The Program Leading to Teacher Certification in Social Studies (Grades 7-12) History major option Option 1 Program Self-Study

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1 I. Knowing the Content The Program Leading to Teacher Certification in Social Studies (Grades 7-12) History major option Option 1 Program Self-Study The professional education program provides evidence that Social Studies certification candidates complete a program with the same academic core content area courses and required electives of a major in a bachelor s degree in one of the Social Studies disciplines along with collateral coursework in the remaining content areas. Social Studies candidates are especially well-prepared to teach content in this area because they complete the Core Requirements of the College of Liberal Arts & Sciences, which includes 65 course credits, writing requirements, diversity requirements, and others, providing a solid Liberal Arts education. Consequently, their education is enriched by coursework in science, global languages, theology, philosophy and diversity. Average class size throughout their four years remains 20 or fewer students, enabling our candidates to engage in very high quality discussions and learning. (For a complete listing of the Core requirements, see the Enchiridion, pp ). The College of Arts & Sciences core requirements begin freshman year with a complete history of Western thought. CHS 1000 Ancient, Medieval, Renaissance Thought involves extensive readings and discussion drawn from texts and primary sources up to CHS 1101 Modern Thought: Enlightenment to the Present requires readings from each of five historical eras: Early Modern, Enlightenment, Romantic, Modernist and Contemporary. Our Social Studies candidates are required by the department to take AAH 1101 History of Western Art: Ancient Medieval OR AAH 1102 History of Western Art: Renaissance to Contemporary. Other Core requirements that enrich the curriculum for Social Studies candidates include English 1050 The Literary Experience, two philosophy courses, two theology courses, HIS 1040 Themes in Pre Modern World History or HIS 1050 Themes in Modern World History, three social science courses, and two foreign language courses intermediate level or above.

2 The pre-service Social Studies teachers, in the undergraduate teacher education program at Villanova University, are required to take coursework in economics, geography, political science, sociology, psychology and history. They may be eligible for a minor in one or more of these areas. Additionally, the professional education sequence makes an especially important contribution. For example, EDU 2201 and 2202 Social Foundations of Education I & II, EDU 4290 Philosophy of Education (which is accepted by the College of Liberal Arts & Sciences as meeting the Core requirement in Advanced Philosophy for Education majors), EDU 3251 Psychology of Learning, EDU 4245 Reading and Current Issues in American Education, provide a historical and philosophic context upon which our candidates reflect in developing their philosophy, ethics, and methods. This background provides the theoretical basis which they then incorporate into their field experiences. In the Psychology of Learning, for example, they may call upon developmental learning theories in designing lessons for various levels and age groups. In the field experience that pairs with the reading course, they may be asked to work with one student with reading difficulties, analyzing the needs and creating solutions based on theories that they are studying in the course. This program shall require the candidates to demonstrate the competencies necessary to teach the Pennsylvania Social Studies Academic Standards grades 7-12 and successfully execute required teacher examinations. I.A. History that shall include: the study of human experiences including important events, interactions of culture, race and ideas, and the nature of prejudice, change and continuity in political systems, effects of technology, importance of global-international perspectives, the integration of geography, economics, and civics studies on major developments in the history of the Commonwealth, the United States, and the world The pre-service social studies teachers, in the undergraduate teacher education program at Villanova University, must take a variety of courses in several different academic areas. This guideline is addressed through the following courses: ECO 1001 Principles of Microeconomics or ECO 1002 Principles of Macroeconomics, GEO 1001 International Approaches to Geography, PSC 1100 Introduction to American Government, PSC 1200 Introduction to International Relations, PSY 1000 General Psychology, SOC 3600 Race & Ethnic Relations, HIS 1050 Themes in Modern World History, HIS 2000 Investigating US History I, HIS 2001 Investigating US History II, SOC 2100 Cultural Anthropology,, EDU 2201 Social Foundations of Education I or EDU 2202 Social Foundations of Education II, EDU 3263 Diversity and Inclusion, one European History course before 1750, one European History course after 1750, Diversity I Women in History course, Diversity II African American History course, and one elective in Latin American History, Middle Eastern History, African History, or Asian History.

