that syllabus the indicators (listed under NCSS' Themes) that are covered in that class using a key of 1.2. and alphabetical letters a,b,c etc. for the indicators covered.(This has been done for all core courses; however, to include a course syllabus for fifteen courses made the appendix too large.) Two other content areas have three courses that deal with this theme. These are PSY 121 Introductory Psychology; PLS 101 American Democracy and Citizenship, and PLS 102 Introduction to American Public Policy. A course syllabus for PSY 121 and PLS101 are also in the appendix, Documents 31 and 30, pp.55-62.

1.2.2. TESTING EVIDENCE

The same general evidence applies as found in 1.1.2. One can look at the quality of the Missouri StateU general education program, the Missouri C Base Test, and entrance requirements to the Teacher Education Program to support the contention that the institution is training good teachers. Specifically on the Praxis II exit exam required of all teachers in their competency as reported in 1.1, Missouri StateU students are above the median. In the area of United States History, 7 students or 33% scored in the highest or 4th quartile; 2 or 10% scored in the 3rd quartile; 9 or 43% scored in the 2nd quartile; 3 or 14% scored in the lowest quartile of those who passed the Missouri cutoff for licensure. In the area of World History 7 or 33% scored in the 4th quartile; 8 or 43% scored in the next highest or 3rd quartile, 3 or 14% in the 2nd quartile and 3 or 14% in the lowest quartile. For U. S. History: 2 persons scored in the 90-99%; 2 scored in the 80-89%; 4 scored in the 70-79%; 3 in the 60-69%; 8 in the 50-59%; 2 in the 40-49%. The area of World History had 1 student at 100%; 2 in the 90-99%; 4 in the 80-89%; 8 in the 70-79%; 2 in the 60-69%; 2 in the 50-59% and 2 in the 40-49%. In the area of psychology and political science the scores were at the median or above it.(Appendix, Document 10, Praxis II results, p. 24.)

1.2.3. PERFORMANCE EVIDENCE

The Student Teaching Portfolio requirement described earlier (1.1.3) applies here. Two or more reviewers (the student’s cooperating classroom teacher, a university supervisor, and other persons as necessary) evaluated the 1999 social studies education graduates on this theme. Two or more of these individuals were social studies specialists. Students needed a "pass" on their portfolios to be recommended for licensure. All 1999 graduates (10) received a "pass". Reviewers used a supplementary student teaching evaluation form based on the ten themes to make their judgments. This instrument was described earlier under 1.1.3. A rating less than 3 failed to meet our expectations. Graduates in 1999 achieved a mean assessment on this standard on the final evaluation (based on all observation) of 3.535. The range of assessments was 3.0-4.0. (Results of assessments for each individual on each theme are given in appendix, Document 8, pp. 21-22.) The Student Teaching Portfolio is described in the appendix, Document 9, pp. 22-23.

The Professional Preparation Portfolio (PPP) requirement described earlier also applies here. See l.l.3.

Lastly, the special methods course requirements (teaching segments and unit plans based on the NCSS' ten themes) described in 1.1.3 apply here (appendix, Document 17, syllabus, pp. 40-45). Students need a "pass" on teaching segments and unit plans to complete the course. No student during the 1999 school year failed to receive a "pass" for this theme. Unit and daily lesson plans also impact the overall grade given in the course. A C or better is required for licensure. See 1.1.3 for letter grade and grade point average.

MATIX ITEM 1.3--THEME THREE: PEOPLE, PLACES AND ENVIRONMENT

Social Studies teachers should possess the knowledge, capabilities and dispositions to organize and provide instruction at the appropriate school level for the study of People, Places and Environment.

1.3.1. PROGRAMMATIC EVIDENCE

This is the direct content area of geography. All students take a core course GRY 100 World Regional Geography. In addition under Social Science electives in the program and the natural science requirement for general education (See appendix, Document 2, Recommended Courses for the B.S.Ed. Degree, p.11-12) it is strongly recommended that the student take GRY 142 as their second science course and they may elect either GRY 320 Cultural Geography or GRY 323 World Political Geography under the five hours of social science electives. However, regardless of electives everyone has the core geography course. In addition the following courses also cover this area as indicated by representative syllabi in the appendix. Again the marking code is l.3 for the theme and then a, b, c etc. to indicate the indicators that are used. Those courses are HST 101 Western Civilization I, HST Western Civilization II, HST 121 Survey of the History of the United States to 1877, HST 122 Survey of the History of the United States Since 1877, HST 335 African Civilization, HST 350 Latin American Civilizations, HST 380 East Asian Civilization I, HST 381 East Asian Civilization II; ECO 155 Principles of Macroeconomics; PLS 101 American Democracy and Citizenship, PLS 102 Introduction to American Public Policy; PSY Introductory Psychology; and Sociology 150 Introduction to Society. (See appendix, Section III, Documents18-26, pp. 45-74)

1.3.2. TESTING EVIDENCE

Most of the above courses are general education course which undergo a rigorous assessment of their own which is the reason that the evidence of a high rate of success for general education is so important. All of the areas meet the national median or are above(See appendix, Document 10, Praxis II results, p. 22.) Particularly this general education course GRY 100 World Regional Geography, must be going an excellent job when the Praxis test shows scores with the median being 14 nationally and Missouri StateU students scoring at 15. Geography scored 1 student in the 90-99%, 5 at 80-89%, 10 at 70-79%; 5 at 60-69%. No student was below the 60 percentile(see appendix, Document 10, Praxist II, pp. 24, 26.)

1.3.3. PERFORMANCE EVIDENCE

The Student Teaching Portfolio requirement described earlier applies here. See Thematic Standard 1.1.3. Two or more reviewers (the student’s cooperating classroom teacher, a university supervisor, and other persons as necessary) evaluated the 1999 social studies education graduates on this theme (People, Places, and Environment). Two or more of these individuals were social studies specialists. Students needed a "pass" on their portfolios to be recommended for licensure. Of the 1999 graduates all (10) received a "pass". Reviewers used a supplementary student teaching evaluation form based on the ten themes to make their judgments. This instrument was described earlier under 1.1.3 (p.12). A rating less than 3 failed to meet our expectations. Graduates in 1999 achieved a mean assessment on this standard for the final evaluation (based on all observations) of 3.695. The range of assessments was 3.0-4.0. (The Thematic student teaching evaluation form is attached. Appendix, Document 7, pp.18-20. Results of assessments for each individual on each theme are given in Document 8, pp. 21-22.) The Professional Preparation Portfolio (PPP) requirement described earlier also applies here. See 1.1.3.

