red Supported Site Boston University: Demographics

PhysTEC Graduates (Years funded 2011-2014)
BaselineProject Funded
Year -2 Year -1 Year 0 Year 1 Year 2
3 2 4 1 1

* Must meet the definition of PhysTEC Secondary Graduate.

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

Definition of PhysTEC Secondary Graduate: Any student who has graduated from a PhysTEC Institution and

(a) has a major or minor in physics, OR (b) has completed coursework equivalent to a major or minor in physics

AND

(a) has certification to teach high-school physics, OR (b) has completed a teacher education program.

Commentary on Secondary Graduates data: For Year -1, we are counting both graduates as PhysTEC graduates, because one is an undergraduate and the other came through our ITOP program for physics teachers before getting a Masters. For Year 0, we are counting two graduates as PhysTEC graduates, one who did an undergraduate degree and one who completed an undergraduate physics major degree at BU prior to doing the MAT program. For Year 1, the graduating teacher was an undergraduate, so we are counting that person as a PhysTEC graduate.

 

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

* 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 PhysTEC Future Teacher : A student at a PhysTEC Institution who has committed to completing a program of physics teacher education.

Definition of a Future Teacher at Boston University: A student at Boston University who has committed to completing a program of physics teacher education. Such students can come from one of four different pathways.

1. The Masters of Arts in Teaching (MAT) program. Students do this 16-month program after completing their undergraduate degree.

2. Doing a four-year Physics Education undergraduate degree through the School of Education.

3. Completing the new track through the undergraduate Physics program, combining a physics degree with a sufficient number of education courses to graduate as a qualified physics teacher.

4. Completing the 20-credit ITOP program for physics teachers and then going on to do a Masters in Education.

 

 

Commentary on Future Physics Teachers data: For Year -2, we're now counting all the undergraduates. For Year -1, we're counting the undergraduates plus the Masters student, who came through our ITOP program, which is PhysTEC-related. For Year 0 and Year 1, we're counting the undergraduates. For Year 2, we're counting the three undergraduates, plus one more who is currently an undergraduate, and a physics LA, but who will most likely gain licensure through the MAT program. All the students in the Year 2 PhysTEC Future Teachers category have been Learning Assistants in Physics.

Learning Assistants in Physics Courses
BaselineProject
Year -2 2008/09 Year -1 2009/10 Year 0 2010/11 Year 1 2011/12 Year 2 2012/13 Year 3 2013/14
0 0 0 20 25  

PhysTEC Learning Assistant: Any PhysTEC student who facilitates learning in an undergraduate physics course, receives formal pedagogical instruction, and is encouraged to enter a teacher preparation program.

Commentary on Learning Assistant data: 2011-12 was the first year of the LA program in Physics at Boston University. We started with LAs in the introductory physics classes, but by second semester we had extended the program into higher-level courses. In 2012-13, we expanded the LA program into more of the higher-level physics courses.

 PhysTEC Mentors
Project
Year 1 2011/12 Year 2 2012/13 Year 3 2013/14
PhysTEC Mentors (current and prior TIRs) 1 1  
Mentored PhysTEC Graduates 0 0  
Mentored non-PhysTEC Teachers 1 1  

Definition of PhysTEC Mentor : Any PhysTEC TIR who mentors a practicing K-12 teacher or pre-service teacher. (Mentors are counted each year, so after their first year of mentoring, they are recounted if they mentor in the next year.)

Commentary on Mentors data: Our TIR in 2011-12 did some informal mentoring of a 2011 MAT graduate. Our TIR in 2012-13 did a significant amount of mentoring of a physics teacher at a public school in Boston, through the APS Pair program.

Course NamePhysTEC Course Enrollments (# of students enrolled)
BaselineProject
Year -2 2008/09 Year -1 2009/10 Year 0 2010/11 Year 1 2011/12 Year 2 2012/13 Year 3 2013/14
SED SC521 0 0 14 51 81  
SED CT375 0 0 0 5 4  
PY105 373 373 400 471 521  
PY106 301 342 347 417 428  
PY211 426 456 602 517 566  
PY212 369 342 373 474 424  

Definition of PhysTEC Course : Any physics, physical science, or education course that has been revised or created at a PhysTEC Institution for the PhysTEC program.

Commentary on Enrollment data: 14 Chemistry LA's took SC521 in Spring 2011, the first time the LA pedagogy course was offered. 33 new LA's took the course in Fall 2011, of which 12 were from Physics. 18 new LA's took the class in in Spring 2012, of which 8 were from Physics. In Fall 2012, there were 51 new LA's (12 Physics), and 30 new LA's (8 Physics) in Spring 2013.

For the Physics courses, the enrollment figures include both the Fall and Spring courses. Summer courses are not included - those are generally completely independent from the Fall and Spring offerings. 

Notes:

CT375 is the Step 1 course for undergraduates. Two of the five students in 2011-12 were paired with a physics teacher. Two of the four students in 2012-13 were paired with a physics teacher.