3 Specifically, HIS 2000 provides an in-depth study of American history from the pre-columbian period to the Civil War and Reconstruction, with a particular emphasis on engaging historical problems as a process of inquiry and interpretation. HIS 2001 provides an in-depth study of American history from 1877 to the present through investigations of a series of historical problems, using primary documents, multimedia presentations, and online materials. Students examine the main current of politics, culture, and social movements over the period of study. Evaluation exists mostly in the form of student research papers, student reflective papers, examinations, and classroom discussions. The guideline is further addressed in the following courses required by all students in the College of Liberal Arts & Sciences: CHS 1000 Ancient, Medieval and Renaissance Thought, CHS 1001 Modern Thought: Enlightenment to the Present, THL 1050 Christian Theology, PHIL 1050 Introduction to Philosophy, and AAH 1102 Art or AAH 1002 Art History. Additionally, the professional education sequence makes an especially important contribution. For example, EDU 2201 and 2202 Social Foundations of Education I & II, EDU 4290 Philosophy of Education (which is accepted by the College of Liberal Arts & Sciences as meeting the Core requirement in Advanced Philosophy for Education majors), EDU 3251 Psychology of Learning, EDU 4245 Reading and Current Issues in American Education, provide a historical and philosophic context upon which our candidates reflect in developing their philosophy, ethics, and methods. This background provides the theoretical basis which they then incorporate into their field experiences. In the Psychology of Learning, for example, they may call upon developmental learning theories in designing lessons for various levels and age groups. In the field experience that pairs with the reading course, they may be asked to work with one student with reading difficulties, analyzing the needs and creating solutions based on theories that they are studying in the course. History majors are required to take nine history courses beyond the Core HIS Social Studies majors are required to complete seven history courses (in addition to the economics, geography and political science and social science courses). They are well within reach of a double major in Secondary Education and History, and we encourage our candidates to do so. Social Studies candidates closely follow courses required of History majors (and are in fact two short of a major in history). For more information on the courses, see the Undergraduate Studies Catalog. I.B. Geography that shall include: the study of relationships among people, places and environments, geographic tools and methods, characteristics of places, concept of region and physical processes

4 This guideline is addressed through the following courses: GEO 1001 International Approaches to Geography, electives in Latin American History, Middle Eastern History, African History, and Asian History, CHS 1000 Ancient, Medieval and Renaissance Thought, CHS 1001 Modern Thought: Enlightenment to the Present, EDU 2201 Social Foundations of Education I or EDU 2202 Social Foundations of Education II, and two courses in World Languages. Specifically, GEO 1001 explores the world (divided into regions) by studying maps, using basic geographic concepts, and discussing current events at both the local and global levels. Evaluation exists mostly in the form of student reflective papers, examinations, and class discussion. Syllabi for these courses are included with this self-study and will be available in the evidence room. Samples of students work will be available in the evidence room. I.C. Civics and Government that shall include: the study of the United States constitutional democracy, the values and principles that support our republican form of government, the study of the Constitution of the United States and the Commonwealth including the study of principles, operations, and documents of government, rights and responsibilities of Social Studies, how governments work and international relations This guideline is addressed in the following courses: PSC 1100 Introduction to American Government, PSC 1200 Introduction to International Relations, HIS 2000 Investigating US History I, HIS 2001 Investigating US History II, EDU 4285 Methods of Teaching Social Studies, and EDU 2201 Social Foundations of Education I or EDU 2202 Social Foundations of Education II. Specifically, PSC 1100 Introduction to American Government surveys the American national governmental system to include the foundation of government in the United States; the constitutional basis of the federal system; citizenship and civil rights, and the instrumentalities of popular control. PSC 1200 Introduction to International Relations provides an introduction to international relations and examines some of the leading issues, theories, concepts and processes that shape and define world events and global politics. Evaluation exists mostly in the forms of student research papers, classroom discussion, and school observations in Social Studies classes. Syllabi for these courses are included with this self-study and will be available in the evidence room. Samples of students work will be available in the evidence room. I.D. Economics that shall include: economic concepts and systems, individual and societal use of resources to produce, distribute and consume goods and services, local, state and national commerce, international trade and global economies

