Supported Site Central Washington University: Program Data

PhysTEC Graduates (Years funded 2012-2015)
BaselineProject Funded
Year -2 Year -1 Year 0 Year 1 Year 2
1 0 0 2 2

* 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:
Both 2013-14 graduates were physics minors. One started out as a double major in Art Education and Physics but converted to a physics minor to graduate sooner. The other is a General Science Teaching major.

Future Physics Teachers
BaselineProject
Year -2 2009/10 Year -1 2010/11 Year 0 2011/12 Year 1 2012/13 Year 2 2013/14 Year 3 2014/15
1 2 3 4 6  

* 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 CWU:
1. Student has a graduation plan on file with their advisor.

2. Student has started taking education courses or is enrolled in them the next quarter after developing a graduation plan.

Learning Assistants in Physics Courses
BaselineProject
Year -2 2009/10 Year -1 2010/11 Year 0 2011/12 Year 1 2012/13 Year 2 2013/14 Year 3 2014/15
0 0 0 7 18  

Commentary on Learning Assistant data:
This table lists the total number of students who were LAs. If only one student was an LA and she was an LA fall, winter, and spring quarters, the table would show 1. The increase in LAs over year 1 is due to offering an LA experience and the LA courses for all three quarters rather than just spring quarter as we did year 1.

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 292 Exploring Physics Teaching I 1* Y N
PHYS 392 Exploring Physics Teaching II 2 quarter credits (1.33 semester credits) Y N

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

PHYS 292 description: Inquiry-based learning course that provides preparation for teaching physics using pedagogies that have been guided by physics education research.

Additional notes:

  • Upon successful completion of PHYS 292, students will have met the criteria to be a Certified Academic Tutor, certified nationally through the College Reading and Learning Association (CRLA).
  • Upon successful completion of PHYS 292 and the first section of your mathematics teaching portfolio, physics-math teaching dual degree students will have fulfilled the requirements of MATH 299E.

PHYS 392 description: Inquiry-based learning course that enhances preparation for teaching physics using best-practice pedagogies, lesson planning, and action research.

These were created for the phystec project

  • 2 quarter credit = 1.33 semester credits. We are rounding here.

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 292 Exploring Physics teaching I 45 hours per semester (30 hours per quarter) Y N
PHYS 392 Exploring Physics teaching II 45 hours per semester (30 hours per quarter) Y N

Commentary on Early Teaching Experiences in Physics (include a brief description of each):
PHYS 292 and 392 include an LA experience of about three to four hours/week.