Lastly, the special methods course requirements (Teaching segments and unit plans based on the NCSS' ten themes) described in 1.1.3 apply here(appendix, Document 17, syllabus SEC 418, pp. 40-45). Students need a "pass" on teaching segments and unit plans to complete the course. No student during the 1999 school year failed to receive a "pass" for this theme. Unit and daily lesson plans also impact the overall grade given in the course. A C or better is required for licensure. See 1.1.3 for letter grades and a grade point average.

MATRIX ITEM 1.4--THEME FOUR: INDIVIDUAL DEVELOPMENT AND IDENTITY

Social Studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate level for the study of Individual Development and Identity.

I.4.1 PROGRAMMATIC EVIDENCE

The behavioral sciences are the primary area where this material is covered, PSY 121 Introductory Psychology and SOC 150 Introduction to Society. Both courses are also general education courses that are evaluated on a three year cycle to see that they fulfill their course goals. These two courses are reinforced by information gleaned from the other social studies. In particular the syllabi of PLS 101 American Democracy and Citizenship and the following courses: HST 101 Western Civilization I, Western Civilization II, HST 121 Survey of the History of the United States to 1877, HST 122 Survey of the History of the United States since 1877, HST 335 African Civilization, HST 342 History of the Middle East Since the Rise of Islam, HST 350 Latin American Civilization, HST 390 Historiography and Historical Method; have components in the syllabi that deal with this theme. It was a desire to strengthen the behavioral science and economics that caused the department to add five hours of electives to the degree requirement in the spring of 1999. Because of the long involved governmental process these did not get into the 2000 catalog and will not be required on the degree until the school year of 2000-01. Seven courses are to be strongly recommended, one of which is SOC 152 Social Problems.

1.4.2 TESTING EVIDENCE

The evidence for history does not need to be repeated along with the general requirements for the degree (See 1.1.2 for more complete description.) Missouri StateU students still score above the national median of 10 with a score of 11 for the Praxis II test in Behavioral Sciences(see appendix, Document 10, pp. 24,26). The student’s training is not weak even if the department is strengthening the area. This is proven by the Praxis II exams where 2 students scored at the 100%, 9 at 90-99%, 3 at 80-89%, 5 at 70-79%, 1 at the 60-69%, and 1 at 50-59%. From our consultative committee with public educators came a suggestion that more current events type courses were needed, hence the six courses SOC 152 Social Problems, ANT 100 World Cultures, PLS 205 Comparative Governments, PLS 232 International Relations, GRY 323 Cultural Geography, GRY 320 World Political Geography. ECO 200 , the seventh elective, will be discussed later.

1.4.3 PERFORMANCE EVIDENCE

The Student Teaching Portfolio requirement described earlier applies here. See 1.1.3. The 1999 social studies education graduates were evaluated on this theme (Individual Development and Identity) by two or more reviewers (the student's cooperating classroom teacher, a university supervisor and other persons as necessary). Two or more of these individuals were social studies specialists. Students needed a "pass" on their portfolios to be recommended for licensure. The 1999 graduates all (10) received a "pass". Reviewers used a supplementary student teaching evaluation form based on the ten themes to make their judgments. This instrument was described earlier under l.l.3. A rating less than 3 failed to meet our expectations. Graduates in 1999 achieved a mean assessment on this standard on the final evaluation (based on all observations) of 3.665. The range of assessments was 3.0-4.0. The Thematic student teaching evaluation form is attached in the appendix pp. 18-20. Results of assessments for each individual on each theme are given on pp. 21-22. The Student Teaching Portfolio is described in the appendix pp. 22-23.

The Professional Preparation Portfolio (PPP) requirement described earlier also applies here. See 1.1.3.

Lastly, the special methods course requirements (teaching segments and unit plans based on the NCSS' ten themes) described in 1.1.3 apply here(appendix syllabus SEC 418 pp. 40-45). Students need a "pass" on teaching segments and unit plans to complete the course. No student during the 1999 school year failed to receive a "pass" for this theme. Unit and lesson plans also impact the overall grade given in the course. A C or better is required for licensure. See 1.1.3. for letter grades and a grade point average.

MATRIX ITEM 1.5--THEME FIVE: INDIVIDUALS, GROUPS, AND INSTITUTIONS

Teachers of social studies at all school levels should possess the knowledge, capabilities and dispositions to organize and provide instruction at the appropriate school level for the study of Individuals, Groups and institutions.

1.5.1 PROGRAMMATIC EVIDENCE

The behavioral sciences are the primary area where this material is covered, SOC 150 Introduction to Society and PSY 121 Introductory Psychology. These are both also general education courses that are evaluated on a three year cycle to see that they fulfill their course goals. These two courses are reinforced by information gleaned from the other social studies. In particular the syllabi of ECO 155 Principles of Macroeconomics; PLS 101 American Democracy and Citizenship and the following courses: HST 101 Western Civilization I, Western Civilization II, HST 121 Survey of the History of the United States to 1877, HST 122 Survey of the History of the United States since 1877, HST 335 African Civilization, HST 342 History of the Middle East Since the Rise of Islam, HST 350 Latin American Civilization, HST 390 Historiography and Historical Method; have components in the syllabi that deal with this theme. It was a desire to strengthen the behavioral sciences and economics that caused the department to add five hours of electives to the degree requirement in the spring of 1999. Because of the long involved governmental process these did not get into the 2000 catalog and will not be required on the degree until the school year of 2000-01. Seven courses are to be strongly recommended, one of which is SOC 152 Social Problems.

1.5.2 TESTING EVIDENCE

The evidence for history does not need to be repeated along with the general requirements for the degree (See 1.1.2 for more complete description.) Missouri StateU students still score above the national median of 10 with a score of 11 for the Praxis II test in Behavioral Sciences. The student's training is not weak even if the department is strengthening the area. This is proven by the Praxis II exams where 2 students scored at the 100%, 9 at 90-99%, 3 at 80-89%, 5 at 70-79%, 1 at the 60-69%, and 1 at 50-59%. From our consultative committee with public educators came a suggestion that more current events type courses were needed, hence the six courses Ant 100 World Cultures, SOC 152 Social Problems, PLS 205 Comparative Governments, PLS 232 International Relations, GRY 320 Cultural Geography, GRY 323 World Political Geography. ECO 200 will be discussed later.

1.5.3 PERFORMANCE EVIDENCE

The Student Teaching Portfolio requirement described earlier applies here. See 1.1.3. Two or more reviewers (the student's cooperating classroom teacher, a university supervisor and other persons as necessary) evaluated the 1999 social studies education graduates on this theme ( Individuals, Groups, and Institutions). Two or more of these individuals were social studies specialists. Students needed a "pass" on their portfolios to be recommended for licensure. The 1999 graduates all (10) received a "pass". Reviewers used a supplementary student teaching evaluation form based on the ten themes to make their judgments. This instrument was described earlier under l.l.3. A rating less than 3 failed to meet our expectations. Graduates in 1999 achieved a mean assessment on this standard on the final evaluation (based on all observations) of 3.655. The range of assessments was 3.0-4.0. The Thematic student teaching evaluation form is attached in the appendix pp. 1-20. Results of assessments for each individual on each theme are given on pp.21-22. The Student Teaching Portfolio is described in the appendix pp.22-23.