5 This guideline is addressed specifically in the following courses: ECO 1001 Principles of Microeconomics or ECO 1002 Principles of Macroeconomics and EDU 3263 Diversity and Inclusion. ECO 1001 discusses the basic elements of the market system, assesses international aspects of the micro economy, evaluates the strategic behavior of firms, discusses the role of public policy, and analyzes the different market structures and their effect upon the market system. Evaluation exists mostly in the form of class discussion and examinations. ECO 1002 examines the economic functions of government, monetary and fiscal policy and international trade. Students evaluate the strategic behavior of companies and world economies. They complete a computer assignment, exams and written assignments. In EDU 3251 Psychology of Learning, candidates teach lessons on local geography, economics and commerce as part of the national Junior Achievement program in area elementary schools. Syllabi for these courses are included with this self-study and will be available in the evidence room. Samples of students work will be available in the evidence room. I.E. Anthropology including: origins of human culture and cultural change, rituals and kinship, cultural and social organization This guideline is addressed in the following courses: GEO 1001 International Approaches to Geography, HIS 2001 Investigating US History II, SOC 2100 Cultural Anthropology,, CHS 1000 Ancient, Medieval and Renaissance Thought, THL 1050 Christian Theology, and ENG 1050 The Literary Experience. Specifically, SOC 2100 Cultural Anthropology discusses western and non-western cultures, the kinship systems of today, theories of rituals (with an emphasis on the rite of passage ), the subfield of linguistics, and economics in cultural anthropology. Students read and discuss classic works of anthropology, such as The Forest People by Colin Turnbull. Evaluation exists mostly in the form of class discussion, student reflection papers, and examinations. In EDU 4285 Methods of Teaching Social Studies, these topics are integrated into teaching-related discussions and materials. Syllabi for these courses are included with this self-study and will be available in the evidence room. Samples of students work will be available in the evidence room. I.F. Psychology including: growth and human development, personality, group identification and collective behavior, human adjustment, prejudices, tolerance and other coping behaviors, cognition as it relates to education

6 This guideline is addressed in the following courses: PSY 1000 General Psychology, one European History course after 1750, Diversity I Women in History course, EDU 3251 Psychology of Learning, EDU 3263 Diversity and Inclusion, and ENG 1050 The Literary Experience. Specifically, PSY 1000 introduces students to the basic topics and concepts that characterize psychology as a science of behavioral and mental processes. General information on research methods, human behavior, sensation and perception, personality theories, human development, principles of learning, intelligence and language, and motivation and emotion are examined. During classroom observations for EDU 3251 Psychology of Learning, candidates visit schools to analyze student behavior and relate their observations in class discussions of learning theories by such theorists as Jean Piaget and Howard Gardner. In EDU 3263 Diversity and Inclusion, students see the psychological aspects of education first-hand. Evaluation exists in the form of school observations, Junior Achievement teaching, and student research papers. Syllabi for these courses are included with this self-study and will be available in the evidence room. Samples of students work will be available in the evidence room. I.G. Sociology including: social organization, movements, change and the socialization process, demography, immigration trends and local and national responses, role of race, gender, and ethnicity in individual and national identity, cultural unity and diversity in a pluralistic society, changing role of the family in society This guideline is addressed in the following courses: SOC 3600 Race & Ethnic Relations, SOC 2100 Cultural Anthropology, EDU 4285 Methods of Teaching Social Studies, EDU 2201 Social Foundations of Education I or EDU 2202 Social Foundations of Education II, EDU 3251 Psychology of Learning, Diversity I Women in History course, Diversity II African American History course, one elective in Latin American History, Middle Eastern History, African History, or Asian History, and ENG 1050 The Literary Experience. Specifically, SOC 3600 examines racial and ethnic diversity in modern society primarily America, as well as elsewhere in the world today from a sociological perspective, but also with related historical, anthropological, and social psychological aspects. Evaluation exists mostly in the form of class discussion, classroom questions, and examinations. Syllabi for these courses are included with this self-study and will be available in the evidence room. Samples of students work will be available in the evidence room. II. Performances The professional education program provides evidence of the candidates participation in sequential and developmental field experiences and student teaching, under the supervision of college personnel and cooperating teachers who are well trained, have interpersonal skills and demonstrated competence in teaching. The program also provides evidence that the

