Supported Site California State University, San Marcos: 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 2011-2014)
BaselineProject Funded
Year -2 Year -1 Year 0 Year 1 Year 2 Year 2
0 1 1 1 0 1

* 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 Secondary Graduates data:

CSUSM has an undergraduate physics program (BS in Applied Physics) and a 1 year post- baccalaureate credential program. Students can enroll in the credential program after completing an undergraduate degree elsewhere, or after completing an undergraduate degree at CSUSM.

At CSUSM, "Graduates from all pathways" includes credential students who completed an undergraduate degree elsewhere, as well as those who completed an undergraduate degree at CSUSM.

At CSUSM, "Graduates from pathways with active recruiting by PhysTEC" refers to students who completed an undergraduate degree at CSUSM who then complete a post-bac credential program, either at CSUSM or elsewhere.

No CSUSM Physics undergraduates have gone on to enroll in the CSUSM teacher credential program in the past 6 years, however, one is expected to enter the credential program in fall '14.

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
0 1 1 1 5 10

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

Definition of a Future Teacher at CSUSM:

CSUSM has an undergraduate physics program (BS in Applied Physics) and a 1-year post- baccalaureate credential program. Students can enroll in the credential program after completing an undergraduate degree elsewhere, or after completing an undergraduate degree at CSUSM.

At CSUSM, "Future teachers from all pathways" includes students enrolled in the post-bac credential program who completed an undergraduate degree elsewhere, as well as those who completed an undergraduate degree at CSUSM.

At CSUSM, "Future teachers from pathways with active recruiting by PhysTEC" refers to students who are completing an undergraduate degree at CSUSM with intent to pursue a teaching credential, or students who completed an undergraduate degree at CSUSM and are currently enrolled a post-bac credential program.

Commentary on Future Physics Teachers data:

At student can show intent to pursue a teaching credential by taking a prerequisite course for the School of Education credential program, applying to be a Noyce Scholar, or being accepted in our CSUSM Mathematics and Science Teacher (CMST) Scholars program. CMST requires that students declare that they are "strongly considering a career in math or science teaching" and demonstrating this by taking a credential program prerequisite course, participating in an early teaching experience/outreach program, or some other equivalent activity.

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
6 6 9 13 24 21

Commentary on Learning Assistant data:

These data are the number of unique students participating as an LA during the academic year. For a number of years, our courses Physics 201 (Physics of Mechanics and Sound), 202 (Physics of Electromagnetism and Optics), 205 (Physics for the Biological Sciences I), and 206 (Physics for the Biological Sciences II) utilized LAs. In Spring 2012, Physics 203 was added to the list of LA supported courses along with one course at Palomar Community College (PCC). 2012-13 saw the extension to PCC grow immensely, to include Physics 101 (Introduction to Physics – lecture and lab) / 102 (Introduction to Physics – lecture only), 201 (Fundamentals of Physics), 230 (Principles of Physics), and 231 (Principles of Physics)/ In addition, CSUSM added Physics 351 (How Things Work) during Fall 2012.

The number of Physics LAs has increased not only because the extension to PCC and the resulting addition of Physics courses, but also because all CSUSM Physics professors have embraced pedagogical styles that utilize LAs to increase opportunities for student thinking and interaction. In addition, as the Physics major increased enrollment, the number of course sections have increased.

PHYSICS PEDAGOGY COURSES

Course Number Course Name Semester Credit Hours Primarily for college physics teaching (Y/N) Primarily for secondary physics teaching (Y/N)
  Teaching and Learning Seminar (LA pedagogy class) 1 Y N

Commentary on Pedagogy Course Data (include a brief description of each course):

This is our pedagogy course for LAs. It is based on the University of Colorado course and also includes some of the LA video resources. We also open this course to our STEM tutors and Supplemental Instruction leaders.

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)
  Learning Assistant program 90 Y N
  STEM Ambassador program 20 N Y

Commentary on Early Teaching Experiences in Physics (include a brief description of each):

The LA program supports active learning in math and science courses and provides math and science majors with a structured introduction to teaching. The CSUSM LA program is modeled after the LA program at the University of Colorado.

STEM Ambassadors are a team of highly-qualified undergraduate science and math majors who, under the guidance of CSUSM professors and staff, implement a wide range of outreach activities with local K-12 (primarily high school) students.

K-8 PHYSICAL SCIENCE COURSES

Course number Course name Name of research-based curriculum Enrollments
Year 1 Year 2 Year 3
ID 381 Natural Science for Teachers Physical Science and Everyday Thinking (PSET) 63 54 38

Commentary on K-8 Physical Science Courses data (include a brief description of each course):

This course uses the Physical Science and Everyday Thinking curriculum in a discussion/lab format.