The Professional Preparation Portfolio (PPP) requirement described earlier also applies here. See 1.1.3.

Lastly, the special methods course requirements (teaching segments and unit plans based on the NCSS' ten themes) described in 1.1.3 apply here. (Appendix, syllabus SEC 418 pp40-45.) Students need a "pass" on teaching segments and unit plans to complete the course. No student during the 1999 school year failed to receive a "pass" for this theme. Unit and lesson plans also impact the overall grade given in the course. A C or better is required for licensure. See 1.1.3 for letter grades and a grade point average.

MATRIX ITEM 1.6--THEME SIX: POWER, AUTHORITY, AND GOVERNANCE

Teachers of social studies at all school levels should possess the knowledge, capabilities and dispositions to organize and provide instruction at the appropriate school level for the study of Power, Authority, and Governance.

1.6.1 PROGRAMMATIC EVIDENCE

Political Science is the primary area where this material is covered, PLS 101 American Democracy and Citizenship, is a general education course that is evaluated on a three year cycle to see that its course goals are fulfilled. PLS 102 Introduction to American Public Policy is another required government course. These two courses are reinforced by information gleaned from the other social studies. In particular the syllabi of ECO 155 Principles of Macroeconomics; PSY 121 Introductory Psychology; SOC 150 Introduction to Society; and the following courses: HST 101 Western Civilization I, Western Civilization II, HST 121 Survey of the History of the United States to 1877, HST 122 Survey of the History of the United States since 1877, HST 335 African Civilization, HST 350 Latin American Civilization, HST 381 East Asian Civilization II, HST 390 Historiography and Historical Method; have components in the syllabi that deal with this theme. It was a desire to strengthen political science, the behavioral sciences and economics that caused the department to add five hours of electives to the degree requirement in the spring of 1999. Because of the long involved governmental process these did not get into the 2000 catalog and will not be required on the degree until the school year of 2000-01. Seven courses are to be strongly recommended, two of which are PLS 232 International Relations and PLS 205 Comparative Governments.

1.6.2 TESTING EVIDENCE

The evidence for history does not need to be repeated along with the general requirements for the degree (See 1.1.2 for more complete description.) Missouri StateU students score their lowest in this area. Their median score is the only one not above the national median. It is; however, exactly the same as the national median, 16. The student's training is not weak even if the department is strengthening the area. This is proven by the Praxis II exams where 2 students scored at the 90-99%, 6 at 80-89%, 7 at 70-79%, 4 at the 60-69%, and 2 at 50-59%. From our consultative committee with public educators and from student interviews about the Praxis II exam came a suggestion that more current events type courses were needed, hence the seven courses were suggested to meet the new 5 hour social science requirement: PLS 205 Comparative Governments, PLS 232 International Relations, GRY 323 World Political Geography, GRY 320 Cultural Geography, SOC Social Problems, and ANT 100 World Cultures. ECO 200 Consumer Economics not only deals with current problems but it also provides citizenship training for living that our consultants said was necessary(See appendix, Document 10, pp. 24,25.)

1.6.3 PERFORMANCE EVIDENCE

The Student Teaching Portfolio requirement described earlier applies here. See 1.1.3. Two or more reviewers (the student's cooperating classroom teacher, a university supervisor and other persons as necessary) evaluated the 1999 social studies education graduates on this theme (Power, Authority and Governance). Two or more of these individuals were social studies specialists. Students needed a "pass" on their portfolios to be recommended for licensure. The 1999 graduates all (10) received a "pass". Reviewers used a supplementary student teaching evaluation form based on the ten themes to make their judgments. This instrument was described earlier under l.l.3. A rating less than 3 failed to meet our expectations. Graduates in 1999 achieved a mean assessment on this standard (based on all observations) of 3.69. The range of assessments was 3.0-4.0. The Thematic student teaching evaluation form is attached in the appendix pp. 18-20. Results of assessments for each individual on each theme are given on pp. 21-22. The Student Teaching Portfolio is described in the appendix pp. 22-23.

The Professional Preparation Portfolio (PPP) requirement described earlier also applies here. See 1.1.3.

Lastly, the special methods course requirements (teaching segments and unit plans based on the NCSS' ten themes) described in 1.1.3 apply here. (Appendix syllabus SEC 418 pp_40-45.) Students need a "pass" on teaching segments and unit plans to complete the course. No student during the 1999 school year failed to receive a "pass" for this theme. Unit and lesson plans also impact the overall grade given in the course. A C or better is required for licensure. See 1.1.3 for letter grades and a grade point average.

MATRIX ITEM 1.7--THEME SEVEN: PRODUCTION, DISTRIBUTION AND CONSUMPTION

Teachers of social studies at all school levels should possess the knowledge, capabilities and dispositions to organize and provide instruction at the appropriate school level for the study of Production, Distribution and Consumption

1.7.1 PROGRAMMATIC EVIDENCE

ECO 155 Principles of Macroeconomics is the primary area where this material is covered. This is also a general education course which is evaluated on a three year cycle to see that it fulfills its course goals. This course is reinforced by information gleaned from the other social studies. In particular the syllabi of GRY 100 World Regional Geography; PLS 101 American Democracy and Citizenship and the following courses HST 101 Western Civilization I, Western Civilization II, HST 121 Survey of the History of the United States to 1877, HST 122 Survey of the History of the United States since 1877, HST 335 African Civilization, HST 350 Latin American Civilization, HST 390 Historiography and Historical Method; have components in the syllabi that deal with this theme. It was a desire to strengthen the behavioral sciences and economics that caused the department to add five hours of electives to the degree requirement in the spring of 1999. Because of the long involved governmental process these did not get into the 2000 catalog and will not be required on the degree until the school year of 2000-01. Seven courses are to be strongly recommended, one of which is ECO 200 Consumer Economics. The advisors will strongly recommend this course because our public school consultants, mainly social studies department heads, informed us that this is the most difficult subject area for which they recruit teachers.

