ipfw school of education social studies program review document …€¦ · · 2010-10-21ipfw...

IPFW School of Education Social Studies Program Review Document # 2

A. Social Studies Curriculum

Program Advising Sheet IPFW School of Education Social Studies Major (51 or 60 credits) Rules 2002 (Effective Fall 2003) Student Name Student I.D. Must complete all course work in 3 content areas plus one course from each of the other two content areas (diversified credits) to complete the major. Economics (15 credits) Course Title Cr Sem Gr ECON E201 Intro to Microeconomics 3 ECON E202 Intro to Macroeconomics 3 ECON E321 or E322 Intermediate Microeconomics 3 ECON elective 3 ECON elective (300 400 level) elective 3 Government and Citizenship (15 credits) POLS Y103 Intro to American Politics 3 two of the following POLS Y105, Y107 or Y109 Intro to Political Theory, Intro to Comparative Politics, or Intro to International Relations 3 POLS elective (300 400 level) elective 3 POLS elective (300 400 level) elective 3 Historical Perspectives (24 credits) American Civilization HIST H105 American History I 3 HIST H106 American History II 3 HIST elective (American) elective 3 HIST elective (American)(300 400 level) elective 3 World Civilizations HIST H113 History of Western Civilization I 3 HIST H114 History of Western Civilization II 3 HIST elective (non American) elective 3 HIST elective (non American) (300 400 level) elective 3 Psychology (15 credits) PSY 120 Elementary Psychology 3 PSY 235, 240, or 369 Child Psych., Intro. to Social Psych., or Development Across the Lifespan 3 PSY 314, 329, or 416 Intro. to Learning, Psychobiology II, or Cognitive Psychology 3 PSY 350 or 420 Abnormal Psychology or Intro. to Personality Theory 3 PSY elective 3 Sociology (15 credits) SOC S161 Principles of Sociology 3 SOC S230 or S318 Society and the Individual 3 SOC elective 3 SOC elective (300 400 level) elective 3 SOC elective (300 400 level) elective 3 Diversified (6 credits) Suggested elective for the Social Studies major: ECON E270 Intro to Statistical Theory in Economics and Business POLS Y395 Quantitative Political Analysis PSY 201 Intro to Quantitative Topics in Psychology SOC S351 Social Statistics Evaluated by: Date:

Course Descriptions HIST H105 American History I Cr. 3. (V.T.)

Colonial period, revolution, Confederation and Constitution, National period to 1877. (fall, spring, summer)

HIST H106 American History II Cr. 3. (V.T.) 1877 to present. Political history forms framework with economic, social, cultural, and intellectual history interwoven. Introductions to historical literature, source material, and criticism. H105 is not a prerequisite for H106. (fall, spring, summer)

HIST H113 History of Western Civilization I Cr. 3. (V.T.)

Ancient civilization, Germanic Europe, feudalism, medieval church, national monarchies, Renaissance. Approved by Arts and Sciences for the Cultural Studies (Western Tradition) requirement. (fall, spring, summer)

HIST H114 History of Western Civilization II Cr. 3. (V.T.) Reformation, Age of Louis XIV, French Revolution, Napoleonic Era, Revolutions of 1848, liberalism, socialism, nationalism, international rivalries,World War I, Russian revolutions, Nazi Germany,World War II, Cold War. H113 is not a prerequisite for H114. Approved by Arts and Sciences for the Cultural Studies (Western Tradition) requirement. (fall, spring, summer)

POLS Y103 Introduction to American Politics Cr. 3.

Introduction to the nature of government and the dynamics of American politics. Origin and nature of the American federal system and its present political party base. (fall, spring, summer)

POLS Y105 Introduction to Political Theory Cr. 3. Perennial problems of political philosophy, including relationships between rulers and ruled, nature of authority, social conflict, character of political knowledge, and objectives of political action. Approved by Arts and Sciences for the Cultural Studies (Western Tradition) requirement. (fall, spring, summer) Credit not given for both Y105 and Y215.

POLS Y107 Introduction to Comparative Politics Cr. 3. Similarities and differences in political processes, governmental institutions, and policy issues across major contemporary states. Cases for comparison include industrial democratic (such as Western Europe and the United States), communist or former communist (such as Russia and Cuba), and developing countries. Credit not given for both Y107 and Y217.

POLS Y109 Introduction to International Relations Cr. 3. Causes of war, nature, and attributes of the state, imperialism, international law, national sovereignty, arbitration, adjudication, international organization, major international issues. Credit not given for both Y109 and Y219.

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ECON E201 Introduction to Microeconomics Cr. 3. P: sophomore class standing and MA 153 or placement beyond MA 153. An analysis of evolution of market structure using the analytical concepts of supply and demand, opportunity cost, and marginal analysis. Applications include a variety of concurrent microeconomic issues. (fall, spring, summer)

ECON E202 Introduction to Macroeconomics Cr. 3. P: E200 or E201. Measurement and explanation of total economic performance; money and monetary and fiscal policy as an analytical core. Individual sections apply this core to a variety of current economic problems such as inflation, recession, and unemployment. (spring, summer)

ECON E321 Intermediate Microeconomic Theory Cr. 3. P: E201; junior class standing. Intermediate level microeconomics; theoretical basis of demand; production; pricing under conditions of competition and monopoly; allocation and pricing of resources; partial and general equilibrium analysis; welfare economics.

ECON E322 Intermediate Macroeconomic Theory Cr. 3. P: E202; junior class standing. Intermediate level macroeconomics. National income accounting; theories of income, employment, and price level. Countercyclical and other public policy measures.

PSY 120 Elementary Psychology Cr. 3.

P: Successful completion of ENG W130 and ENG R150 prior to enrolling, or placement at a higher level. Introduction to the fundamental principles of psychology, covering particularly the topics of personality, intelligence, emotion, abnormal behavior, attention, perception, learning, memory, and thinking.

PSY 235 Child Psychology, Cr. 3. P: 120 (or equivalent). General principles of children’s behavior and development from conception to adolescence, including sensory and motor development, and the basic psychological processes such as learning, motivation, and socialization. Credit not given for both PSY 235 and PSY 369.

PSY 240 Introduction to Social Psychology, Cr. 3. R: 120. A broad survey of current knowledge about human social behavior. Topics covered include aggression, attraction and love, social influence, attitudes and attitude change, nonverbal communication, leadership, prejudice and discrimination, and application of social psychology to law, medicine, and other fields.

