Supported Site Chicago State University: Program Data

The project collects data on the number of PhysTEC Graduates, PhysTEC Future Teachers, PhysTEC Learning Assistants, and PhysTEC Mentors; these PhysTEC terms are defined here. The project also collects data on physics pedagogy courses, early teaching experiences, and enrollment in K-8 physical science courses for future elementary school teachers.

PhysTEC Graduates (Years funded 2010-2013)
BaselineProject Funded
Year -2 Year -1 Year 0 Year 1 Year 2 Year 3 Year 4
0 2 1 2 1 0 0

* Must meet the definition of PhysTEC Secondary Graduate.

** This is a subset of the graduates from all programs, and may be the same.

Commentary on PhysTEC Graduates data:
There are three pathways for graduates with certification in Science with physics designations; undergraduate major, post-baccalaurette certification-only, and Masters of Arts in Teaching. One student pursued the undergraduate option in Physics - Secondary Education and received certification in 2009. Two students, who received certification in 2008, had obtained bachelors degrees in physics from other undergraduate institutions and then attended CSU to pursue science certification. Between 2009 and 2011 we had three students pursue a Masters of Arts in Teaching from CSU with a Physics concentration and certification in science. These students received certification in 2009, 2011, and 2012. One of the three students did her undergraduate work in physics at CSU. We expect to have 4 students completing certification in 2014-2015.

Future Physics Teachers
BaselineProject
Year -2 2007/08 Year -1 2008/09 Year 0 2009/10 Year 1 2010/11 Year 2 2011/12 Year 3 2012/13 Year 4 2013/14
7 8 8 6 5 6 8

* This number should match the number of names entered on the Future Teachers tab in the teacher tracking spreadsheet.

** This is a subset of the future teachers from all programs, and may be the same.

Definition of a Future Teacher at Chicago State: (1) A student at CSU who is completing the undergraduate secondary education track in Physics, OR (2) A student with a bachelors degree who is either (a) completing the requirements for certification only or (b) completing the requirements for a Master of Arts in Teaching with a physics designation.

*** Number of future teachers from pathways with active recruiting by PhysTEC are determined from CSU Undergraduate University Institutional Research Data and reflect the number of students who declared the secondary physics option as their undergraduate major. These numbers are reflected in our annual report as well.

Commentary on Future Teachers data (2012 to 2013):
There are currently six undergraduate students in the Physics - Secondary Education Track at Chicago State University. The PhysTEC Program focuses on active recruitment at the undergraduate level. Students graduating in this option will obtain a physics BS degree, and a science certification with a designation in physics. Additionally, two future teachers, who already have bachelor's degrees in physics, are pursuing science certification (one as certification only and the other as a MAT). The two future teachers who already have undergraduate degrees have both participated in the Teacher Immersion Course (developed as a part of PhysTEC). All future teachers will meet or exceed the requirements of a physics minor. Students at CSU typically take longer to complete degrees than students at more traditional universities due to financial hardships and family responsibilities.

Learning Assistants in Physics Courses
BaselineProject
Year -2 2007/08 Year -1 2008/09 Year 0 2009/10 Year 1 2010/11 Year 2 2011/12 Year 3 2012/13 Year 4 2013/14
0 0 0 3 8 5 7

Commentary on Learning Assistant data:
In 2010-2011 we had three LAs, each of whom worked in either the CSU Introductory Physics Class (Phys I) or the Physics and Everyday Thinking (PET) Class. In 2011-2012 six of the eight students worked in the Physics I or Physics and Everyday Thinking class at CSU and two of the eight students worked at the City Colleges of Chicago (CCC). The CCC's we work with are Harold Washington College, Olive Harvey College, and Malcolm X College. In 2012-2013 each student who was a learning assistant worked in the Spring 2013 Introductory Physics course. One LA worked at CSU, two LA's worked at Olive Harvey , one LA worked at Harold Washington , and one LA worked at Malcolm X College. In 2013-2014 four students worked as LAs at CSU with one student working in the Physics and Everyday Thinking course and the other three students in the Physics I/II courses. Three students worked at the CCC's; two at Harold Washington and one at Olive Harvey.

PHYSICS PEDAGOGY COURSES

Course Number Course Name Semester Credit Hours Primarily for college physics teaching (Y/N) Primarily for secondary physics teaching (Y/N)
Phys 3500 Teacher Immersion Institute: Physics 2 N Y
Phys 4710/5710 Readings in Science Education 1 N Y
Phys 4500 Teaching Inquiry Physics 2 Y N
Phys 4630 Methods in Secondary Ed. - Physics 3 N Y

Commentary on Pedagogy Course Data (include a brief description of each course):
Phys 3500 was developed as part of the PhysTEC Program and has now become a requirement for the Secondary Education option in Physics Education. The course is led by two inservice physics teachers. Students in the class complete a semester long action research project where they implement a single lesson in the HS classroom. The course also serves as CSU's LA Pedagogy course.

Phys 4710/5710 was developed as part of the CSU's Noyce Program. In the course students read articles on science education and lead discussions. In the spring semester the course involves bringing in a class of elementary students. These students engage in a lesson developed by students in the 4710/5710 course.

Phys 4500 involves students as Learning Assistants in CSU's introductory physics courses.

Phys 4630 is the Methods Course students take before Student Teaching. Students in Biology, Chemistry, and Physics are co-enrolled in the course.

EARLY TEACHING EXPERIENCES IN PHYSICS

Course Number (if applicable) Name of course (or program/ experience) Typical hours per semester Teaching college students (Y/N) Teaching K-12 students (Y/N)
Phys 3500 Teacher Immersion Institute: Physics 94 hrs/semester Y Y
Phys 4710/5710 Readings in Science Education 48 hrs/semester N Y
Phys 4500 Teaching Inquiry Physics 90 hrs/semester Y N

Commentary on Early Teaching Experiences in Physics (include a brief description of each):
Phys 4710/5710: In the spring semester the course involves bringing a class of elementary students. These students engage in a lesson developed by students in the 4710/5710 course. (The 50 hours per semester estimate includes: contact time (1 hr/week X 15 weeks, preparation time (2 hrs/week X 15 weeks), and time interacting with middle school students (3 hrs/semester).

Phys 3500: Students in the class complete a semester long action research project where they implement a single lesson in the HS classroom. The course also serves as CSU's LA Pedagogy course. (The 94 hours per semester estimate includes: contact time (2 hrs/wk X 15 weeks), preparation time (4 hrs/wk X 15 weeks), and time interacting with HS students (4 hrs/semester).

Phys 4500: CSU students are involved as Learning Assistants in CSU's introductory physics courses. (The 90 hours per semester estimate includes: contact time (1.5 hrs/week X 15 weeks, preparation time (1 hrs/week X 15 weeks), and time interacting with College students as LAs (3.5 hrs/week X 15 weeks).

K-8 PHYSICAL SCIENCE COURSES

Course number Course name Name of research-based curriculum Enrollments
Year 1 Year 2 Year 3 Year 4
PH S 1100 Practical Physics I Physics and Everyday Thinking 80 74 50 38

Commentary on K-8 Physical Science Courses data (include a brief description of each course):
PH S 1100 is the course primarily taken by students in the elementary or middle school teaching option. We utilize the Physics and Everyday Thinking curriculum. The PET curriculum was put in place as PhysTEC was starting and provided nice synergy with the PhysTEC Project but was not developed/implemented as a result of PhysTEC.