1.7.2 TESTING EVIDENCE

The testing evidence for Geography, History and Political Science does not need to be repeated. Nor do the general requirements for the degree (See 1.1.2 for more complete description.) Missouri StateU students still score above the national median of 12 with a score of 13 for the Praxis II test in Economics. The student's training is not weak even if the department needs the area to be strengthened. Students are obviously achieving a theoretical knowledge of Economics. This is what is currently tested on Praxis II. This is proven by the Praxis II exams where 1 students scored at 80-89%, 3 at 70-79%, 6 at the 60-69%, and 7 at 50-59%, 3 at 40-49% and 1 at 30-30%. 3 or 14 % scored in the highest quartile, 8 or 38% scored at the second highest quartile, 6 or 29% scored in the next lower quartile and finally 4 or 19% scored in the lowest quartile (Appendix, Document 10, pp. 24,26). This is fairly consistent with other schools. From our consultative committee with public educators came a suggestion that there was a need for a consumer economics course that better complemented their required curriculum and the Missouri Standards. ECO 200 Consumer Economics will be strongly recommended to advisees for the social science elective and is being considered as a required course. Currently, the Economics Department is restructuring this course with the help of secondary consultants. (The History Department Advisory Committee)

1.7.3 PERFORMANCE EVIDENCE

The Student Teaching Portfolio requirement described earlier applies here. See 1.1.3. . Two or more reviewers (the student’s cooperating classroom teacher, a university supervisor and other persons as necessary) evaluated the 1999 social studies education graduates on this theme, (Production, Distribution and Consumption). Two or more of these individuals were social studies specialists. Students needed a "pass" on their portfolios to be recommended for licensure. The 1999 graduates all (10) received a "pass". Reviewers used a supplementary student teaching evaluation form based on the ten themes to make their judgments. This instrument was described earlier under l.l.3. A rating less than 3 failed to meet our expectations. Graduates in 1999 achieved a mean assessment on this standard on the final evaluation (based on all observations) of 3.62. The range of assessments was 3.0-4.0. The Thematic student teaching evaluation form is in the appendix pp.18-20. Results of assessments for each individual on each theme are given on pp.21-22. The Student Teaching Portfolio is described in the appendix pp.22-23.

The Professional Preparation Portfolio (PPP) requirement described earlier also applies here. See 1.1.3.

Lastly, the special methods course requirements (teaching segments and unit plans based on the NCSS' ten themes) described in 1.1.3 apply here. (Appendix syllabus SEC 418 pp 40-45.) Students need a "pass" on teaching segments and unit plans to complete the course. No student during the 1999 school year failed to receive a "pass" for this theme. Unit and lesson plans also impact the overall grade given in the course. A C or better is required for licensure. See 1.1.3. for letter grades and a grade point average.

MATRIX ITEM 1.8--THEME EIGHT: SCIENCE, TECHNOLOGY AND SOCIETY

Teachers of social studies at all school levels should possess the knowledge, capabilities and dispositions to organize and provide instruction at the appropriate school level for the study of Science, Technology and Society.

1.8.1 PROGRAMMATIC EVIDENCE

There is no one course that embodies this theme. Instead it is discussed in four different areas. Most of these courses are general education courses. These courses are evaluated on a three-year cycle to see that they fulfill their general education course goals. . In particular the syllabi of ECO 155 Principles of Macroeconomics; GRY World Regional Geography; PLS 101 American Democracy and Citizenship and the following courses: HST 101 Western Civilization I, HST 102 Western Civilization II, HST 121 Survey of the History of the United States to 1877, HST 122 Survey of the History of the United States since 1877, HST 335 African Civilization, HST 350 Latin American Civilization, HST 380 East Asian Civilization I, HST 381 East Asian Civilization II, and HST 390 Historiography and Historical Method; have components in the syllabi that deal with this theme.(See the sample syllabi for notations of 1.8, then a,b,c etc. to disclose which indicators they teach, appendix, pp. 45-74.)

1.8.2 TESTING EVIDENCE

The evidence that our degree meets general needs comes from the overall general education testing scores that place our students above the national norms. (See General Education Exit Exams in assessment and Instructional Support, appendix p. 17.)

In the social sciences the Praxis II confirms this with evidence from the social sciences. Out of 4521 students who took the last Praxis II (See appendix pp. 23-27). 200 was the highest score observed nationally. The Missouri StateU highest score was 188. The lowest score observed nationally was 108. The Missouri StateU lowest score was 155. The national median was 167. The Missouri StateU median was 174. The Average Performance Range nationally was 157-178. The Missouri StateU average performance range was 160-179. This indicates that our students ranked above the national scores in every category. If the national tests cover this material, and we must assume they do, then our courses cover what is needed.

1.8.3 PERFORMANCE EVIDENCE

The Student Teaching Portfolio requirement described earlier applies here. See 1.1.3. Two or more reviewers (the student's cooperating classroom teacher, a university supervisor and other persons as necessary) evaluated the 1999 social studies education graduates on this theme (Science, Technology and Society). Two or more of these individuals were social studies specialists. Students needed a "pass" on their portfolios to be recommended for licensure. The 1999 graduates all (10) received a "pass". Reviewers used a supplementary student teaching evaluation form based on the ten themes to make their judgments. This instrument was described earlier under l.l.3. A rating less than 3 failed to meet our expectations. Graduates in 1999 achieved a mean assessment on this standard on the final evaluation (based on all observations) of 3.44. The range of assessments was 3.0-4.0. The Thematic student teaching evaluation form is attached in the appendix pp.18-20. Results of assessments for each individual on each theme are given on pp.21-22. The Student Teaching Portfolio is described in the appendix, pp.22-23.

The Professional Preparation Portfolio (PPP) requirement described earlier also applies here. See 1.1.3.

Lastly, the special methods course requirements (teaching segments and unit plans based on the NCSS' ten themes) described in 1.1.3 apply here. (Appendix, syllabus SEC 418 pp_ 40-45.) Students need a "pass" on teaching segments and unit plans to complete the course. No student during the 1999 school year failed to receive a "pass" for this theme. Unit and lesson plans also impact the overall grade given in the course. A C or better is required for licensure. See 1.1.3. for letter grades and a grade point average.

MATRIX ITEM 1.9--THEME NINE: GLOBAL CONNECTIONS

Teachers of social studies at all school levels should possess the knowledge, capabilities and dispositions to organize and provide instruction at the appropriate school level for the study of Global Connections.

1.9.1 PROGRAMMATIC EVIDENCE

There is no one course that embodies this theme. Instead it is discussed in all of the six departments that compose our degree. Because this is a component of the university mission and goals, it is a component contained in nearly every general education course other than skill courses. These general education courses are evaluated on a three-year cycle to see that they fulfill their course goals. . In particular for this degree the syllabi of ECO 155 Principles of Macroeconomics; GRY 100 World Regional Geography; PLS 101 American Democracy and Citizenship and PLS 102 Introduction to American Public Policy; PSY 121 Introductory Psychology; SOC Introduction to Society; and the following history courses: HST 101 Western Civilization I, HST 102 Western Civilization II, HST 121 Survey of the History of the United States to 1877, HST 122 Survey of the History of the United States since 1877, HST 335 African Civilization, HST 342 History of the Middle East Since the Rise of Islam, HST 350 Latin American Civilization, HST 380 East Asian Civilization I, HST 381 East Asian Civilization II, and HST 390 Historiography and Historical Method; have components in the syllabi that deal with this theme.(See the selected syllabi for notations of 1.9, then a,b,c etc. to disclose which indicators they teach).