PSY 314 Introduction to Learning Class 3, Cr. 3. P: 120 (or equivalent) or consent of instructor; R: ENG W233. This course attempts to make clear the theoretical and practical implications of learning principles and findings. Various theories of learning are examined and the implications of theories, and the learning approach generally, for a variety of practical problems are emphasized.

PSY 369 Development Across the Lifespan, Cr. 3. P: 120 (or equivalent). Considers theoretical, empirical, and methodological issues relevant to the study of human development from conception to death. Biological, cognitive, personality, and social aspects of development are covered. Credit not given for both PSY 235 and PSY 369.

PSY 420 Introduction to Personality Theory, Cr. 3. P: 6 credits in psychology; R: ENG W233. Personality theories selected from the traditions of psychoanalysis, behaviorism, and phenomenologyexistentialism are presented and contrasted in the fundamental assumptions made by each outlook. Theorists include Freud, Adler, Jung, Dollard and Miller, Skinner, Bandura, Rogers, Bass, Benswanger, and Kelly.

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SOC S161 Principles of Sociology Cr. 3. Nature of interpersonal relationships, societies, groups, communities, and institutional areas such as the family, industry, and religion, social process operating within these areas; significance for problems of personality, human nature, social disorganization, and social change. (fall, spring, summer)

SOC S230 Society and the Individual Cr. 3.

P: S161. Personality and its development; relationship to culture and communication and to social settings; deviant types. Credit not given for both S230 and S232. (spring, summer)

EDUC M443: Methods of Teaching High School Social Studies, Cr. 3.

Public school participation required. EDUC S405 The Middle and Junior High School, Cr. 3

The course provides future middle school and junior high teachers with an understanding of how early adolescent students and school structures impact curriculum, instruction, and classroom management decisions. The course meets the middle/junior high school endorsement requirement for elementary school majors.

EDUC P250: General Education Psychology, Cr. 3 P: W200. The study and application of psychological concepts and principles as related to the teaching-learning process, introduction to classroom management, measurement/evaluation, and disability awareness. Public school participation required.

EDUC P253: Education Psychology for Secondary Teachers, Cr. 3 P: P250. The application of psychological concepts to school learning and teaching in the perspective of development from pre-adolescence through adolescence. Special attention is devoted to the needs of the handicapped. Public school participation is required.

B. Social Studies Content Standards Matrix Performance Assessment Examples: (1) Paper, (2) Exams/Quiz: Multiple Choice, T/F, (3) Exam/Quiz: Short Answer, Essay, (4) Project, (5) Lab/Report, (6) Journal Reflections, (7) Lesson Plan, (8) Teaching, (9) Other (specify) (9a) Short article analysis and discussion, (9b) DISC, Questions + comments, (9c) debate, (9d) reading response journal, (9e) student-generated questions and class dialogue, (9f) field journal, (9g) portfolio certificates of professional development, (9h) reflection on lesson taught through the lens of Conceptual Framework – Habits of Mind and Knowledge. S=Sociology, H=History, Y=Political Science, PSY=Psychology, E=Economics

S=Sociology PSY=Psychology

H=History E=Economics

Y=Political Science Social Studies Content Standards Indicators

Standard #1: Civic Ideals and Practices. Teachers of Social Studies understand the ideals, principles, and practices of citizenship in a democratic republic and can use this knowledge to create meaningful learning experiences for students. Knowledge 1.A social studies teacher will understand the origins and interpret the continuing influence of key ideals of the democratic republican form of government such as individual human dignity, liberty, justice, equality, and the rule of law.

S 161 1,2,3,4

H 105 1,2,3,9

H 106 1,2,3

S 230 1,2,3,4,6

Y 103 3

Y 105 3

Y 107 3

Y 109 3

2.A social studies teacher will recognize and analyze various forms of citizen action that influence public policy decisions.

H 105 1,2,3,9

H 106 1,2,3

S 161 1,2,3,4

S 230 1,2,3,4,6

Y 103 3

Y 105 3

Y 107 3

3.A social studies teacher will identify and explain the roles of formal and informal political actors in influencing and shaping public policy and decision making.

H 105 1,2,3,9

H 106 1,2,3

S 161 1,2,3,4

S 230 1,2,3,4,6

Y 103 3

Y 107 3

Y 109 3

Standard #2: Historical Perspectives. Teachers of social studies understand the way human beings view themselves in and over time and can use this knowledge to create meaningful learning experiences for students.

Knowledge 1.A social studies teacher will comprehend that historical knowledge and the concept of time are socially influenced constructions that lead historians to be selective in the questions they seek to answer and the evidence they use.

PSY 2403, 9a

PSY 416 1,2,3,4,5,8

H 105 1,,3,9

H 106 1,2,3

S 161 1,2,3,4

S 230 1,2,3,4,6

Y 103 3

Y 105 3

Y 107 3

Y 109 3

2.A social studies teacher will identify and describe selected historical periods and patterns of change within and across cultures.

H 105 1,2,3,9

H 106 1,2,3

S 161 1,2,3,4

S 230 1,2,3,4,6

Y 105 3

Y 107 3

Y 109 3

3.A social studies teacher will evaluate evidence, develop comparative and causal analyses, interpret the historical record, and construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

PSY 120 2,5,8

PSY 235 2,3, 9b

PSY 369 2,3

H 105 1,2,3,9

H 106 1,2,3

S 161 1,2,3,4

S 230 1,2,3,4,6

Y 105 3

Y 107 3

PSY 314 3

Standard #3: Geographical Perspectives. Teachers of social studies understand the nature and distribution of Earth's people, places, and environments and can use this knowledge to create meaningful learning experiences for students. Natural and human resources affect how people interact with their environment and each other.

Knowledge 1.A social studies teacher will know and understand the interrelationship of the five themes of geography: location, place, human/environment interaction, movement, and region.

PSY 369 2

H 105 1,2,3,9

Y 107 3

Y 109 3

2.A social studies teacher will prepare, interpret, use, and synthesize information from various representations of the Earth, such as maps, globes, photographs, paintings, and their own observations, to synthesize information and interpret spatial patterns.

H 105 1,,3,9

H 106 1,2,3

Y 107 3

Y 109 3

3A social studies teacher will know Earth's physical and human patterns and understand how people interact with their physical environment.

H 105 1,2,3,9

4.A social studies teacher will understand the concept of a Region, a human construct for organizing information to interpret Earth's complexity; know the physical and cultural characteristics that distinguish each of the world's culture regions, and the major countries within each world region.

