All syllabi have been updated to reflect changes for 2024-2025

Program Alignment to Standards and Requirements

A. Narrative Summary of Preliminary Findings

Program Alignment Process: The EPP stated that the Director of Teacher Education is responsible for staying updated on changes to major standards and sharing this information with stakeholders. In addition, faculty members review and integrate the standards into their instruction and assessments and provide feedback to program coordinators and department chairs.

Program Alignment Matrices or Tables: The EPP provided one matrix for the History 6-12 program that indicated candidates at the undergraduate level take two courses and all NCSS, InTASC, and TN Literacy Standards are covered in these courses, with one course being student teaching. The EPP did not provide matrices for the post-baccalaureate student teaching or job-embedded programs in History 6-12. The EPP did not provide matrices for the History 6-12; Government 6-12 undergraduate student Teaching, History 6-12; Government 6-12 post-baccalaureate student teaching, or History 6-12; Government 6-12 post-baccalaureate job-embedded programs. Programs are not aligned to CAEP Standards, and they are not needed on the matrices. It is difficult to determine what standards are addressed in the InTASC, Tennessee Literacy, and NCSS columns, as they are listed by number only without the standard language provided. The EPP should submit revised matrices that provide the full written standard on the left column and needed components across the top. 

For example: See Table after the narrative.

Note: A row is needed for each InTASC Standard, NCSS Standard, and TN Literacy Standard.

Program Components: The EPP did not provide a narrative describing how the program components are addressed within the program using the Literacy and Specialty Area Standards for Educator Preparation Policy 5.505.

B. Evidence Consistent with Meeting the Expectations

• Program alignment process narrative

C. Evidence Inconsistent with Meeting the Expectations

• HIST6_12_ProgramMatrix[18]

• 2023-24 Social Studies Narrative

• HIST 3710 Fall 2023 on Master Syllabusfor Teacher Ed

• CoED Departmental Recruitment and Retention Plan HistoryFall 2023

• HIST4720Spring2024

• Program components narrative

D. Additional Evidence Requested

• Provide a revised matrix that clearly indicates what InTASC Standards, Tennessee Literacy Standards, and NCSS Standards are aligned to the History 6-12 undergraduate student teaching program.

• Provide a revised matrix that clearly indicates what InTASC Standards, Tennessee Literacy Standards, and NCSS Standards are aligned to the History 6-12 post-baccalaureate student teaching program.

• Provide a revised matrix that clearly indicates what InTASC Standards, Tennessee Literacy Standards, and NCSS standards are aligned to the History 6-12 post-baccalaureate job-embedded program.

• Provide a revised matrix that clearly indicates what InTASC Standards, Tennessee Literacy Standards, and NCSS Standards are aligned to the History 6-12; Government 6-12 undergraduate student teaching program.

• Provide a revised matrix that clearly indicates what InTASC Standards, Tennessee Literacy Standards, and NCSS Standards are aligned to the History 6-12; Government 6-12 post-baccalaureate student teaching program.

• Provide a revised matrix that clearly indicates what InTASC Standards, Tennessee Literacy Standards, and NCSS standards are aligned to the History 6-12; Government 6-12 post-baccalaureate job-embedded program.

• Provide a narrative describing how the program components are addressed for Social Studies Education 6-12 undergraduate student teaching program. The program components can be found in the Literacy and Specialty Area Standards for Educator Preparation Policy 5.505.

• Provide a narrative describing how the program components are addressed for Social Studies Education 6-12 post-baccalaureate student teaching program. The program components can be found in the Literacy and Specialty Area Standards for Educator Preparation Policy 5.505.

• Provide a narrative describing how the program components are addressed for Social Studies Education 6-12 post-baccalaureate job-embedded program. The program components can be found in the Literacy and Specialty Area Standards for Educator Preparation Policy 5.505.

E. Preliminary List of Interview Questions

1. What is the process for ensuring programs are aligned with current standards and state policies?

2. What standards are the History 6-12 programs aligned with?

3. What standards are the History 6-12; Government 6-12 programs aligned with?

4. How does the EPP ensure all candidates complete a major in a single social science, an interdisciplinary major that includes the equivalent of a minor in two social science disciplines, or a cross-disciplinary major, including a social science and another appropriate, related discipline, such as history and a world language?