1.9.2 TESTING EVIDENCE

The evidence that our degree meets general needs and this theme of global connections comes from the overall general education scores that place our students above the national norms. (See General Education Exit Exams in assessment and Instructional Support, appendix p. 17.) This is a major goal of the University mission statement.

In the social sciences the Praxis II confirms this with evidence from the social sciences. Out of 4521 students who took the last Praxis II (See appendix pp.24-27). 200 was the highest score observed nationally, The Missouri StateU highest score was 188. The lowest score observed nationally was 108. The Missouri StateU lowest score was 155. The national median was 167. The Missouri StateU median was 174. The Average Performance Range nationally was 157-178. The Missouri StateU average performance range was 160-179. This indicates that our students ranked above the national scores in every category. If the national tests cover this material, and we must assume they do, then our courses cover what is needed.

1.9.3 PERFORMANCE EVIDENCE

The Student Teaching Portfolio requirement described earlier applies here. See 1.1.3. Two or more reviewers (the student's cooperating classroom teacher, a university supervisor and other persons as necessary) evaluated the 1999 social studies education graduates on this theme (Global Connections). Two or more of these individuals were social studies specialists. Students needed a "pass" on their portfolios to be recommended for licensure. The 1999 graduates all (10) received a "pass". Reviewers used a supplementary student teaching evaluation form based on the ten themes to make their judgments. This instrument was described earlier under l.l.3. A rating less than 3 failed to meet our expectations. Graduates in 1999 achieved a mean assessment on this standard on the final evaluation (based on all observations) of 3.74. The range of assessments was 3.0-4.0. The Thematic student teaching evaluation form is attached in the appendix pp.18-20. Results of assessments for each individual on each theme are given on pp.21-22. The Student Teaching Portfolio is described in the appendix, pp. 22-23.

The Professional Preparation Portfolio (PPP) requirement described earlier also applies here. See 1.1.3.

Lastly, the special methods course requirements (teaching segments and unit plans based on the NCSS' ten themes) described in 1.1.3 apply here. (Appendix, syllabus SEC 418 pp. 40-45.) Students need a "pass" on teaching segments and unit plans to complete the course. No student during the 1999 school year failed to receive a "pass" for this theme. Unit and lesson plans also impact the overall grade given in the course. A C or better is required for licensure. See 1.1.3 for letter grades and a grade point average.

MATRIX ITEM 1.10--THEME TEN: CIVIC IDEALS AND PRACTICES

Social Studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of Civic Ideals and Practices.

1.10.1 PROGRAMMATIC EVIDENCE

There is no one course that embodies this theme. Instead this theme is another that is implicit in the general education curriculum and stated in the University State Wide Mission of Public Affairs. At least three required core general education courses for all students instruct in this area: HST 121 Survey of the History of the United States to 1877, HST 122 Survey of the History of the United States since 1877 and PLS 101 American Democracy and Citizenship. Other courses that work with this theme are ECO 155 Principles of Macroeconomics, HST 101 Western Civilization I, HST 102 Western Civilization II, HST 381 East Asian Civilization II, HST 390 Historiography and Historical Method. All of these are core courses required by the degree. Most of these courses are also general education courses that are evaluated on a three-year cycle to see that they fulfill their course goals. . In particular the syllabi of these courses have specific components in the syllabi that deal with this theme of Civic Ideals and Practices. (See the selected syllabi for notations of 1.10, then a,b,c etc. to disclose which indicators they teach.)

1.10.2 TESTING EVIDENCE

The evidence that our degree meets general needs comes from the overall general education testing scores that place our students above the national norms. (See General Education Exit Exams in assessment and Instructional Support, appendix p.17.)

In the social sciences the Praxis II confirms this with evidence from the social sciences. Out of 4521 students who took the last Praxis II (See appendix pp. 24-27). 200 was the highest score observed nationally. The Missouri StateU highest student score was 188. The lowest score observed nationally was 108. The Missouri StateU lowest score was 155. The national median was 167. The Missouri StateU median was 174. The Average Performance Range nationally was 157-178. The Missouri StateU average performance range was 160-179. This indicates that our students ranked above the national scores in every category. If the national tests cover this material, and we must assume they do, then our courses cover what is needed. In addition one has the evidence from the Praxis II test in the subject matter areas of economics, history and government where the social studies majors performed at the median or above. (See appendix and Praxis II, pp. 25-27.)

1.10.3 PERFORMANCE EVIDENCE

The Student Teaching Portfolio requirement described earlier applies here. See 1.1.3. Two or more reviewers (the student's cooperating classroom teacher, a university supervisor and other persons as necessary) evaluated the 1999 social studies education graduates on this theme (Civic Ideas and Practices). Two or more of these individuals were social studies specialists. Students needed a "pass" on their portfolios to be recommended for licensure. The 1999 graduates all (10) received a "pass". Reviewers used a supplementary student teaching evaluation form based on the ten themes to make their judgments. This instrument was described earlier under l.l3. A rating less than 3 failed to meet our expectations. Graduates in 1999 achieved a mean assessment on this standard on the final evaluation (based on all observations) of 3.76. The range of assessments was 3.0-4.0. (The Thematic student teaching evaluation form is attached in the appendix pp. 18-20. Results of assessments for each individual on each theme are given on pp.21-22. The Student Teaching Portfolio is described in the appendix pp.22-23.

The Professional Preparation Portfolio (PPP) requirement described earlier also applies here. See 1.1.3.

Lastly, the special methods course requirements (teaching segments and unit plans based on the NCSS' ten themes) described in 1.1.3 apply here. (Appendix, syllabus SEC 418 pp. 40-45.) Students need a "pass" on teaching segments and unit plans to complete the course. No student during the 1999 school year failed to receive a "pass" for this theme. Unit and lesson plans also impact the overall grade given in the course. A C or better is required for licensure. See 1.1.3 for letter grades and a grade point average.

MATRIX 3.0--PROGRAMMATIC STANDARDS FOR INITIAL LICENSURE

MATRIX ITEM 3.1--PROGRAMMATIC STANDARD ONE: SUBSTANTIAL INSTRUCTION IN ACADEMIC AREAS WITHIN THE SOCIAL STUDIES FIELD

3.1.1 PROGRAMMATIC EVIDENCE

The institution provides and expects prospective social studies teachers to complete subject matter content courses (history/social science) that include a United States history, world history (including both western and non-western civilizations), political science(including U. S. Government), economics, geography and behavioral sciences.(See Overview and Scope V, also appendix, Document 2, pp. 11-12.)