PSY 235 2, 9b

PSY 369 2

H 105 1,2,3,9

Y 107 3

Y 109 3

PSY 314 3

5.A social studies teacher will understand that the flow of people, goods, and ideas links all parts of the world in an interdependent and ever changing system that creates and spreads wealth unevenly.

H 105 1,2,3,9

Y 109 3

Standard #4: Government and Citizenship. Teachers of social studies understand how people create and change structures of power, authority, and governance and can use this knowledge to create meaningful learning experiences for students. Knowledge 1.A social studies teacher will grasp and are able to explain the purposes of government at the local, state, and national levels and are able to analyze how powers are acquired, used, and justified.

H 105 1,2,3,9

H 106 1,2,3

S 161 1,2,3,4

S 230 1,2,3,4,6

Y 103 3

2.A social studies teacher will know and are able to compare different political systems (their ideologies, structure, institutions, processes, and political cultures) with that of the United States, and to identify representative political leaders from selected historical and contemporary settings.

PSY 2409a

H 105 1,2,3,9

H 106 2,3

S 161 1,2,3,4

S 230 1,2,3,4,6

Y 105 3

Y 107 3

3.A social studies teacher will understand ideas and mechanisms to meet the needs and desires of citizens, regulate territory, manage conflict, establish order and security, and balance competing conceptions of a just society.

H 105 1,2,3,9

S 161 1,2,3,4

S 230 1,2,3,4,6

Y 103 3

Y 105 3

Y 107 3

Y 109 3

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Performance Assessment Examples: (1) Paper, (2) Exams/Quiz: Multiple Choice, T/F, (3) Exam/Quiz: Short Answer, Essay, (4) Project, (5) Lab/Report, (6) Journal Reflections, (7) Lesson Plan, (8) Teaching, (9) Other (specify) (9a) Short article analysis and discussion, (9b) DISC, Questions + comments, (9c) debate, (9d) reading response journal, (9e) student-generated questions and class dialogue, (9f) field journal, (9g) portfolio certificates of professional development, (9h) reflection on lesson taught through the lens of Conceptual Framework – Habits of Mind and Knowledge. S=Sociology H=History Y=Political Science PSY=Psychology E=Economics Standard #5: Economics. Teachers of social studies understand why and how people organize for the production, exchange, and consumption of goods and services and can use this knowledge to create meaningful experiences for students. Knowledge 1.A social studies teacher will realize that we live in a mixed market economic system in which production, exchange, and consumption decisions are made through the market interacting with government and are influenced by tradition.

H 105 1,2,3,9

H 106 2,3

S 161 1,2,3,4

E 201 2,3

E 202 2,3

E 323 2,3

Y 103 3

Y 105 3

Y 107 3

Y 109 3

2.A social studies teacher will understand that increasing technological change and globalization have resulted in a highly interdependent world economy.

H 105 1,2,3,9

S 161 1,2,3,4

E 201 2,3

E 202 2,3

E 323 2,3

Y 109 3

3.A social studies teacher will comprehend that because resources are scarce and often unevenly distributed across people and regions, specialization and systems of exchange are necessary to improve the well being of both the individual and society.

H 105 1,2,3,9

S161 1,2,3,4

E201 2,3

E221 2,3

Y107 3 Y109 3

Standard #6: Current Events. Teachers of social studies understand global connections and interdependence and can create meaningful learning experiences for students. Knowledge 1.A social studies teacher will understand the interdisciplinary nature of social studies and know how to make connections using current events.

PSY 120 2

PSY 235 1,2,3,9

PSY 2402, 9a

PSY 369 2,3

PSY 420 1,2

H 105 9

H 106 1,2,3

S 161 1,2,3,4

Y 103 3

Y 105 3

Y 107 3

Y 109 3

2.A social studies teacher will know how to use a variety of resources, both primary and secondary, to better understand the causes and effects of current events on the student's world.

PSY 2402, 9a

PSY 3699c

PSY 416 1,2,4,8

PSY 420 1 314 3

H 105 9

H 106 1,2,3

S 161 1,2,3,4

Y 103 3

Y 105 3

Y 107 3

Y 109 3

3.A social studies teacher will understand that current events provide an arena for the study of global connections through the interplay of Earth's physical and human systems.

PSY 235 1,9

PSY 2409a

H 105 9

S161 1,2,3,4

Y103 3 Y107 3

Y109 3

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Standard #7: Psychology. Teachers of social studies understand individual development and identity and can use this knowledge to create learning experiences designed to promote student growth and reflection.

Knowledge 1.A social studies teacher will possess knowledge of the ways group and cultural influences contribute to the development of a sense of self.

PSY 120 2

PSY 235 1,2,3,9

PSY 240 1,2, 9a

PSY 369 2,3, 9c

PSY 416 2,5,8

PSY 420 1,2

S 161 1,2,3,4

S 230 1,2,3,4,6

PSY 314 3

2.A social studies teacher will know how learning and physical development affect behavior.

PSY 120 1,2,8

PSY 235 1,2,3,9

PSY 240 1,2,3

PSY 369 2,3, 9c

PSY 314 1,2,3,4,6

PSY 416 2,8

PSY 420 1,2

S 161 1,2,3,4

S 230 1,2,3,4,6

PSY 314 3

3.A social studies teacher will realize the factors that affect mental health.

PSY 120 1,2,5,8

PSY 235 1,2,3,9

PSY 369 2,3

PSY 314 2

PSY 420 1,2

S 161 1,2,3,4

S230 1,2,3,4,6

PSY 314 3

Standard #8: Sociology. Teachers of social studies understand interaction among individuals, groups, and institutions and can use this knowledge to create meaningful learning experiences for students. Knowledge 1.A social studies teacher will know how individuals, groups, and institutions are formed, controlled, and maintained in a society.

PSY 240 1,2,3, 9a

H 105 1,2,3,9

H 106 2,3

S 161 1,2,3,4

S 230 1,2,3,4,6

Y 103 3

Y 105 3

Y 107 3

Y 109 3

2.A social studies teacher will understand how roles, status, and social class describe the interactions and connections between individuals, groups, and institutions in society.

PSY 240 1,2,3, 9a

H 105 1,2,3,9

H 106 1,2,3

S 161 1,2,3,4

S 230 1,2,3,4,6

Y 103 3

Y 105 3

Y 107 3

3.A social studies teacher will realize how individuals, groups, and institutions develop and change over time, thus furthering both continuity and change.

