Teaching History M.A.T. Assessment Plan

Mission Statement

The Master of Arts in Teaching (M.A.T.) program in History is designed primarily for practicing elementary and secondary teachers of history and social studies. The program offers the opportunity for K-12 teachers to work toward a content-based master's degree in History, tailored to their specific needs. The program is aligned with the Washoe County history standards; course and comprehensive exam requirements have a teaching-based component; required and recommended courses offer the opportunity to complete the degree while working full-time.

The M.A.T. program is part of our Department's broader partnership with K-12 education in northern Nevada, which also includes institutes and seminars funded by the U.S. Department of Education, collaboration with the College of Education to provide in-service programs for K-12 teachers, and other activities.

This degree program was approved by the Board of Regents in April 2002, and the first cohort of M.A.T. students began the program in January 2003. The material below is taken from the program proposal, as approved by the Board of Regents.

Student Learning Outcomes

1. Students will be able to demonstrate deepened understanding of historical content, particularly in current interpretations and scholarly methods.

Performance Indicators

  • Every M.A.T. student takes at least 31 credits of course work, most in courses focused on a historical period, place/region, or subject of inquiry.
  • Every M.A.T. student takes two courses in historiography: the study of interpretations of historical events. (These courses include History 781, 782, 783.)

Assessment Method

  • Individual faculty members grade each student's performance in course work. At least once a year, the Graduate Advisor evaluates every student's overall progress.
    1. In selecting the fields, the student meets with his/her entire Advisory-Examining Committee (the faculty supervising the fields) to approve the Program of Study, no later than the completion of 24 credits.
    2. Comprehensive work consists of an examination in one field, and a curriculum teaching unit in the other. The examination, taken after completion of at least 31 credits, tests proficiency in the fields; each exam is evaluated by at least two members of the faculty. Each reader writes an evaluation of the exam; students receive copies of these evaluations. The curriculum unit requirement tests the ability to incorporate current scholarly interpretations and methods into classroom preparation. All members of the student's committee review the curriculum unit, which must include a substantial annotated bibliography of scholarly sources as well as teaching materials.
    3. Use in their own K-12 classrooms of content knowledge gained through the M.A.T. program, as self-reported by current and former M.A.T. students.

2. Students will be able to demonstrate familiarity with the most recent pedagogy in social-studies education.

Performance Indicators

  • All M.A.T. students must take at least six credits in College of Education courses, including courses in social-studies education.
  • M.A.T. comprehensive work includes a curriculum unit plan, which must demonstrate facility with current pedagogical scholarship (as well as current historical scholarship).

Assessment Method

  • Individual faculty in the College of Education grade each student's performance in these courses.
    1. The student's committee, usually including a curriculum specialist from the College of Education, evaluates the curriculum unit plan for its use and citation (in the annotated bibliography) of relevant research in social-studies pedagogy.
    2. Use in their own K-12 classrooms of pedagogical approaches learned within the M.A.T. program, as self-reported by current and former M.A.T. students.
    3. Conference presentation and professional-journal publication of curriculum materials developed from study in the M.A.T. program.