The core courses require a student to take.

1. History of U. S Surveys 6 hours

2. Western Civilization Surveys 6 hours

3. Non-western Surveys 6 hours

4. Historiography and Historical Method 3 hours

5. Upper division U. S. History Electives 6 hours

6. Upper division Elective in Ancient, European and

Third World History 6 hours

Total hours of history for degree 33 hours

7. State and United States government 6 hours

8. Macroeconomics 3 hours

9. World Regional Geography 3 hours

10. Behavioral Sciences 6 hours

11. Social Science Electives*(preferably selected from

the following strongly recommended classes: ECO 200

Consumer Economics, GRY 320 Cultural Geography,

GRY 323 World Political Geography, PLS 205 Intro-

duction to Comparative Government, PLS 232 Interna-

tional Relations, SOC 152 Social Problems, and Ant

100 World Cultures) 5 hours

Total social science hours 23 hours

TOTAL HOURS IN ALL SOCIAL STUDIES 56 HOURS

44.8 % OF THE TOTAL 125 HOUR DEGREE IS TAKEN IN SUBJECT MATTER COURSES

3.1.2. TESTING EVIDENCE

The History Department requires all students to take the ETS Major Field Exam during the HST 390 Historiography and Historical Method. This course is generally taken during the junior year. The exam is actually geared to be an exit exam for B.A. students. Therefore, Missouri StateU students are generally taking the exam a year before comparable students nationally.

In the last set of these tests reported December 1999 students from fifty-five institutions took the exam with a total of 716 examinees. Missouri StateU students test scores ranged from 128-177. The national range was 120-200. 177 placed at the 99 percentile; 128 was at the 30 percentile. The national median score was 148.7 or approximately the 44th percentile. The Missouri StateU median 146.9 placed our student’s total median score at the 38th percentile. There are two sub-scores on this test: the first for U. S. History and the second for European History. The national median for U. S. History was 49.7. The Missouri StateU median for U. S. History was 47. In European History, the national median was 48 and for Missouri StateU students it was 46.2. In U. S. History our students ranked at the 33rd percentile. For European history, our students ranked at the 40th percentile. It must be emphasized that our students take this before they have completed most of the upper division work. The department uses the exam to disclose areas where the students preparation is weak after taking the core courses instead of as an exit exam for graduating seniors. (Appendix, Document 11, ETS Major Field Exam Results, pp. 26-27.)

The exit exam required by the state of Missouri for licensure is the Praxis II, Social Studies. On this exam's report for the testing period 10/01/1998 through 09/30/1999. The national median was 167 and the Missouri StateU median was 174. The lowest observed score nationally was 108; the lowest Missouri StateU score was 155. These are general figures (See appendix, Document 10, Institutional Report Praxis II, pp.22-26.)

In the specific areas:

TEST CATEGORY NATIONAL MEDIAN LOCAL MEDIAN*

United States History 20 21

World History 21 24

Government 16 16

Geography 14 15

Economics 12 13

Behavioral Sciences 10 11

*This group was not required to take the additional five hours of social science classes. It was a desire to increase scores in these areas that led to the extra requirement. Because the requirement cannot be added on upperclassmen, the results of this addition will not be known for three years.

The above evidence indicates that Missouri StateU has a strong degree that meets or exceeds most national standards.

3.1.3 PERFORMANCE EVIDENCE

The Student Teaching Portfolio requirement described earlier applies here. See 1.1.3. Two or more reviewers (the student's cooperating classroom teacher, a university supervisor and other persons as necessary) evaluated the 1999 social studies education graduates on the NCSS' Ten Themes. Two of more of these individuals were social studies specialists. Students needed a "pass" on their portfolios to be recommended for licensure. The 1999 graduates al1 (10) received a "pass". Reviewers used a supplementary student teaching evaluation form based on the ten themes to make their judgments. This instrument was described earlier under l.l.3. A rating less than 3 failed to meet our expectations. See each standard (theme) for mean assessments and ranges. (The Thematic student teaching evaluation form is attached in the appendix pp.18-20. Results of assessments for each individual on each theme are given on pp.21-22. The Student Teaching Portfolio is described in the appendix, pp.22-23.

The Professional Preparation Portfolio (PPP) requirement described earlier also applies here. See 1.1.3.

Lastly, the special methods course requirements (teaching segments and unit plans based on the NCSS' ten themes) described in 1.1.3 apply here.(appendix syllabus SEC 418 pp. 40-45.) Students need a "pass" on teaching segments and unit plans to complete the course. No student during the 1999 school year failed to receive a "pass" for any of the Ten Themes. Unit and lesson plans also impact the overall grade given in the course. A C or better is required for licensure. See 1.1.3 for letter grades and a grade point average.

MATRIX ITEM 3.2 PROGRAMMITIC STANDARD TWO: COURSE OR COURSES ON TEACHING SOCIAL STUDIES

Institutions preparing social studies teachers should provide and require prospective social studies teachers to complete a course or courses dealing specifically with the nature of the social studies and with ideas, strategies, and techniques for teaching social studies at the appropriate licensure level.

3.2.1 PROGRAMMATIC EVIDENCE

All students in social studies education are required to take the three credit hour course, SEC 418 Teaching of High School Social Sciences before student teaching. The course deals with resources for teaching history and the social sciences; methods of historical and social science inquiry; unit and daily lesson planning appropriate for multicultural settings; diverse strategies and techniques for teaching social studies; reflective decision-making in the application of teaching methods and techniques; and methods of assessment. The course is taught by Dr. Donna A. Beardsley (appendix document 12, Vita pp.28-29). She has several years of experience as a ninth grade teacher. Her doctorate is in social studies education. The syllabus for SEC 418 is in the appendix on pp. 40-45.

Our program also meets NCATE Standard 1.C. as required by NCSS. Final approval came March 26, 1999.

3.2.2 TESTING EVIDENCE

The exit exam required by the state of Missouri for licensure is the Praxis II, Social Studies. On this exam's report for the testing period 10/01/1998 through 09/30/1999. The national median was 167 and the Missouri StateU median was 174. The lowest observed score nationally was 108; the lowest Missouri StateU score was 155. These are general figures. (Appendix Document 10, Institutional Report Praxis II, pp.23-27).