PSY 240 2

H 105 1,2,3, 9b

H 106 1,2,3

S 161 1,2,3,4

S 230 1,2,3,4,6

Y 103 3

Y 105 3

Y 107 3

Y 109 3

Standard #9: World Cultures. Teachers of social studies understand culture and cultural diversity and can use this knowledge to create meaningful learning experiences for students. Knowledge 1.A social studies teacher will understand culture, human diversity, and the interconnections among peoples of the world.

PSY 120 1,2,8

PSY 235 1,2,3, 9b

PSY 240 -2 PSY 314 -3

PSY 369 2,3

PSY 416 2,8

PSY 420 1,2

H 105 1,2,3,9

S 161 1,2,3,4

S230 1,2,3,4,6

Y 107 3

Y 109 3

2.A social studies teacher will possess an understanding of the interdisciplinary nature of the content of the subject matter of world cultures.

H 105 1,2,3,9

S161 1,2,3,4

S 230 1,2,3,4,6

Y107 3

Y109 3

3.A social studies teacher will cultivate a perspective of the world which emphasizes interconnections.

PSY 120 1,2

PSY 235 1,2,3, 9b

PSY 369 2,3,9c

H 105 1,2,3, 9b

S 161 1,2,3,4

S 230 1,2,3,4,6

Y 105 3

Y 107 3

Y 109 3

PSY 314 3

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Social Studies Teaching Tasks/Standards Indicators Standard #10: Instructional Resources/Technology Understand the value of using high quality instructional resources, including technology, in teaching. They are constantly searching for techniques, resources, strategies, and applications which enhance instruction. Knowledge X401 S405 M443 P250 P253 1. know how to select, modify, and prepare traditional and emerging instructional resources, materials, and equipment which improve student learning.

7 7 7, 9a

2. can describe, evaluate, and utilize instructional technologies to enrich student learning and to support appropriate classroom managerial activities.

9d,e 7, 9a

3. understand how and where to locate needed informational resources both in the school and in the community.

9f 9f

4. know how to prepare lessons which encourage students to access information sources and refine critical thinking skills.

7 7 7, 9a

Standard # 11: Learning Environment. Teachers of social studies create and develop a dynamic learning environment that is characterized by positive, productive, and healthy interactions. The learning environment is supportive, congenial, and purposeful. Students are intellectually challenged and encouraged to learn and grow.

Knowledge 1. know how to create an atmosphere where students feel welcomed, safe, valued, and respected.

8, 9d,e 8, 9 9 d,e,f

9j 3, 9a 6 9d,f

2. know the potential risk behaviors that may impact their students' development and understand the principles of effective classroom management.

7, 9d,e

7,8,9 d,e,f

9j 3, 6, 9b,c

6 9b

3. know about human motivation, human behavior, the nature of social studies, and the ways students learn the various social studies disciplines as individuals and in groups.

7 7,8,9 d,e,f

9 a, b

3 9b,d

9a,d

4. know how to help students to be reflective decision makers. 7 7,8,9 d,e,f

9a

Standard #12: Assessment. Teachers of social studies understand and use both formal and informal assessment methods to obtain useful information about student learning and development. Knowledge 1. understand that assessment must be congruent with instruction. 7 7,8,9

d,e,f 7, 9a

2. set performance expectations and determine the degree to which these expectations are met through the use of multiple assessment techniques.

7 7,8,9 d,e,f

7 9a

3. know how to analyze a student portfolio or other exemplars of student work and can identify the skills which should be taught next to the student.

4. use assessment data effectively to plan learning activities. 7

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Standard #13: Reflection. Teachers of social studies reflect on their practice, on students' performance, and on developments in the field to continue their own growth as teachers. Knowledge 1. seek information, assistance, and ideas about their practice from a variety of sources in an effort to improve classroom performance.

9f 9,a,b,g

2. know their professional responsibility to be lifelong, self-directed learners and to develop and refine practices that attend to the social studies needs of students.

9g 9b

3. are familiar with a variety of self-assessment and problem-solving techniques to assist themselves in reflecting on professional practice.

7,8.9h 7, 9a

Performance Assessment Examples: (1) Paper, (2) Exams/Quiz: Multiple Choice, T/F, (3) Exam/Quiz: Short Answer, Essay, (4) Project, (5) Lab/Report, (6) Journal Reflections, (7) Lesson Plan, (8) Teaching, (9) Other (specify) (9a) Short article analysis and discussion, (9b) DISC, Questions + comments, (9c) debate, (9d) reading response journal, (9e) student-generated questions and class dialogue, (9f) field journal, (9g) portfolio certificates of professional development, (9h) reflection on lesson taught through the lens of Conceptual Framework – Habits of Mind and Knowledge, (9j) focus statement. S=Sociology H=History Y=Political Science PSY=Psychology E=Economics

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C. Social Studies Education Assessment Data 1. Program Assessment Data Document

Program Name AYA/EA Social Studies

Element Assessed

Describe the Assessment

Activity

When is it assessed? Title of the Instrument or Rubric (Attach copies)

Aggregated Summary Data for

last 3 years

Curriculum/ Program/Unit

operations modifications made based on this data

Content Standards addressed by this

Assessment Activity

(Be consistent with #B Standards

Matrix) Content

Knowledge for Teacher Candidates

Praxis II Generally during student teaching

Praxis II for Secondary Social Studies

N=67 Pass Rate=91% *Disaggregated data below

See History of Change, Course Requirement change

1,2,3,4,5,6,7,8,9

Multiple Choice Exam

PSYC 235

Exam 1 PSY 235. See below under assessment instruments.

N = 60 Pass Rate = 73%

See History of Change, Identify Education Students

2, 3, 6, 7, 9

Pedagogical

Content knowledge

for Teachers

Portfolio (Philosophy Statement and INTASC standards)

Summative Portfolio Scoring

Portfolio Scoring Rubric, pages 23-27 in Guidelines for Preparing a Portfolio. http://www.ipfw.edu/educ/assets/documents/PortfolioHandbookFl2004-6_wcksh.pdf

N =56 Pass Rate =100% Ave Score based on 5.0 =4.81 **Data below

See History of Change, Philosophy of Education

10, 11, 12, 13

Professional and

Pedagogical knowledge

and skills for teacher

candidates

Student Teaching Lesson Evaluated by University Supervisor.

