Supported Site Middle Tennessee 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 2010-2014)|
|Year -2||Year -1||Year 0||Year 1||Year 2||Year 3||Year 4|
* 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:
Some students have chosen to complete the Physics Teaching concentration, but not complete the required education classes to achieve licensure for a variety of reasons: the USAF required a commissioned student to leave school early, another did not enjoy the education classes and is pursuing alternative licensure. Several students have extended their time in school after having difficulties handling large credit loads. We expect to graduate 5 teachers during 2014-2015.
|Future Physics Teachers|
|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|
* 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 MTSU: A physics major who is completing a concentration in Physics Teaching and obtaining a minor in secondary education leading to licensure to teach high school physics, or a non-physics major who is participating in the Robert Noyce Scholarship program to become endorsed to teach physics.
Commentary on Future Teachers data:
The number of future teachers varies each semester. Some freshman and sophomore declared Physics Teaching concentration students change their career trajectories after completing the Step 1 and Step 2 MTeach courses. Also, we are in the no-cost extension year of our Noyce scholarship grant, which was a significant recruiting mechanism. We are implementing a Learning Assistant program during AY 14-15, which should help with recruiting.
|Learning Assistants in Physics Courses|
|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 3 2013/14|
Commentary on Learning Assistant data: All physics majors take Physics Practicum, where they facilitate learning in an undergraduate physics course, are informally mentored by a faculty member, and are introduced to our teacher preparation program. We are only counting students that also take PHYS 3930, The Teaching of Physics, where they take a greater role when facilitating an undergraduate physics course, and fully satisfy the definition for a PhysTEC Learning Assistant.
|Year 1 2010/11||Year 2 2011/12||Year 3 2012/13|
|PhysTEC Mentors (current and prior TIRs)||1||1||1|
|Mentored PhysTEC Graduates||0||0||0|
|Mentored non-PhysTEC Teachers||0||0||0|
Commentary on Mentors data:
Mark LaPort , our TIR, is now actively mentoring pre-service teachers.
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 3950||Physics Licensure I||1||N||Y|
|PHYS 3960||Physics Licensure II||1||N||Y|
|PHYS 3930||The Teaching of Physics||3||N||Y|
Commentary on Pedagogy Course Data (include a brief description of each course):
The Teaching of Physics
- Course that introduces PER-based physics teaching pedagogies in the classroom, and gives students the opportunity to act as learning assistants in a hands-on cooperative-learning and/or discovery-learning based introductory physics course.
Physics Licensure I and II
- New course overviews topics that must be mastered to succeed on either the Physics Praxis II, or a comparable nationally standardized assessment in a manner appropriate for the high school classroom. Students have opportunities to both solve and explain AP physics problems.
- This course was extended to a full year to allow time to cover the full range of topics typically covered in the introductory physics sequence.
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)|
|MSE 1010||Step 1: Inquiry Approaches||6||N||Y|
|MSE 2010||Step 2: Inquiry Lesson Design||6||N||Y|
Commentary on Early Teaching Experiences in Physics (include a brief description of each):
Step 1 and Step 2 are part of the UTeach replication program. In each case, enrolled students prepare lessons and teach in either an elementary, middle, or high school setting. Approximately 2 hours are spent in observations and 3-4 hours are spent in classroom instruction.