In the specific areas:

TEST CATEGORY NATIONAL MEDIAN LOCAL MEDIAN*

United States History 20 21

World History 21 24

Government 16 16

Geography 14 15

Economics 12 13

Behavioral Sciences 10 11

*This group was not required to take the additional five hours of social science classes. It was a desire to increase scores in these areas that led to the extra requirement. Because the requirement cannot be added on upperclassmen, the results of this addition will not be known for three years.

The above evidence indicates that Missouri StateU has a strong degree that meets or exceeds most national standards.

3.2.3 PERFORMANCE EVIDENCE

The Student Teaching Portfolio requirement described earlier applies here. See 1.1.3. The 1999 social studies education graduates were evaluated on the NCSS's ten themes by two or more reviewers (the student's cooperating classroom teacher, a university supervisor and other persons as necessary). Two or more of these individuals were social studies specialists. Students needed a "pass" on their portfolios to be recommended for licensure. The 1999 graduates all (10) received a "pass". Reviewers used a supplementary student teaching evaluation form based on the ten themes to make their judgments. This instrument was described earlier under l.l.3. A rating of less than 3 failed to meet our expectations. See each theme for mean assessment and ranges. (The Thematic student teaching evaluation form is found in appendix, pp.18-20. Results of assessments for each individual on each theme are given in appendix, pp.21-22. The Student Teaching Portfolio is described in the appendix, pp. 22-23.

The Professional Preparation Portfolio (PPP) requirement described earlier also applies here. See 1.1.3.

Lastly, the special methods course requirements,( teaching segments and unit plans based on the NCSS' ten themes) described in 1.1.3 apply here. (Appendix, syllabus SEC 418 pp. 40-45.) Students need a "pass" on teaching segments and unit plans to complete the course. No student during the 1999 school year failed to receive a "pass" on any of the Ten Themes. Unit and lesson plans also impact the overall grade given in the course. A C or better is required for licensure. See 1.1.3. for letter grades and a grade point average.

MATRIX ITEM 3.3--PROGRAMMATIC STANDARD THREE: QUALIFIED SOCIAL STUDIES FACULTY

Institutions preparing social studies teachers should provide faculty in the social studies and social studies education components of the program who are recognized as exemplary teachers and as scholars in the field of social studies and social studies education.

3.3.1 PROGRAMMATIC EVIDENCE

Dr. Donna A. Beardsley has been teaching SEC 418 Teaching of High School Social Sciences for 18 years. She is a full-time, tenure-track faculty member in social studies education. She holds a doctorate in social studies education from the University of Missouri (Appendix Document 12, Vita, pp.28-29). She taught ninth grade social studies for several years and was nominated for the Jaycee Teacher of the Year and National Outstanding Young Educator of the Year awards. She continues her relationship with secondary social studies through the supervision of student teachers and through her monthly visits to area schools to mingle with social studies teachers, students, aides and student teachers and to participate in classroom activities. (See appendix Document 13, Five Year Plans, pp.29-30.) Professional activities include membership on social studies curriculum development committees and participation in teacher related organizations, activities, and functions. Currently her scholarly activities include a curriculum project for the Social Studies Education Consortium.

Three members of the History Department are full members of the PEU. They have a Five Year Program for contact with the public schools; a continuing interest in professional education and have met all of the criteria of the PEC Membership Screening Committee for that membership.

The Department of History has some added criteria: all will serve on the Department's Undergraduate and Professional Education Committee. They will also serve on the advisory committee, chaired by the Department Head that meets with a selected group of Secondary School Teachers. Each of the three has been certified by the Advisement Center as Master Advisors. Hammond has been selected as one of the University's outstanding advisors. In addition on a rotating basis the three persons act as Director or Assistant Director of the History Day Program. The Director, currently Dr. McIntyre, is also on the State Steering Committee for History Day.

Dr. William E. Hammond, Professor of History, has a Ph.D. (1961) in History from the University of Missouri. The major fields were Nineteenth and Twentieth Century France and Germany with sub-fields in Renaissance and Reformation, English History and Comparative Governments. He has taught at Stanford, San Francisco State, and the University of Houston. After coming to Missouri StateU, he became a member of the Department of Social Studies of the Missouri State Teachers Association and served in numerous local and state offices. When the methods person left the History Department and the position was placed in the College of Education, the department needed a liaison. Hammond fulfilled that role and became a respected member of the professional education community. So much so that he chaired the PEC for nine years, served on the steering committee to write two NCATE accreditation reports and chaired the committee that wrote the previous NCSS pre-conditions. He was the outside chairperson of the committee that selected the current Dean of the College of Education. In addition he has published through USOE a book on an early method of multi-media education, The Audio-Tutorial Approach to the Humanities.

Dr. Thomas S. Dicke, Associate Professor of History, received his Ph.D. in History from The Ohio State University in 1988. His major field was American Business History with sub-fields in Urban history, Japanese Business and Entrepreneurship. Since that time he has developed a teaching field in the history of American Education. Dicke’s interest in education predates his career at Missouri StateU. Prior to entering Ohio State Dicke received his B.S.E. from Bowling Green State University and taught High School for two years. For the last seven years he has served as an academic advisor to students in the B.S.Ed. program and been an active member of the Professional Education Committee. He earned master Advisor status in 1995; has supervised student teachers and for the last three years served as a member of the Social Studies Curriculum Development Committee of the Springfield Public School. He currently Chairs the PEC sub-committee on exceptions and is Chair-elect of the PEC.

Dr. Stephen L. McIntyre, Assistant Professor of History, holds a Ph.D. (1995) in history from the University of Missouri-Columbia. His major fields are Missouri history, labor history and the history of technology. Prior to arriving at Missouri StateU in 1996 he taught at the University of Missouri-Columbia, Truman State University, and Franklin and Marshall College. His research interests include the history of education and he has published an article on the teaching profession in late nineteenth-century St. Louis. He is completing his second year as director of the Missouri Region 7 History Day contest that puts him in contact with many teachers throughout the southwest Missouri region. He also is completing his first year as a member of the university’s PEC.

3.3.2 TESTING EVIDENCE

The exit exam required by the state of Missouri for licensure is the Praxis II, Social Studies. On this exam's report for the testing period 10/01/1998 through 09/30/1999. The national median was 167 and the Missouri StateU median was 174. The lowest observed score nationally was 108; the lowest Missouri StateU score was 155. These are general figures.(See appendix document Institutional Report Praxis II, pp.23-27.)

In the specific areas:

TEST CATEGORY NATIONAL MEDIAN LOCAL MEDIAN*

United States History 20 21

World History 21 24

Government 16 16

Geography 14 15

Economics 12 13

Behavioral Sciences 10 11

*This group was not required to take the additional five hours of social science classes. It was a desire to increase scores in these areas that led to the extra requirement. Because the requirement cannot be added on upperclassmen, the results of this addition will not be known for three years.