Student Teaching

Student Teaching Lesson Evaluation Form. Assessment of lesson taught during student teaching. Page 21-22 in Student Teaching Handbook. http://www.ipfw.edu/educ/assets/documents/studentteachinghandbook.pdf

N =30 Ave Score based on 4.0=3.44 ***Data below

See History of Change, Field Experience Evaluation Form

10, 11, 12, 13

Student Learning for

teacher candidates

Reflection on teaching and student learning through the lens of the IPFW SOE Conceptual Framework

Summative Portfolio Scoring

Performance Based Assessment of Student Teaching assignment statement, rubric for assessing, and newly revised Portfolio Scoring Sheet (Fall 2007). See below under assessment instruments.

N =45 Ave Score based on 5.0=3.68 ****Data below

See History of Change, Modified Assignment.

10, 11, 12, 13

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http://www.ipfw.edu/educ/assets/documents/PortfolioHandbookFl2004-6_wcksh.pdf

http://www.ipfw.edu/educ/assets/documents/PortfolioHandbookFl2004-6_wcksh.pdf

http://www.ipfw.edu/educ/assets/documents/studentteachinghandbook.pdf

http://www.ipfw.edu/educ/assets/documents/studentteachinghandbook.pdf

* Disaggregated Praxis II Scores for Secondary Education (AYA/EA) Social Studies: Content Knowledge (0081) Cut-off score = 147 9/1/04 – 8/31/05 9/1/05 – 8/31/06 9/1/06 – 8/31/07 Total 18/19 (95% pass)

High Score = 185 Low Score = 143 Median = 165

17/18 (94% pass) High Score = 187 Low Score = 145 Median = 168.5

15/16 (91% pass) High Score = 196 Low Score = 145 Median = 168.5

Average % Correct Average % Correct Average % Correct Subcategory IPFW National IPFW National IPFW National United States History 70% 64% 69% 66% 71% 64% World History 57% 63% 67% 66% 67% 63% Govt/Civics/Political Sci 66% 67% 69% 67% 70% 66% Geography 58% 65% 68% 65% 60% 61% Economics 57% 58% 60% 58% 61% 59% Behavioral Sciences 71% 65% 65% 63% 66% 64% Middle School Social Studies (0089) Cut-off score = 153 9/1/05 – 8/31/06 Total 11/14 (79% pass)

High Score = 188 Low Score = 141 Median = 162

Average % Correct Average % Correct Average % Correct Subcategory IPFW National IPFW National IPFW National United States History 62% 60% World History 52% 62% Government/Civics 62% 62% Geography 65% 66% Economics 58% 59% Sociology/Anthropology 79% 75% Short Content Essays 54% 56%

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Data collected for 2005-2007 show that candidates scored above the national averages in American History, World History, and US Government. Candidates complete course work in three areas of concentration for the social studies education major, yet they all take the same PRAXIS II test, which covers American History, World History, US Government, Economics, Psychology, and Sociology. All candidates complete courses in American History, World History, and US Government, and one other area, chosen from Economics, Psychology, and Sociology. Candidates’ choices have some affect on there PRAXIS II scores. The program as aligned with public school curriculum needs and there is no room to require more courses than are presently required. **Social Studies Pedagogical Content Knowledge based on Philosophy Statements Portfolio Scores H340 EA/AYA 2005-2006 9 4.67 2006-2007 36 4.77 2007-2008 11 5.0 The Philosophy of Education statement is initially written in H340 and put in the preservice teaching portfolio. Prior to the data collection period for this program review, secondary program faculty noticed a gap between the theoretical statement in H340 and advanced thinking following Critical Reading, Methods, and Educational Psychology. A change was made to assign candidates to review their H340 statement and write a current statement at the end of methods. This philosophy statement was added to the portfolio. Data indicates a high success rate on candidates conceptualizing theory and strategies for practice. **Pedagogical Content Knowledge – Portfolio Scores EA/AYA based on artifacts and portfolio reflections connected to INTASC Social Studies

N INTASC 1

INTASC 2

INTASC 3

INTASC 4

INTASC 5

INTASC 6

INTASC 7

INTASC 8

INTASC 9

INTASC 10

2005-06 9 4.22 4.0 4.22 4.0 3.83 4.0 4.44 4.11 4.17 4.22 2006-07 36 4.4 4.19 4.29 4.37 4.25 4.33 4.42 4.08 4.44 4.45 2007-08 11 4.5 4.42 4.5 4.17 3.92 4.33 4.5 4.08 4.0 4.0 Besides the Philosophy statement, candidates document their social studies pedagogical content knowledge through artifacts and portfolio reflections based on the INTASC standards. The data indicate that candidates documented a high degree of knowledge, disposition, and performance in the INTASC standards in their portfolio. One area of concern is INTASC standard 5, Motivation and Learning Environment. One change that is being implemented in the Educational Psychology class in the spring 2008 is for candidates to create lesson plans in this course. This may help them to further understand the role that motivation theory plays in engaging students in learning.

***Student Teaching Lesson Evaluations by University Supervisors for EA/AYA Programs Social Studies

Year 2006-2007 2007-2008

Num. students 17 13

Standard 1 avg_min 0 3 avg_max 4 4 Average 3.32 3.69





Standard 6 avg_min 2.33 3 avg_max 4 4 Average 3.58 3.54

Standard 7 avg_min 0 3.33 avg_max 4 4 Average 3.28 3.76


Standard 9 avg_min 2.67 3.67 avg_max 4 4 Average 3.86 3.9

Standard 10 avg_min 2.67 3 avg_max 4 4 Average 3.9 3.92

Year 2006-2007 only contains scores for Spring 2007 Year 2007-2008 only contains scores for Fall 2007 The data on this table are based on a 4.0 scale and measure candidates’ teaching performance during student teaching. The data show candidates’ proficiency on the INTASC standards in practice during student teaching. Although the average scores for INTASC standard 5 show some room for concern in the portfolio assessment, candidates demonstrate a greater degree of proficiency in their performance lesson evaluation on the other nine standards.

