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Project eHIKES:   A Kansas TAH Project US Department of Education TAH Project Directors Meeting September 2006
Master of Arts in History: <ul><li>Successes </li></ul><ul><li>Challenges </li></ul>
Initial Planning <ul><li>Parsons USD #503 – grantee district </li></ul><ul><ul><li>http://www.vikingnet.net </li></ul></ul...
Southeast Kansas Education Service Center-Greenbush <ul><li>Role: </li></ul><ul><ul><li>Project Leadership </li></ul></ul>...
No Child Left Behind <ul><li>“Highly Qualified Teachers” </li></ul><ul><ul><li>Defined by the States </li></ul></ul><ul><u...
PSU Department of History <ul><li>Discussions of degree tracks </li></ul><ul><ul><li>Thesis </li></ul></ul><ul><ul><li>3-s...
Proposed Solution <ul><li>Explore 3 rd  option – final project to replace comps </li></ul><ul><ul><li>3 seminars still req...
University Collaboration <ul><li>Department of History </li></ul><ul><ul><li>College of Arts & Sciences </li></ul></ul><ul...
Rethinking Admission Standards <ul><li>More than half of the teachers had earned a social studies teaching degree at PSU <...
Admission Standards for Non-Majors <ul><li>Earn As & Bs in first 9 hours </li></ul><ul><li>Earn A or B in required Histori...
Faculty Roles <ul><li>PSU Faculty  </li></ul><ul><li>Guest Historians </li></ul>
Teacher Leadership Team <ul><li>Role of Teacher Leadership Team </li></ul><ul><li>Their Backgrounds </li></ul><ul><li>Lead...
Yearly Themes <ul><li>Introduction to Primary Sources </li></ul><ul><li>Legal and Constitutional History </li></ul><ul><li...
February 2004 <ul><li>Introduction to Grant </li></ul><ul><li>Guest Historian </li></ul><ul><ul><li>Federalist Papers </li...
July 2004 <ul><li>Agricultural History </li></ul><ul><li>Local History </li></ul><ul><li>Populism </li></ul><ul><ul><li>Ka...
July 2004 <ul><li>Introduction to Primary Sources </li></ul><ul><li>Teacher Blogs </li></ul><ul><li>Article Review Assignm...
Fall 2004 Online Course <ul><li>Historical Research & Historiography </li></ul><ul><ul><li>Required research course </li><...
Attrition <ul><li>3 teachers left before end of first fall semester </li></ul><ul><li>Technology challenging for some </li...
Changes in Professional Development Expectations <ul><li>Transition from sit-and-get professional development to teacher a...
November 2004 <ul><li>In-person hands-on archival research </li></ul><ul><li>National Archives and Records Administration ...
Professional Meetings – 2004/2005 <ul><li>Memberships in OAH, NCSS, NCHE </li></ul><ul><li>NCSS – Baltimore </li></ul><ul>...
<ul><li>Treating Teachers as Fellow Professionals </li></ul><ul><ul><li>Professional Memberships </li></ul></ul><ul><ul><l...
Spring 2005 Online Course <ul><li>Historical Cognition </li></ul><ul><ul><li>Laid foundation for future offerings </li></u...
February 2005 <ul><li>Introduction to Legal & Constitutional History </li></ul><ul><li>Also began work on summer individua...
July 2005 <ul><li>Legal & Constitutional History </li></ul><ul><ul><li>Supreme Court Cases </li></ul></ul><ul><ul><li>John...
July 2005 <ul><li>African-American History </li></ul><ul><ul><li>Harlem Renaissance </li></ul></ul><ul><ul><ul><li>Langsto...
July 2005 <ul><li>Research sessions at NARA-KC </li></ul><ul><li>Tours </li></ul><ul><ul><li>Liberty Memorial </li></ul></...
Summer 2005 Assignments <ul><li>Article Reviews </li></ul><ul><ul><li>Continued to use J-STOR </li></ul></ul><ul><ul><ul><...
Fall 2005 Online Course <ul><li>Kansas History </li></ul><ul><ul><li>Seminar class </li></ul></ul><ul><li>Most teachers no...