7 criteria and competencies for exit from the Social Studies certification program are assessed in coursework, field experiences and student teaching and require candidates to demonstrate their knowledge and competence in fostering student learning through: II.A. Exposure to and practice with a variety of instructional methods consistent with developing competencies for teaching Pennsylvania Academic Standards grades 7-12 Social Studies candidates learn about the PA Academic Standards and instructional methods for developing competencies in Social Studies from the following courses: EDU 3254 Principles and Techniques of Instruction, a 4-credit course combining methods theory with required field experiences which include teaching in area classrooms. Candidates learn the variety of methods, teacher-centered and studentcentered, including inquiry, discovery, valuing, project, problem solving, case study, etc., (see syllabi). Field experience varies with the instructor, either teaching classes in collaboration with Junior Achievement in area schools, or collaborating with regular high school classroom teachers in area high schools to prepare, teach, and evaluate lessons based on these techniques. EDU 4245 Reading & Current Issues in Secondary Schools, requires candidates to observe and interview students of varying levels in an area (Social Studies) classroom, analyze the literacy issues for each and develop an action plan for improving student learning. in Secondary Schools Candidates are placed in area schools with cooperating teachers who mentor them the semester prior to student teaching, and then, for their fourteen-week long student teaching experience. Field observations during the methods course take place weekly for eight weeks. Candidates are asked to prepare oral and written reports on their field observations which are shared and discussed in class, with 20% of their grade credited to this participation. This fourteen-week long experience is the culmination of the teacher preparation program. Cooperating teachers, university supervisors, and the Senior Seminar professor work together to ensure a pre-service experience that prepares student teachers for the various roles, duties, and expectations of a practicing teacher. During the Student Teaching semester, candidates are encouraged by their Villanova supervisors to vary their instructional methods and to develop creative techniques for teaching the PA Academic Standards, with the cooperation of the mentoring teacher. In the accompanying Senior Seminar, which is a Writing Intensive course, candidates keep a Reflective Journal of their teaching experiences which is shared