****Reflection on Student Learning through Conceptual Frame: Lesson Plan Reflection Program Year Num of Students Average Score Social Studies 2005-2006

2006-2007 9 36

3.33 4.03

Reflection on Student Learning through Conceptual Frame Lesson Plan Reflection EA/AYA Report – Fall 2007 Program Num of Students Ave Habit of

Mind Score Ave Knowledge Score

Average Score

Social Studies 13 1.3 1.3 0.5 Data on these two tables are based on a 5.0 scale and measure candidates’ reflection on a performance based lesson through the lens of the School of Education’s Conceptual Framework. The first table reports average scores for students during fall 2005 through spring 2007. While completing the program reviews, it became apparent to program faculty that the portfolio assignment during student teaching did not adequately focus on P-12 success. The assignment was revised as discussed in Summary of Unit Reflection on Initial Programs (see below). Data on the second table show scores from the first time implementation in the fall of 2007. Candidates’ scores were much lower, unsatisfactorily lower. Changes have been made in Course S405, Middle School Methods, to include a similar reflection based on teaching a lesson during field experience in a diverse setting. Course S405 was revised to include a similar portfolio assessment activity to assure that candidates understand the importance of connecting their planning and behaviors to student learning. (See under History of Change below.)

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2. Assessment Instruments or Rubrics

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Revised text for Portfolio Guidelines Fall 2004, p.20, in bold and highlighted, Fall 2007

2. Required Entries Required pieces include: ____ Presentation or Cover Page ____ Table of Contents for Entire Portfolio ____ Table of Contents for each INTASC standard section, placed to introduce each standard ____ Resume ____ Three Professional Letters of Recommendation ____ Evaluations from all field experiences ____ Mid-Term Student Teaching Evaluation required, other completed Student Teaching

evaluations encouraged ____ Certificates of completion or participation in workshops or programs related to teaching or

any additional material indicating exemplary teaching/learning performances that do not fall under one of the ten INTASC standards

and

____ Philosophy of Education (Theory-Based Statement first, as developed in the Social Foundations course, H340, Education and American Culture; updated philosophy statement, content, or developmental-level specific statements may follow)

____At least one performance-based assessment of a lesson taught during student teaching, which should include:

a) The lesson plan b) Written assessment from supervisor or cooperating teacher (This may be on the

Student Teaching official assessment form.)

c) Your written reflection about your own performance and its effectiveness for promoting student learning. Tie your performance and specific examples of student learning (include at least 3 examples of student work) to the “Habits of Mind” and “Knowledge” categories of the Conceptual Framework. Then, select at least one other category of the Conceptual Framework to reflect on as well. (This should be in addition to your reflection on the Student Teaching official assessment form.)

3. Artifacts as Evidence of Meeting the INTASC Standard(s)

The remainder of the portfolio will consist of artifacts that demonstrate your competency and understanding of the INTASC standards. Each student’s artifacts will be different, portraying the unique development of that student. The artifacts will be divided into ten sections, one section for each of the INTASC standards. Each section should begin with a statement of the INTASC standard and a table of contents indicating the artifacts included. In the final, exit portfolio each of the ten INTASC standards sections of the portfolio should have three artifacts and three reflections, one introducing each of the three artifacts.

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Rubric for Revised Performance Based Assessment Related to Student Learning Performance-based assessment of student teaching (maximum 5 points) [Rubric]

1. Lesson Plan __ yes __ no 2. Assessment from supervisor or cooperating teacher (This is on the official Student

Teaching assessment form.) __ yes __ no 3. Your written reflection about your own performance and its effectiveness for

promoting student learning. Tie your performance and specific examples of student learning (include at least 3 examples of student work) to the “Habits of Mind” and “Knowledge” categories of the Conceptual Framework. Then, select at least one other category of the Conceptual Framework to reflect on as well. (This should be in addition to your reflection on the Student Teaching official assessment form.) a) Habits of Mind __ (0-2) b) Knowledge __ (0-2) c) Other CF Category _______________ __ (0-1)

Exemplary Satisfactory Needs Major Improvement Student Learning with Conceptual Framework “Habits of Mind”

Candidates connect specific example(s) of their own behaviors, the lesson, and students’ learning with “Habits of Mind.” Candidates analyze specific examples of student learning in relation to their own teaching roles and responsibilities for engaging learners through strategies such as “investigating, inquiring, challenging, critiquing, questioning, and evaluating.”

Candidates describe their own or their students’ strategies for “Habits of Mind.” Candidates explain how the students’ learning was impacted or not impacted by the lesson. Little connection is made between the teacher, students and the lesson.

Candidates select examples of grades or scores on assessments (e.g., tests, quizzes) to justify effectiveness of teaching. Candidates recognize the specific strategies the students learned. No connection is made between the candidate, the student and the lesson.

2 pts 1 pt 0 pts Student Learning with Conceptual Framework “Knowledge”

Candidates connect specific examples of their teacher behaviors, their lesson, and students’ learning with Knowledge. Candidates analyze their planning and results of students’ learning to understand self, community, content, and learners.

Candidates describe the lesson and explain how the students’ learning was impacted or not impacted by the lesson, going beyond “I did this and the students got it.” Little connection is made between the teacher, students and the lesson.

Candidates select examples of grades or scores on assessments (e.g., tests, quizzes) to justify effectiveness of teaching. No connection is made between the candidate, the learner and the lesson, beyond “I did this and the students got it.”

2 pts 1 pt 0 pts

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Reflection on a third category of Conceptual Framework

Candidates include the following 3 components: make a claim, elaborate, and provide supporting evidence (e.g., examples not necessarily from student work provided) in relation to the Conceptual Framework category.

Candidates include 2 of the 3 components: make a claim, an elaboration, or provide supporting evidence of student learning in relation to the Conceptual Framework category.

Candidates make claim without providing an elaboration or evidence of student learning in relation to the Conceptual Framework category.

1pt .5 pt 0 pts

(0-5) Total Points: __________

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PORTFOLIO FINAL EVALUATION SHEET, Revised Fall 2007

Part I—Required Basic Entries Place a checkmark next to each item satisfied. (each worth 1 point) _____ Presentation or Cover Pager _____ Table of Contents for Entire Portfolio _____ Table of Contents for each INTASC standard, placed to introduce each standard _____ Resume _____ Three professional letters of recommendation _____ Evaluations from all field experiences _____ Mid-Term student teaching evaluation required; other completed student

teaching evaluations encouraged _____ Certificates of completion or participation in workshops Total number of basic entries checked above (0-8 points) _____ Philosophy of Education: Theory-based statement developed in Social Foundations course,

H340 (maximum 5 points) Performance-based assessment of student teaching (maximum 5 points)

1) Lesson plan __yes__no. 2) Assessment from supervisor or cooperating teacher (on the official Student Teaching

assessment form) __yes__no. 3) Your reflection about your own performance and effectiveness related to P-12 student

learning. Tie your performance and specific examples of student learning (at least 3 examples of student work) to the Habits of Mind and Knowledge categories of the Conceptual Framework and at least one other category. a) Habits of Mind ___ (0-2) b) Knowledge ___ (0-2) c) Other CF Category:_____________ ___ (0-1)

______ Performance-based total (0-5)

Total Philosophy and Performance (0-10 points) INTASC Standards Assessments Write the score for each of the INTASC standards: (maximum 5 points each) The pre-service teacher: ___ 1. Knowledge of subject: Understands the central concepts, tools of inquiry and

structures of the disciplines(s) he or she teaches, and can create learning experiences that make these aspects of subject matter meaningful for students.

