Cal Poly site leader Chance Hoellwarth and Teacher-in-Residence Nancy Staugh review the day-by-day plan, which describes interactive learning activities and promotes sustainability of course reforms.

 

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Cal Poly, San Luis Obispo Project Report 2009

Demographics

PhysTEC Definitions

PhysTEC Graduates
Grade Band	Baseline			Project
PhysTEC Teachers	Year 1 2000- 2001	Year 2 2001- 2002	Year 3 2002- 2003	Year 1 2003- 2004	Year 2 2004- 2005	Year 3 2005- 2006	Year 4 2006- 2007	Year 5 2007- 2008	Year 6 2008- 2009
Secondary	0	1	0	0	1	3	1	1	4

Secondary graduates are certified to teach physics.

Commentary on PhysTEC graduates data:

• High school PhysTEC graduates took the reformed methods course (PSC 424), were mentored by one of our TIRs, and received their credential. The taking of the course and the mentoring occur the year before they become certified to teach physics.

PhysTEC Enrollment
Course Type	Baseline			Project
	Yr 1 2000- 2001	Yr 2 2001- 2002	Yr 3 2006- 2007	Yr 1 2003- 2004	Yr 2 2004- 2005	Yr 3 2005- 2006	Yr 4 2006- 2007	Yr 5 2007- 2008	Yr 6 2008- 2009
1st quarter Physics for Elementary Teachers	235	236	172	194	160	224	172	212
2nd quarter Physics for Elementary Teachers	121	81	28	62	17	10	28	70

Commentary on enrollment data:

Physics for Elementary Teachers

• The first quarter course consists of students from all non-science majors. The second quarter course consists of Liberal Studies majors only-- non-science majors who are on track to become elementary teachers.
• The number of Liberal Studies majors the second quarter course is declining, which can be seen in the baseline data. The number of Liberal Studies majors is increasing, so we think that this is due to more students coming to college with credit in chemistry, which corresponds to this course.
• The numbers of students taking the second quarter course are very low for year 2, year 3, and year 4 of the project. This is because we are not double-counting students, so any student who took the 1^st quarter course is not counted. This is not true for the baseline numbers.

Mentors and Mentees
	Baseline		Project
	Yr 1 2000- 2001	Yr 2 2001- 2002	Yr 1 2003- 2004	Yr 2 2004- 2005	Yr 3 2005- 2006	Yr 4 2006- 2007	Yr 5 2007- 2008	Yr 6 2008- 2009
PhysTEC Mentors Current and Prior TIRs)	0	0	1	1	2	2	1	1
Mentored PhysTEC Teachers				0	0	0	0	0
Mentored Non-PhysTEC Teachers	0	0	0	0	0	0	0	0

Commentary on mentors and mentees data:

• The mentoring numbers are low, because we have done very little mentoring of our students after they graduate with their credential.

Notes on counting:

• We counted a student as a High School PhysTEC teacher if they took the reformed PSC 424 course and they received their credential (usually the preceding year) certified to teach physics. Since there is only one course, we couldn’t double count. We counted a student as a pre-High School PhysTEC teacher if they took either of the reformed physical science courses (PSC 101 or PSC 102) and they received their credential.
• We have started a Database with all of the names of students who have taken our courses. At the end of each quarter this list is updated. Once a year we match the names of people who were awarded credentials with the students who have been in our classes.