8 with the class and become topics of discussion (page 2 of syllabus, Dr. Schussler). Candidates are placed in area schools with cooperating teachers who mentor them the semester prior to student teaching, and then, for their fourteen-week long student teaching experience. The Senior Seminar accompanies the student teaching experience. Field observations during the methods course take place weekly for eight weeks. Candidates are asked to prepare oral and written reports on their field observations which are shared and discussed in class, with 20% of their grade credited to this participation. The EDU 4285 syllabus (pages 11-13), outlines seven topics to be considered when reflecting upon these observations. Teaching Techniques (page 13) focuses on the variety of instructional methods observed. Another major requirement of the class is the Standards Paper which requires an intensive study of three standards, including the Pennsylvania Academic Standards, and a reflection on how the candidate plans to integrate the standards into their teaching (page 8). During the Student Teaching semester, candidates are encouraged by their Villanova supervisors to vary their instructional methods and to develop creative techniques for teaching the PA Academic Standards, with the cooperation of the mentoring teacher. In the accompanying Senior Seminar, which is a Writing Intensive course, candidates keep a Reflective Journal of their teaching experiences which is shared with the class and become topics of discussion (page 2 of syllabus, Dr. Schussler). II. B. Early field placements with opportunities for participation in routine professional activities. This guideline is addressed by: Candidates are placed in conjunction with EDU 4285 Methods of Teaching Social Studies the semester prior to student teaching with Cooperating Teachers who will be their mentors for the fourteen-week student teaching semester. In the field experience guidelines for this course (page 11 of the syllabus), candidates are asked to participate fully in routine professional activities. Within the classroom (s), candidates are involved in tutoring, teaching small and large groups, examining written work, and studying the texts and other materials. Specific questions for study are listed in pages Candidates are required to familiarize themselves with the school environment and personnel (page 11) and (in #6) to assist with supervision of study halls, cafeteria, etc.

9 Preparing for this intensive semester begins with the first education course the sophomore year, either EDU 2201 or 2202 Social Foundations of Education I and II, and EDU 3251 Psychology of Learning, which require field observations in area schools. In Psychology of Learning, candidates take their observations on step further by teaching a lesson in area classroom for Junior Achievement and writing a reflection on their teaching experience. II. C. Opportunities to plan for instruction based on Pennsylvania Academic Standards grades 7-12, teacher expertise, and knowledge of students and the community. This guideline is addressed by: EDU 3264 Diversity and Inclusion EDU 4245 Reading & Current Issues in Secondary Schools In Diversity and Inclusion, candidates address societal and cultural issues which impinge upon classroom learning and individual learning differences which need to be addressed when planning instruction. Reading and Current Issues requires over 30 hours of classroom observation analyzing literacy abilities, designing instructional plans and tutoring individuals in reading skills. The Methods course requires candidates to plan and teach a mini-lesson for class critique. On pages of the syllabus, topics for study focus on observations of teacher expertise (Teacher Movement, Interaction, Teaching Techniques and Classroom Control). Knowledge of students and community are addressed in Social Interaction and Sociometric Concerns, and Learning Problems. II.D. Appropriate dispositions and techniques that promote and maintain a positive instructional environment. This guideline is addressed by: EDU 3254 Principles and Techniques of Instruction

10 In Principles and Techniques, candidates study modes of learning, teaching methods and planning that promote positive behaviors and motivate learners. Candidates develop their own unit and lesson plans, teach a lesson in area schools, and revise their plans based on cooperating teacher and student evaluations. An important component of the course is a unit on student grouping, involving planning for average, gifted, and students with learning difficulties, including talking with parents and developing study skills with students. In both of the remaining courses, analysis of classroom dynamics, recognition of individual learning differences and motivating learners are emphasized. II.E. Technology to facilitate instructional planning, teaching, and classroom applications. This guideline is addressed by: EDU 3254 Principles and Techniques of Instruction Technology and the use of audio-visual materials is a major inclusion of this fourcredit course, the fourth credit added due to required computer laboratory assignments. Candidates learn factors for using A-V, types, software and hardware and how to use A.V. in lesson planning. At least two class sessions are held in the Education Department s computer laboratory, where students learn not only computer-assisted instruction techniques, but also how to use other A-V equipment. One of the five purposes of the course is To facilitate applications of technology in lesson delivery, and the rubric for the assessment of the mini-lesson required of candidates includes Facility with Technology (see J.Durnin syllabus). Candidates create and teach two lessons to area students, and Use of computer, videodisc or VCR technology is required for all lessons. In the Social Studies methods course, candidates are required to research internet web sites and write a paper worth 20% of their grade in the course. On page 13 of the syllabus, item VI. Teaching Techniques, use of A-V instructional materials is required to be observed and addressed. Candidates are encouraged to incorporate technology into their lessons during the Student Teaching semester, and then to add these to their electronic portfolios, which are required for completing the program.