___ 2. Learning and Human Development: Understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

___ 3. Adapting instruction: Understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. (P-12 work included: __yes __no)

___ 4. Instructional Strategies: Understands a variety of instructional strategies to encourage students’ development of critical thinking, problem solving and performance skills. (P-12 work included: __yes __no)

___ 5. Motivation and Learning Environment: Uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

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___ 6. Communication Skills: Models effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. (technology work included: __yes __ no)

___ 7. Planning: Understands and can plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

___ 8. Assessment: Understands how to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. (P-12 work included: __yes __no)

___ 9. Reflection and professional growth: Understands how to be a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

___ 10. Relationship with school and community: Fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

Total INTASC standards (0-50 points)

Excerpt from newly revised Portfolio assessment scoring

Performance-based assessment of student teaching (ma

P-12 work needs to be included in artifacts for two INTASC Standards; use of technology needs to be included in one artifact to receive full credit for a Standard.

3. History of Change Course Requirement Change. In 2007, the SOE changed the Early Adolescent program to require that all candidates seeking a concentration in social studies take H105, Colonial Period, Revolution, Confederation and Constitution, National Period to 1877, because this is the content they will teach to eighth grade students in the middle school setting. The social studies passing rate of 79% for the middle school PRAXIS II indicates candidates may need better advising about what are the most related courses to take. Identify Education Students. The data for this course exam do not distinguish between education candidates and other students taking the course as a Psychology major. While completing this program review, we realized it would be valuable to ask the professor to identify education candidates and collect data specifically for those candidates. Philosophy of Education. In H340, Foundations of American Education, candidates develop an understanding of four major theories of education that continue to influence policies and practices in the United States and in Indiana. By the end of the course, candidates have constructed their initial theoretical statement of philosophy. To further develop candidates’ understanding of the major theories and what they look like in practice, candidates are asked to reexamine their initial statement based on the unit of study they design in X401, Critical Reading in the Content Area. They also develop a second philosophy of education statement during their methods class so that they might make close connections between theory and practice. These statements are included in the portfolio. Field Experience Evaluation Form. Field Experience Evaluation Form was revised to be more closely aligned with the INTASC standards and the student teaching evaluation.

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Modified Course Assessment Assignment. Assessment in Course S405 was revised to assure that candidates are assessed on student learning for teacher candidates by requiring they submit a lesson plan, student work, and reflection through the lens of the conceptual framework elements Habits of Mind, Knowledge, and one other of their choice. This is aligned with the unit change for the portfolio assessment. As of Fall 2007 we have changed the performance based assessment to read: “Your written reflection about your own performance and its effectiveness for promoting student learning. Tie your performance and specific examples of student learning to the “Habits of Mind” and “Knowledge” categories of the Conceptual Framework. Then, select at least one other category of the Conceptual Framework to reflect on as well. (This should be in addition to your reflection on the Student Teaching official assessment form.)” (See above for assignment, rubric for assessing, and newly revised Portfolio Scoring Sheet, pp. 22-26.) 4. Summary of Unit Reflection on Initial Programs Unit-Wide Changes Over the course of the last three years the School of Education (SOE) has been impacted by changes external and internal to it. The Indiana University Purdue University Fort Wayne (IPFW) Faculty Senate’s Education Policy Committee (EPC) has articulated a pedagogical framework for the Baccalaureate degree (Senate Document 05-8) and the Senate General Education Subcommittee has articulated students learning outcomes for the General Education requirements of all Baccalaureate degrees. This affects mainly our Initial programs. As a school we have been required to align our Conceptual Framework with that of the Baccalaureate Framework. At the same time, with an impending North Central Association accreditation of the University in Spring of 2010, and with the thrust from the Report of the Commission on the Future of Higher Education (2006) under Secretary of Education Margaret Spellings to assess the learning of students in institutions of higher education, the University is in the process of inaugurating an electronic data assessment system, eLumen, that would allow for data to be gathered at the course level, but used at the school level and the University level for assessment purposes. While we in the SOE have developed our own Data Management System, we will soon be in the process of migrating some of our DMS data to eLumen.. The Indiana General Assembly has required Indiana University to reach articulation agreements with Ivy Tech Community College, effective with the freshman 2008 class. The mandated articulation with Ivy Tech Community College requires curricular changes in selected programs. This has mainly affected our Initial programs. During the 2007 calendar year SOE faculty in the Educational Studies Department revised the programs in the Early and Middle Childhood concentrations to be in alignment with the articulation agreement. Currently, in Spring 2008, faculty are working on the details of implementing these changes. We anticipate having to make adjustments in our secondary programs, as well. We have worked together with other Indiana University (IU) campuses through the Indiana University Education Council, with faculty representatives from all IU campuses, to coordinate a joint response to the articulation agreement. The School of Education formed two departments, Educational Studies and Professional Studies, in 2000. The Faculty Affairs Committee of the SOE is in the process of rewriting the Governance Document to reflect those changes, and the departments are developing their own governance documents. At the same time the University is promoting an initiative to have Chairs take additional decision-making responsibility for decisions currently made by Deans. Thus, the 27

