Cleveland State University
Cleveland State University
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We have been/are participating in the following activities related with physics and physical sciences teacher education:
- CSUTeach initiave sponsored through the NSF Noyce program. This initiative is targeted towards reforming our entire mathematics and science 7-12 teacher education program, by adopting the highly successful methods from the UTeach program first developed at University of Texas, Austin. With the College of Education, we are currently offering through this initiative dual licensing tracks, i.e. Physics – Biology and Physics – Chemistry. The Research Methods class, which is one of the core classes of the program, is taught by Physics Department faculty.
- The CSU Physics department also contributes through one of its faculty to the CSU Mathematics Achievement as a STEP for STEM Success (MAS3) program which provides student with precalculus enrichment activities, including problem based learning research experiences. This is an effort funded by the NSF Division for Undergraduate Education.
- We are offering on a regular basis physics classes for Middle School teachers pursuing their Graduate Certificate in Middle Childhood Science Education, and preparatory physics classes for the Praxis teacher licensure exams.
- We have also been participants in Northeastern Ohio initiatives, such as the Task Force 9 – 16 that attempt to provide a communication channel between college faculty and high school teachers in an effort to provide a seamless transition for the students from the high school to the college requirements.
- We have been participating in the Ohio Academy of Sciences STEM-TAC committee that was in charge with reviewing the mathematics and science high school standards in Ohio.
- The Cleveland State University SPS chapter participates monthly in outreach activities at the neighborhood Campus International public school. The excellence of this effort has been recognized through the Marsh W. White Award.
The initiatives pursued by PhysTEC, including increasing the number and proficiency of science teachers, and transform the strategies for preparing them, are similar with the ones we are currently pursuing. We hope that by becoming part of the larger community associated with PhysTEC, we will have access to logistic and experienced support that would enable us to build on our science teaching education initiatives already in place, to increase the number and quality of physics graduates certified to teach physics or physical sciences