11 II. F. Opportunities to select, analyze and modify instructional materials to meet the needs of diverse learners. This guideline is met by: EDU 3263 Diversity and Inclusion The Diversity and Inclusion course seeks to provide a framework for understanding cultural and community diversity and special education and to engage candidates in critical reflection on learning differences and creating learning environments which meet the needs of diverse learners. Candidates research at least one category of special learner to become expert on the category and how to teach students falling into this category effectively. This expertise is then shared in Villanova classroom presentations. Please see the syllabus to view the extensive learning objectives in this area. In the social studies methods course (see page 11 of the syllabus), working with diverse learners is a requirement of over 30 hours of required field experience. Candidates are asked to study social interaction, including identifying students who appear to be isolated and learning problems (pages 12 and 13 of the syllabus). Identifying individual needs is studied in relation to other aspects of the field observations, including teaching techniques and classroom control. During the student teaching experience, candidates are evaluated according to the INTASC Standards, including Principle # 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. This standard is incorporated into Villanova s Exit Criteria (see Exit Criteria Instrument, Standard 3). II. G. Opportunities to implement, adjust, and assimilate effective instruction strategies for reading, writing, and speaking in the content areas of the Social Studies. The guidelines are met by: EDU 3254 Principles and Techniques of Instruction The purpose of the Principles and Techniques course is to introduce candidates to a variety of instructional techniques and to give them practice in creating and teaching a lesson or lessons to students in area classrooms. Candidates create two lessons in Dr.

12 Durnin s course, with an opportunity to make corrections based on evaluations of students, cooperating teacher and peers. In Dr. Rooney s course, candidates work with classroom teachers in an area high school to prepare lessons geared to a particular class, teach the lesson, and then are evaluated by the students, the cooperating teacher, selfevaluation and the instructor. They incorporate a variety of techniques into their lessons. Following their teaching experience, they reconstruct the lesson plans, incorporating changes they would make based on the feedback. In the Methods course syllabus, pages 3-5, skill development in reading, writing and speaking is addressed in each of the areas, history, political science, geography, etc, Major topics are discussed, and ideas for teaching materials and student readings are generated. One topic under III. Teaching materials in the Social Studies (see page 5 top) is C. Teaching Reading in history and the social sciences. In Senior Seminar, candidates share their reflective journals on their actual teaching experiences. An important element of this process is class discussion of techniques for teaching content or covering the material as the cooperating teachers put student teachers under pressure to do, by using a variety of techniques besides lecturing. Some of these techniques might be asking students to read historical journals, primary sources and to research topics on the internet and evaluate their accuracy. They may ask students to write and present vignettes, assuming the identities of historic figures. They may ask them to storyboard an event, to write a newspaper report of an event in the style of the period, or to give an event or topic a contemporary rendering a la CNN, such as reporting a geographic calamity and its after effects. Villanova encourages candidates to abandon the lecture technique wherever possible for more creative and effective learning processes. II. H. Opportunities to employ a variety of methods to assess and provide feedback of student understanding of content and appropriate skills in the content areas. This guideline is addressed in the following courses: EDU 3254 Principles and Techniques of Instruction, a 4-credit course combining methods theory with required field experiences which include teaching in area classrooms. Candidates learn the variety of methods, teacher-centered and studentcentered, including inquiry, discovery, valuing, project, problem solving, case study, etc., (see syllabi). Field experience varies with the instructor, either teaching classes in collaboration with Junior Achievement in area schools, or collaborating with regular high school classroom teachers in area high schools to prepare, teach, and evaluate lessons based on these techniques.