BA/BS History with History Certification (6-12) and BS Political Science with Government Certification (6-12) Education Program

Description

BA/BS History with History Certification (6-12)

The History faculty put together a list of degree competencies and a program of study (see the Tennessee State University Undergraduate Catalog for information on the BA and BS History degrees) that will ensure that our majors receive a broad background in the field of History. History majors should begin by taking core courses in History. At the freshman level, history majors take HIST 1000 Global Culture and History (three (3) hours) to fulfill half of the General Education Humanities requirement. At the sophomore level, History Certification students are required to take twelve (12) hours of history which entails these four courses: HIST 2010: American History I, HIST 2020: American History II, HIST 2060: World History I, and HIST 2070: World History II. This requirement is more than the standard BA/BS requirement of six (6) hours because History Certification students need to be prepared for the Praxis Subject Assessment in World and US History. Students are also advised to take GEOG 1010: World Regional Geography I and GEOG 1020: World Regional Geography II because the state of Tennessee includes geography in the history standards. These courses will give background on the major events of our country and the world, an introduction to important historical concepts, approaches to historical research, and a general overview of the historical profession. The BA History requires students to be fluent in a non-English language equivalent to the level of four semesters at TSU. This might mean taking four semesters of French or Spanish, or testing into the appropriate section depending on their level upon matriculating. These students begin their training in the field of Education with the courses EDCI 2010: History and Foundations of Education and PYSC 2420: Human Growth and Learning in their sophomore year. These requirements can be met through a variety of formats (synchronous/asynchronous, online/in-person). Students also pass the PRAXIS Core, have a minimum of 2.75 GPA, and apply to the teacher education program in the spring of their sophomore year.

Upper-division courses for BA/BS History with History Certification students introduce them to the events and historical problems of specific times and places; students should count on significant research and writing in an upper-division course in History. Initial training for this is provided in HIST 3500: History Workshop. To ensure students have a broad cultural basis, we require that they take six (6) hours of upper-division American History and six (6) hours of upper-division non-U.S. History. Students pursuing a B.S. in History will need to make sure that they complete an additional six upper-division hours in Public History or the social/mathematical/physical sciences. These students continue their training in education by taking three education courses in their junior year, which are EDSE 3330: Education of Exceptional Children, EDCI 3870: Curriculum Development, and EDLI 4910: Reading and Study in Secondary Schools. Students also must pass their Praxis Subject Assessment in World and US History during their junior year and apply for admission to Residency I (student teaching) in the spring. Students must have passed this test and maintained a minimum 2.75 GPA for admission. Most requirements through the junior year can be met through a variety of formats (synchronous/asynchronous, online/in-person).

The senior year is the culmination of the degree. BA/BS History with History Certification must complete a Senior Project which is the "capstone" of their degrees (HIST 4500, POLI 4500). In the Senior Project, students will practice the skills they have learned in their previous courses in a semester-long project. They complete this in the first semester of their senior year alongside their Residency I student teaching (EDCI 4620: Field Study in Education, 6 credit hours), their methods class (HIST 3710: Teaching of History and the Social Sciences). Students are generally placed in Metro Nashville Public Schools by the Field Placement Coordinator, in consultation with the University Supervisor. In the second semester of their senior year, the students take their Residency II student teaching (HIST 4720: Student Teaching, 9 credit hours) and EDCI 4705: Educational Seminar. Students must maintain a minimum 2.75 GPA to receive licensure.

BS Political Science with Government Certification (6-12)

The Political Science faculty put together a list of degree competencies and a program of study (see the Tennessee State University Undergraduate Catalog for information on the BS Political Science degree) that will ensure that our majors receive a broad background in Political Science. Students in the BS Political Science (6-12) with Government Certification Education Program take twelve (12) credit hours of sequenced courses in the Major Core in their freshman and sophomore years (POLI 1010: Introduction to Political Sciences (3), POLI 2010: American National Government (3), POLI 2200: Introduction to International Politics (3), POLI 2220: State and Local Government (3)). Like the History Certification students, the Government Certification students take twelve (12) hours of history which entails these four courses: HIST 2010: American History I, HIST 2020: American History II, HIST 2060: World History I, and HIST 2070: World History II. This is because nearly all students with Government Certification will teach history courses at the high school level and hence should be prepared to take the Praxis Subject Assessment in World and US History. These students begin their training in the field of Education with the courses EDCI 2010: History and Foundations of Education and PYSC 2420: Human Growth and Learning in their sophomore year. Students also pass the PRAXIS Core, have a minimum of 2.75 GPA, and apply to the teacher education program in the spring of their sophomore year.