November 2005 <ul><li>Oral History </li></ul><ul><li>Oral History as a Primary Source </li></ul>
Professional Meetings – 2005/2006 <ul><li>NCSS – Kansas City </li></ul><ul><ul><li>More than half attended </li></ul></ul>...
Spring 2006 Online Course <ul><li>20 th  Century America </li></ul><ul><li>Built on Historical Cognition Class </li></ul>
February 2006 <ul><li>Film as History </li></ul><ul><li>OAH Distinguished Lectureship Bureau  </li></ul>
July 2006 <ul><li>West </li></ul><ul><li>Women </li></ul><ul><ul><li>Little House on the Prairie </li></ul></ul><ul><li>9/...
Project Orientation of Year 3 <ul><li>3D Exhibits </li></ul><ul><li>PowerPoints </li></ul><ul><li>Teacher Blogs </li></ul>
Conclusions <ul><li>Laid foundation for more teacher-friendly MA in History </li></ul><ul><li>Intense Involvement with tea...
Benefits for Teachers <ul><li>All considered “Highly Qualified Teachers” by the State of Kansas </li></ul><ul><li>MA is bi...
Importance of Individuality <ul><li>Traditional MA programs usually don’t fit all teachers </li></ul><ul><li>Academic rigo...
Our Most Important Success
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Project eHIKES: A Kansas TAH Project

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Projects eHIKES was a TAH grant that incorporated technology to deliver an MA in History to area teachers.

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  • Transcript of "Project eHIKES: A Kansas TAH Project"

    1. 1. Project eHIKES: A Kansas TAH Project US Department of Education TAH Project Directors Meeting September 2006
    2. 2. Master of Arts in History: <ul><li>Successes </li></ul><ul><li>Challenges </li></ul>
    3. 3. Initial Planning <ul><li>Parsons USD #503 – grantee district </li></ul><ul><ul><li>http://www.vikingnet.net </li></ul></ul><ul><li>Assistant Superintendent </li></ul><ul><ul><li>Responsible for curriculum </li></ul></ul><ul><li>Planning Meeting with Teachers </li></ul><ul><ul><li>Meeting Dates for 2004-2006 </li></ul></ul><ul><ul><ul><li>Fall and Spring Colloquia </li></ul></ul></ul><ul><ul><ul><li>2-week Summer Institutes </li></ul></ul></ul>
    4. 4. Southeast Kansas Education Service Center-Greenbush <ul><li>Role: </li></ul><ul><ul><li>Project Leadership </li></ul></ul><ul><ul><li>Infrastructure </li></ul></ul><ul><ul><li>Logistics </li></ul></ul><ul><ul><li>Paperwork </li></ul></ul>
    5. 5. No Child Left Behind <ul><li>“Highly Qualified Teachers” </li></ul><ul><ul><li>Defined by the States </li></ul></ul><ul><ul><li>Kansas change of definition </li></ul></ul><ul><ul><ul><li>non-EDU courses </li></ul></ul></ul><ul><ul><ul><li>“content-related” courses </li></ul></ul></ul>
    6. 6. PSU Department of History <ul><li>Discussions of degree tracks </li></ul><ul><ul><li>Thesis </li></ul></ul><ul><ul><li>3-seminars and comprehensive exams </li></ul></ul><ul><li>MA Candidates who had not completed program was an issue </li></ul>
    7. 7. Proposed Solution <ul><li>Explore 3 rd option – final project to replace comps </li></ul><ul><ul><li>3 seminars still required </li></ul></ul><ul><ul><li>Initial teacher to finish this track not part of grant </li></ul></ul>
    8. 8. University Collaboration <ul><li>Department of History </li></ul><ul><ul><li>College of Arts & Sciences </li></ul></ul><ul><li>College of Education </li></ul><ul><li>Office of Continuing & Graduate Studies </li></ul><ul><li>Challenges of Thinking Outside the Box </li></ul>
