Chicago State University (CSU) is a public, urban, minority-serving institution serving approximate 6000 undergraduate and graduate students on the South Side of Chicago. Because of CSU’s location and environment, support from PhysTEC has the potential to increase the number of students of color entering the science teaching profession and teaching in high-need area schools. CSU was originally established as a normal school before developing into a university. The legacy of its history is still seen in the College of Arts and Sciences’s commitment to undergraduate instruction and the importance of teaching. The Department of Chemistry and Physics has 17 full time faculty members, three of whom primarily conduct research in science education. Faculty in the CSU physics program use the introductory algebra- and calculus-based physics curriculum materials they have been developing as part of the NSF CCLI program, which promote active engagement and group work.  

Chicago State University (CSU) President Wayne D. Watson has made a substantial commitment to the teaching of science at CSU by pledging to renovate two classrooms each year in Biology, Chemistry and Physics.  President Watson's commitment of just over 1.5 million dollars to promote the use of modern innovative instructional techniques for the teaching and learning of undergraduate physics addresses both the importance of increasing diversity in the number of STEM majors in undergraduate and PhD Programs and addresses the national need to increase the number of highly qualified Physics and Chemistry Teachers in the country.

Students who decide to pursue secondary science education will also have the opportunity to apply for our Robert Noyce Teacher Scholarship as well as internships, through the Noyce Program, with our external partners, which currently include the Museum of Science and Industry, the Field Museum, Adler Planetarium, and the Southeast Environmental Task Force.

Goals

Because many of the pieces for an effective teacher preparation program are currently in place at Chicago State University, our proposal focuses primarily on recruitment and further integrating existing components of our preservice and inservice programs. To accomplish this we have been focusing on re-envisioning our teaching assistant program and creating a new teacher immersion institute. Our goals include:

1.      increasing the number of students in our secondary education program in physics,

2.      increasing the number of students pursuing certification in science with a designation in physics,

3.      providing an early teaching/reflection opportunity that links inservice and preservice teachers, - establish collaborations and partnerships with inservice teachers,

4.      providing appropriate research and teaching opportunities for preservice teachers to develop strong Pedagogical Content Knowledge (PCK). 

5.      engaging colleagues and students at the two year colleges, the high school, and CSU become more aware of the teaching profession and help each of these institutions and its faculty understand the important role they play in this effort

6.      establish a learning assistant program that engages undergraduates.  

These goals directly impact the university’s mission to effect change in the local community. Students who attend the university typically come from the South Side community. Most of our science education gradautes end up teaching in the comminuties they grew up in.  By becoming high school science teachers, they will have the opportunity to go back to their communities and effect change.

The Physics Education program at CSU collaborates with faculty and students at three of the City Colleges of Chicago: Harold Washington College, Malcolm X College and Olive Harvey College.

For more information please see our science education page.  

To check out a video on the CSU Science Teacher Preparation Program please click here.

<a href="http://www.ptec.org"><img src="ptecWhiteFull.gif" width="205" height="110" alt="PTEC Member" title="Member of the Physics Teacher Education Coalition" /></a>