BS Political Science (6-12) with Government Certification students must complete broad training in political science via the following upper-division courses: POLI 3000: History of Political Philosophy (3) or POLI 3010: Contemporary Political Philosophy (3), POLI 3100: Research Methodology (3), and 18 additional upper-level hours in Political Science. These students continue their training in education by taking three education courses in their junior year: EDSE 3330: Education of Exceptional Children, EDCI 3870: Curriculum Development, and EDLI 4910: Reading and Study in Secondary Schools. Students also must pass their Praxis Subject Assessment in Government/Political Science during their junior year and apply for admission to Residency I (student teaching) in the spring. Students must have passed this test and maintained a minimum 2.75 GPA for admission. Most requirements through the junior year can be met through a variety of formats (synchronous/asynchronous, online/in-person).

The senior year is the culmination of the degree. BS Political Science (6-12) with Government Certification students must complete a Senior Project which is the "capstone" of their degrees (POLI 4500). In the Senior Project, students will practice the skills they have learned in their previous courses in a semester-long project. They complete this in the first semester of their senior year alongside their Residency I student teaching (EDCI 4620: Field Study in Education, 6 credit hours), their methods class (HIST 3710: Teaching of History and the Social Sciences). Students are generally placed in Metro Nashville Public Schools by the Field Placement Coordinator, in consultation with the University Supervisor. In the second semester of their senior year, the students take their Residency II student teaching (HIST 4720: Student Teaching, 9 credit hours) and EDCI 4705: Educational Seminar. Students must maintain a minimum 2.75 GPA to receive licensure.

The History/Government programs are all cohort-based online, hybrid, and face-to-face learning by design and flexible for students that do not meet the requirements to continue with their cohort. The program faculty believes there is greater value to candidates learning from their peers and learning collaboratively. Given that many of the candidates work within the primary partnership (PP) as educational leaders, the cohort model offers a rich collaborative approach between the PP and faculty. 

• History 

• Government

1. History (BA) Program of Study

2. History (BS) Program of Study

3. Political Science (BS) Program of Study

The plan was developed based on the 2022-2024 data regarding enrollment and retention.

• Recruitment and Retention Plan [p. 19]

• • Teacher Education Checkpoints - these are designed to provide the specifics of how candidates progress to clinical experience. 

  • Revised Teacher Handbook - Teaching and Learning revised the handbook to explain the clinical experience further as the team works to update the process and better support candidates in secondary programs.  

  • Residency Booklet Revised Residency Handbook for Clinicians and Supervisors (teacher education only).  The purpose was to ensure all clinicians and supervisors have a reference guide after training.  

• Data Profile of the entire college is conducted annually and is an opportunity for individual programs to report.  The programs are required to report annually, which includes feedback from candidates and partners regarding the clinical experiences in ALL programs.    

• EPP Data [21-24]

1. Enrollment

• A decline in enrollment over the initial semesters, followed by stabilization.

• A low graduation rate of 10%.

• Fluctuating retention rates, with a significant drop between Fall 2021 and Fall 2022.

Cycle 2

• Continued enrollment fluctuations.

• A consistently low graduation rate of 10 %, with only graduates majoring in History graduating in either cycle.

• There was a significant drop in retention rate between Fall 2022 and Fall 2023.

Further Analysis

1. Enrollment Trends:

• Both cycles indicate fluctuations in enrollment, suggesting potential factors like program popularity, economic conditions, or changes in admission criteria.

2. Graduation Rates:

• The consistently low graduation rate is a significant concern.

3. Retention Rates:

• Both cycles highlight significant drops in retention rates between specific semesters.