    9. 9. Rethinking Admission Standards <ul><li>More than half of the teachers had earned a social studies teaching degree at PSU </li></ul><ul><li>Elementary and middle school teachers more likely to have elementary certification </li></ul><ul><ul><li>Possibility of only one history course </li></ul></ul>
    10. 10. Admission Standards for Non-Majors <ul><li>Earn As & Bs in first 9 hours </li></ul><ul><li>Earn A or B in required Historical Research and Historiography Course </li></ul>
    11. 11. Faculty Roles <ul><li>PSU Faculty </li></ul><ul><li>Guest Historians </li></ul>
    12. 12. Teacher Leadership Team <ul><li>Role of Teacher Leadership Team </li></ul><ul><li>Their Backgrounds </li></ul><ul><li>Leadership Throughout Grant </li></ul>
    13. 13. Yearly Themes <ul><li>Introduction to Primary Sources </li></ul><ul><li>Legal and Constitutional History </li></ul><ul><li>Social History </li></ul>
    14. 14. February 2004 <ul><li>Introduction to Grant </li></ul><ul><li>Guest Historian </li></ul><ul><ul><li>Federalist Papers </li></ul></ul><ul><li>Contact Hours </li></ul><ul><ul><li>counted as part of summer hours </li></ul></ul>
    15. 15. July 2004 <ul><li>Agricultural History </li></ul><ul><li>Local History </li></ul><ul><li>Populism </li></ul><ul><ul><li>Kansas </li></ul></ul><ul><ul><li>William Jennings Bryan </li></ul></ul><ul><li>Documentary Photography </li></ul><ul><ul><li>Included Hands-on </li></ul></ul>
    16. 16. July 2004 <ul><li>Introduction to Primary Sources </li></ul><ul><li>Teacher Blogs </li></ul><ul><li>Article Review Assignments </li></ul><ul><li>Lesson Plan Assignments </li></ul><ul><li>Teacher Presentations </li></ul>
    17. 17. Fall 2004 Online Course <ul><li>Historical Research & Historiography </li></ul><ul><ul><li>Required research course </li></ul></ul><ul><ul><li>Taught by graduate director </li></ul></ul>
    18. 18. Attrition <ul><li>3 teachers left before end of first fall semester </li></ul><ul><li>Technology challenging for some </li></ul><ul><ul><li>Online courses </li></ul></ul><ul><ul><li>Regular email reading/responding </li></ul></ul>
    19. 19. Changes in Professional Development Expectations <ul><li>Transition from sit-and-get professional development to teacher active involvement throughout. </li></ul>
    20. 20. November 2004 <ul><li>In-person hands-on archival research </li></ul><ul><li>National Archives and Records Administration Central Plains Region-Kansas City (session tomorrow) </li></ul><ul><li>Major success given the challenge of any of our MA candidates conducting primary research. </li></ul>
    21. 21. Professional Meetings – 2004/2005 <ul><li>Memberships in OAH, NCSS, NCHE </li></ul><ul><li>NCSS – Baltimore </li></ul><ul><ul><li>3 teachers </li></ul></ul><ul><li>OAH – San Jose </li></ul><ul><ul><li>3 teachers </li></ul></ul>
    22. 22. <ul><li>Treating Teachers as Fellow Professionals </li></ul><ul><ul><li>Professional Memberships </li></ul></ul><ul><ul><li>Professional Meetings & Conferences </li></ul></ul>
    23. 23. Spring 2005 Online Course <ul><li>Historical Cognition </li></ul><ul><ul><li>Laid foundation for future offerings </li></ul></ul><ul><ul><li>Inclusion in pre-service methods class </li></ul></ul><ul><ul><li>Wineburg, Historical Thinking And Other Unnatural Acts </li></ul></ul><ul><li>Teacher Inclusion of Historical Cognition Units and/or incorporated throughout teaching and learning </li></ul>
    24. 24. February 2005 <ul><li>Introduction to Legal & Constitutional History </li></ul><ul><li>Also began work on summer individual research topics at National Archives with archivists </li></ul><ul><li>Voted on summer presentation topics </li></ul>