13 In the EDU 4285 syllabus, Teaching Techniques (page 13) focuses on the variety of instructional methods observed. Candidates incorporate these methods into mini-lessons which they demonstrate for class discussion and feedback. They reconstruct the lesson, incorporating the suggestions of their peers and instructor, and teach in their assigned cooperating school classrooms, receiving the critiques of students and cooperating teacher. They may incorporate simple evaluation techniques such as quizzes or class essays into the experience to evaluate student learning. This fourteen-week long experience is the culmination of the teacher preparation program. Cooperating teachers, university supervisors, and the Senior Seminar professor work together to ensure a pre-service experience that prepares student teachers for the various roles, duties, and expectations of a practicing teacher. Villanova supervisors require candidates to develop ongoing techniques for assessing their students progress. Under Standard 8: Assessment (Villanova s Exit Criteria Instrument), candidates know that they will be evaluated on their performance of these assessment criteria, and are encouraged to use various techniques throughout their fourteen-week experience. Assessment is one of the topics of research and discussion in the Senior Seminar (see Schussler syllabus, page 4, Day 10). It is topic that typically reappears throughout the course in conjunction with Teaching Philosophy, Classroom Management, Working with Parents, School Law and others. Candidates incorporate this work into their required electronic portfolios. Portfolio items, including the above case studies and papers, have to address each of the ten INTASC Standards, and Standard 8: Assessment, is addressed in each portfolio. III. Professionalism The professional education program requires each certification candidate to demonstrate competencies that foster professionalism in school and community settings, including: III. A. Integrity and ethical behavior, professional conduct, as stated in the Pennsylvania Code of Professional Practice and Conduct for Educators; and local, state, and federal laws and regulations. The Pennsylvania Code of Professional Practice and Conduct for Educators is included in the Student Teaching Handbook (along with the NEA Code of Ethics). This guideline is met through a variety of methods in the following courses:

14 EDU 2202 Social Foundations of Education II EDU 4290 Philosophy of Education Candidates are given the opportunity to examine and demonstrate these principles in a thirteen-year Villanova tradition: the Annual Case Study Contest. Two teams of candidates are formed, given case studies which require responses to classroom scenarios frequently involving questions of ethics, professional judgment and law. Teams are judged on their responses to these situations, and area classroom teachers and administrators participate as judges and elucidators of the professional conduct and judgment involved. For more information, please see Reference Box #2 Case Study Contest. III B. The ability to explore and foster professional communication and collaboration with colleagues. This guideline is met through a variety of methods in the following courses: EDU 4290 Philosophy of Education Again, through required participation in the Case Study Contest, and through ongoing collaboration with teachers and administrators in cooperating schools, candidates model these skills. In addition, Villanova supports a continuing network of collaboration through the Learning Community. Created by Dr. Heitzmann as an intergenerational forum focusing on the Citizenship and Social Studies area, participants communicate among themselves on topics of mutual interest and meet annually during Homecoming in person to conduct a forum on topics such as changing state standards, athletic coaching, graduate study, and other topics.

15 III. C. The ability to communicate effectively with parents/guardians, organizations, and community groups. This guideline is met through a variety of methods in the following courses: EDU 4290 Philosophy of Education III. D. Knowledge of and involvement with professional organizations and appropriate community and academic-related resources. This guideline is met through a variety of methods in the following courses: EDU 4290 Philosophy of Education Candidates are required to join the Student PSEA upon acceptance into the program, and to participate in professional workshops presented by the organization. Candidates in the Methods course are required to attend the Social Studies Project Homecoming each October, and to earn an A, to demonstrate a commitment to the profession through membership in professional organizations (page 17 of syllabus). Professional organizations are discussed in the Senior Seminar (see Fierros syllabus, page 5). Villanova sent two candidates to the annual PSEA conference in Spring 2005, accompanied by the Coordinator of Field Experiences. Each year, top students are inducted into Kappa Delta Pi Education Honor Society in a special ceremony (see Reference Box # 2 Kappa Delta Pi). This applies equally to the Master s Plus Program candidates.