The above evidence indicates that Missouri StateU has a strong degree and faculty that are preparing our students to perform at the median meets or exceeds most national standards.

3.3.3 PERFORMANCE EVIDENCE

The Student Teaching Portfolio requirement described earlier applies here. See 1.1.3. . Two or more reviewers (the student’s cooperating classroom teacher, a university supervisor and other persons as necessary) evaluated the 1999 social studies education graduates on all ten of the themes. Two or more of these individuals were social studies specialists. Students needed a "pass" on their portfolios to be recommended for licensure. The 1999 graduates all(10) received a "pass". Reviewers used a supplementary student teaching evaluation form based on the ten themes to make their judgments. This instrument was described earlier under l.l.3. A rating less than 3 failed to meet our expectations. See each standard (theme) for mean assessments and ranges. The Thematic Student Teaching Evaluation form is in the appendix, pp.18-20. Results of assessments for each individual on each theme are given in the appendix, pp. 21-22. The Student Teaching Portfolio is described in the appendix, pp.22-23.

The Professional Preparation Portfolio(PPP) requirement described earlier also applies here. See 1.1.3.

Lastly, the special methods course requirements (teaching segments and unit plans based on the NCSS' ten themes) described in 1.1.3 apply here. (Appendix syllabus SEC 418 pp. 40-45.) Students need a "pass" on teaching segments and unit plans to complete the course. No student during the 1999 school year failed to receive a "pass" on any of the themes. Unit and lesson plans also impact the overall grade given in the course. A C or better is required for licensure. See 1.1.3 for letter grades and a grade point average

MATRIX ITEM 3.4--CLINICAL SCHOOL EXPERIENCES IN SOCIAL STUDIES SETTINGS

The institution provides and expects prospective social studies teachers to complete multiple clinical experiences in social studies classrooms. These experience begin early

in a student's professional program and culminate in an integrative capstone(student teaching) of a substantial amount of time. The student is closely supervised by qualified social studies education professionals at each step.

3.4.1 PROGRAMMATIC EVIDENCE

Multiple clinical experiences in social studies classrooms begin early in a student's professional program with a two credit hour course, SEC 300 Clinical and Field Experiences in Secondary Education (appendix, syllabus, pp. 37-40). Students observe, assist, tutor and participate for thirty clock hours in a variety of activities and classroom routines (appendix, Document 5, Field experience evaluation form and activities, pp., 15-17). Placements are in social studies classrooms and include interaction with students from lower socioeconomic levels and individuals with culturally, ethnically, or linguistically diverse backgrounds. Sites also include students with disabilities. See VI above for a description of field experiences, student teaching and internships on pp. 9-10 for additional information.

SFR 250 Foundations of American Education (appendix, syllabus, pp. 35-37). Provides social studies education students with the opportunity to experience the inner-city schools of Kansas City and St. Louis. Students are expected to participate in the day-long field trip. A comparable multicultural field experience is expected for students who miss the trip.

Depending on the section or choice of optional activities, other courses (SPE 340 Educational Alternatives for Exceptional Students, SFR 396 Student Assessment and Evaluation, SFR 442 Techniques of Classroom Management, SEC 418 Teaching of High School Social Sciences) can be used by students to gain additional experiences in social studies classrooms. For example students in SEC 418 can observe or participate/teach in area social studies classrooms (appendix, syllabi, pp.40-45).

Clinical experiences culminate in SEC 493 and 494 Supervised Teaching (Secondary). Social studies education students participate in supervised teaching throughout the school day for sixteen weeks (or ten weeks minimum in a social studies classroom if the student is picking up a second area of certification). Diverse experiences are provided at two different sites for about 8 weeks each. Sites are selected to ensure experience in rural or urban settings and include consideration for the diversity of the student population. All student teaching placements require a total clock hour range of 520-600 hours depending on the respective school calendars and a minimum of 150-200 actual teaching hours. Inner city supervised teaching options in Kansas City and St. Louis are available to candidates to enrich the candidate's experiences with diverse learners. Supervision in all cases is done by a recommended social studies cooperating teacher with at least three years of experience and by a university supervisor who is knowledgeable and experienced in the teaching of the social studies. See VI. in overview and pages taken from A Student Teaching Handbook (appendix, Document 9, pp.22-23).

Also note that our program meets NCATE Standard 1.C as required by NCSS.

3.4.2 TESTING EVIDENCE

The exit exam required by the state of Missouri for licensure is the Praxis II, Social Studies. On this exam's report for the testing period 10/01/1998 through 09/30/1999. The national median was 167 and the Missouri StateU median was 174. The lowest observed score nationally was 108; the lowest Missouri StateU score was 155. These are general figures. (See appendix document Institutional Report Praxis II, pp.23-27.)

In the specific areas:

TEST CATEGORY NATIONAL MEDIAN LOCAL MEDIAN*

United States History 20 21

World History 21 24

Government 16 16

Geography 14 15

Economics 12 13

Behavioral Sciences* 10 11

*This group was not required to take the additional five hours of social science classes. It was a desire to increase scores in these areas that led to the extra requirement. Because the requirement cannot be added on upperclassmen, the results of this addition will not be known for three years.

The above evidence indicates that Missouri StateU has a strong degree that meets or exceeds most national standards.

3.4.3. PERFORMANCE EVIDENCE

SEC 300 Clinical and Field Experiences in Secondary Education is described above under Programmatic Evidence. (The aiding evaluation form is Document 14 on pp.30-35 of the appendix.) Grade distribution for student aiding in the Spring of 1999 was A's 14, B's 1, C's 1, F's 1; Summer 1999 A's 2; Fall 1999 A's 8, B's 1. A C or better in the course is required for licensure.

The Student Teaching Portfolio requirement described earlier applies here. See MATRIX THEME 1: Culture and Cultural Diversity(pp. 11-13). The 1999 social studies education graduates were evaluated on the NCSS' ten themes by two or more reviewers(the student's cooperating classroom teacher, a university supervisor, and other persons as necessary). Two or more of these individuals were social studies specialists. Students needed a "pass" on their portfolios to be recommended for licensure. All 1999 graduates received a "pass". Reviewers used a supplementary student teaching evaluation form based on the ten themes to make their judgments. This instrument was described earlier under MATRIX THEME 1. A rating less than 3 failed to meet our expectations. See each standard (theme) for mean assessments and ranges. (The Thematic student teaching evaluation form is included in the appendix, pp. 18-20. Results of assessments for each individual on each theme are given on pp. 21-22. The Student Teaching Portfolio is described in the appendix, pp.22-23.) Supervised teaching is described above under Programmatic Evidence.

The Professional Preparation Portfolio (PPP) requirement describe earlier also applies here. (See MATRIX THEME 1).