    25. 25. July 2005 <ul><li>Legal & Constitutional History </li></ul><ul><ul><li>Supreme Court Cases </li></ul></ul><ul><ul><li>John Brown </li></ul></ul><ul><ul><ul><li>Kansas </li></ul></ul></ul>
    26. 26. July 2005 <ul><li>African-American History </li></ul><ul><ul><li>Harlem Renaissance </li></ul></ul><ul><ul><ul><li>Langston Hughes </li></ul></ul></ul><ul><ul><li>Birth of a Nation </li></ul></ul><ul><ul><ul><li>Discussion of movies as teaching tools </li></ul></ul></ul>
    27. 27. July 2005 <ul><li>Research sessions at NARA-KC </li></ul><ul><li>Tours </li></ul><ul><ul><li>Liberty Memorial </li></ul></ul><ul><ul><ul><li>Nation’s only museum dedicated to WWI </li></ul></ul></ul><ul><ul><li>18 th & Vine District – KC MO </li></ul></ul><ul><ul><ul><li>Jazz Museum </li></ul></ul></ul><ul><ul><ul><li>Negro Leagues Baseball Museum </li></ul></ul></ul><ul><ul><ul><ul><li>NARA Connection </li></ul></ul></ul></ul>
    28. 28. Summer 2005 Assignments <ul><li>Article Reviews </li></ul><ul><ul><li>Continued to use J-STOR </li></ul></ul><ul><ul><ul><li>Online journal databases </li></ul></ul></ul><ul><li>Lesson Plans </li></ul><ul><li>Teacher Presentations </li></ul><ul><li>Teacher Blogs </li></ul>
    29. 29. Fall 2005 Online Course <ul><li>Kansas History </li></ul><ul><ul><li>Seminar class </li></ul></ul><ul><li>Most teachers not required to take course to earn state licensure but most beginning teachers required to teach it. </li></ul>
    30. 30. November 2005 <ul><li>Oral History </li></ul><ul><li>Oral History as a Primary Source </li></ul>
    31. 31. Professional Meetings – 2005/2006 <ul><li>NCSS – Kansas City </li></ul><ul><ul><li>More than half attended </li></ul></ul><ul><ul><li>3 presented their work with primary sources </li></ul></ul><ul><li>OAH – Washington, DC </li></ul><ul><ul><li>3 attended </li></ul></ul><ul><ul><ul><li>2 returnees, 1 new </li></ul></ul></ul>
    32. 32. Spring 2006 Online Course <ul><li>20 th Century America </li></ul><ul><li>Built on Historical Cognition Class </li></ul>
    33. 33. February 2006 <ul><li>Film as History </li></ul><ul><li>OAH Distinguished Lectureship Bureau </li></ul>
    34. 34. July 2006 <ul><li>West </li></ul><ul><li>Women </li></ul><ul><ul><li>Little House on the Prairie </li></ul></ul><ul><li>9/11 </li></ul><ul><li>Middle East </li></ul><ul><li>60s Music </li></ul><ul><li>Hands-On </li></ul>
    35. 35. Project Orientation of Year 3 <ul><li>3D Exhibits </li></ul><ul><li>PowerPoints </li></ul><ul><li>Teacher Blogs </li></ul>
    36. 36. Conclusions <ul><li>Laid foundation for more teacher-friendly MA in History </li></ul><ul><li>Intense Involvement with teachers – multi-faceted/multi-directional learning </li></ul><ul><li>Better relationships with student teacher placements </li></ul>
    37. 37. Benefits for Teachers <ul><li>All considered “Highly Qualified Teachers” by the State of Kansas </li></ul><ul><li>MA is biggest move on pay scale </li></ul><ul><li>Integrate primary sources throughout their teaching </li></ul><ul><li>Excited & engaged about American history </li></ul>
    38. 38. Importance of Individuality <ul><li>Traditional MA programs usually don’t fit all teachers </li></ul><ul><li>Academic rigor does not have to be sacrificed for program flexibility </li></ul><ul><ul><ul><li>Time (Particularly teacher time) </li></ul></ul></ul><ul><ul><ul><li>Outside the semester paradigm </li></ul></ul></ul>
    39. 39. Our Most Important Success
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