Governance Document will reflect a more clearly articulated division of rights and responsibilities between departments and the SOE, as well as, overall, more powers to departments than previously. This means that curricular authority is moving from the school level to the departmental level. We are currently, Spring 2008, reviewing all of our programs through the State, two years before our next NCATE Visit in 2010. Our Initial programs under review are Early and Middle Generalist, Computer Education, Mild Intervention, Visual Arts Music, Theater, World Languages, Language Arts, Mathematics, Life Sciences, Earth/Space Sciences, Chemistry, Physics, and Social Studies. We have been preparing for these reviews for the past two years. SOE Faculty members have all been involved in the process, and we have had opportunities to work more closely with colleagues in the Arts & Sciences. Further collaboration is planned. Preparation of the reviews has helped us look candidly at our programs and given us renewed understanding of and focus on meeting content standards. We also meet regularly with the Dean’s Community Advisory Council to give us feedback and recommendations for possible changes to our programs, or the introduction of new programs. We convene our Teacher Education Council to facilitate communication between the SOE faculty and faculty in the Arts & Sciences about all of our teacher education programs for which we have joint responsibility. During the last three years we have been in the process of introducing electronic portfolios to our candidates. We chose TaskStream as our e-portfolio provider. While undergraduate candidates have had the e-portfolio as an option since we piloted it in 2005, as of Fall 2007 all candidates in the introductory course, EDUC F300, Invitation to Teaching, are required to use TaskStream. Because of the University’s impending use of eLumen for assessment purposes, we are not sure how, or if, TaskStream data can be migrated into it. In the course of the last three years the grades in certain courses (W131, COM 114 and EDUC W200) have been raised to a B for admission to the Initial programs. In the Exit Portfolio student work has been required in some artifacts to show competency in meeting the INTASC Standards, and use of technology has, also, been required. In Fall 2007 we initiated the inclusion of student work in the Performance-Based Assessment assignment in the Exit Portfolio. The candidate reflects on how his/her teaching of a lesson, and the student work that resulted from it, relate to two elements of the SOE Conceptual Framework, Habits of Mind and Knowledge, and one other category of the Conceptual Framework. In 2005 we revised the SOE Undergraduate Handbook which more clearly articulated the rights and responsibilities of Initial Licensure candidates. The Behavior Review Policy set firm guidelines in the area of professional dispositions. We have been continually responding to mandates from external agencies—the Secretary of Education, NCATE, the Indiana Department of Education—as well as IU, the IPFW senate, the IPFW Office of Academic Affairs, the IPFW Assessment Council, SOE colleagues, our program colleagues, our candidates, and our stakeholders, all with the purpose of improving our programs. The aggregated content program assessment data give us valuable feedback about the strengths and weaknesses of our programs as we make changes within the context of the multiple mandates that frame all of our work. 28

D. Social Studies Faculty

Faculty Name Highest Degree

Attained

Area(s) of Specialization Courses Taught in Program

Additional Responsibility

in Program

Years of P 12 Experienc

e Nodir Adilov Ph.D. Microeconomics ECON E201, E202,

E321, E322 0

Greg Anderson M.Ed. Educational Psychology EDUC P250, P253 20 David Dilts Ph.D. Industrial dispute resolution ECON E201, E202 0 Lawrence Haber Ph.D. applied microeconomics ECON E201 0 Ali Rassuli Ph.D. labor econ ECON E201, E202 0 Hedayeh Samavati Ph.D. stats ECON E201, E202 0 Carolyn Stumph

Ph.D. International economics ECON E201, E202 0

Elliot Bartky Ph.D. Presidency; religion and politics, political philosophy

POLS Y103, Y105 0

Andrew Downs Ph.D. Indiana politics; public policy POLYS Y103 0

Susan Hannah Ph.D. Local govt; public adm., policy process

POLYS Y103 0

James Lutz Ph.D. Comparative politics; Middle Eastern Politics

POLYS Y103, Y107

0

James Toole Ph.D. Comparative politics, international relations, Eastern Europe

POLYS Y103, Y109

0

Georgia Wralstad Ulmschneider

Ph.D. Civil Liberties; First Amendment; Constitutional Law

POLYS Y103 0

Michael Wolf Ph.D. American Politics; congress; voter behavior, comparative electoral behavior

POLYS Y103 0

Richard Weiner Ph.D. US/Mexico HIST H105 0 Christine Erickson Ph.D. US HIST H106 0

Gary Blumenshine Ph.D. Europe HIST H113, H114 0 Bruce Abbott Ph.D. Experimental Psychology PSY 120, 314 0 Michael Bendelle Ph.D. Cognitive Psychology PSY 235 0 Elaine Blakemore Ph.D. Developmental Psych, Children’s

Gender Develop PSY 235 1

Kenneth Bordens Ph.D. Social Psychology PSY 240 0 Jeannie DiClementi Psy.D. Clinical Health PSY 120 0

Michelle Drouin Ph.D. Developmental Psychology PSY 120, 235, 369 1 Craig Hill Ph.D. Social Psych

Personality Psyc PSY 120, 240, 420 0

Jay Jackson Ph.D. Personal/Social PSY 120, 240, 420 0 Daren Kaiser Ph.D. Bio Psych, animal learning, cognitive

psych PSY 120 0

Carol Lawton Ph.D. Experimental PSY 314 0

David Lindquist Ph.D. Social Studies and English Methods M443, M447 30 Brenda Lundy Ph.D. Developmental PSY 120, 235, 369,

416 0

Daniel Miller Ph.D. Social PSY 120 0

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Glenda Moss Ed.D. Methods of teaching middle school and high school, critical pedagogy, critical reading in the content areas

X401, S405, M443, M447

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Joe Nichols Ph.D. Educational Psychology P250 15

Lesa Vartanian Ph.D. Developmental PSY 120, 235 0 Christopher Bradley

Ph.D. Quantitative and Qualitative Research Methodologies, Statistics, Social Psychology, Domestic Violence, Racial and Ethnic Relations

SOC S161, S230 0

Donna Holland Ph.D. Family, Criminology, Family Violence, Applied Sociology, Deviance, Sibling Influence, Foster Care, Transition to Independence, Elderly Care, Sibling Influence, Social Learning Theory, Social Control Theory, Moffitt¹s Life Course Theory

SOC S161 0

Peter ladicola

Ph.D.

Crime and Delinquency, Violence, Community/Social Development, Schooling and Inequality, Juvenile Delinquency, Political Economic Development and Crime Patterns, Imperialism

SOC S161

0

Anson Shupe Ph.D. Deviant Behavior and Social Control, Society and the Individual, Sociology of Religion and Religious Movements, Social Science Technical Writing

SOC S161, S230 0

Diane Taub Ph.D. Social Psychology, Sociology of Deviance, and Medical Sociology

SOC S230 0

Mieko Yamada Ph.D. race/ethnicity, popular culture SOC S161 0

ipfw school of education social studies program review document …€¦ · · 2010-10-21ipfw...

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