The 5+ Club Supported SiteThe 5+ Club Supported Site Arizona 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 2012-2015)
BaselineProject Funded
Year -2 Year -1 Year 0 Year 1 Year 2
2 4 3 2 3

Commentary on Secondary Graduates data:

  • Our goal is to produce 6 or more teachers per year by the end of the project.
  • "Graduates from all pathways" includes students who gained certification in undergraduate BAE program and post-bac programs.
Future Physics Teachers
Year -2 2009/10 Year -1 2010/11 Year 0 2011/12 Year 1 2012/13 Year 2 2013/14 Year 3 2014/15
11 11 7 8 21  

Definition of a Future Teacher at Arizona State University: A future teacher may follow one of several paths. See also

1. The primary path to becoming a physics teacher at ASU is to complete a Bachelor of Arts in Secondary Education (Physics). This degree includes physics content well beyond that of a physics minor but somewhat below that of a physics major.

2. Beginning Fall 2013 a new path to becoming a physics teacher became available: B.S. Physics with a Concentration in Secondary Education. This is a complete physics major plus a secondary education component that meets or exceeds the State of Arizona minimum requirements for certification.

3. Several post baccalaureate paths are available: Teacher Education for Arizona Math and Science (TEAMS), Masters and Arizona Certification (MAC), and Induction, Masters and Arizona Certification (InMAC). These lead to a Master of Education and do not include physics content. Future physics teachers who take this path must have acquired their physics content from their undergraduate program.

Commentary on Future Physics Teachers data: One future teacher, a post-doctoral fellow who taught PHY 121 (Spring 2013) with learning assistants, will begin teaching in a charter high school in Fall 2013, and he may or may not seek certification.

Learning Assistants in Physics Courses
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 14 23  

Commentary on Learning Assistant data: The Year 1 budget supported a little more than half of the LAs, and the Physics Department supported the rest of them. In Year 2, the budget will support 6 LAs per semester for a total of 12-semester-LAs; this will result in 6-12 unique LAs.

 PhysTEC Mentors
Year 1 2012/13 Year 2 2013/14 Year 3 2014/15
PhysTEC Mentors (current and prior TIRs) 1 2  
Mentored PhysTEC Graduates 0 1  
Mentored non-PhysTEC Teachers 0 0  


Course Number Course Name Semester Credit Hours Primarily for college physics teaching (Y/N) Primarily for secondary physics teaching (Y/N)
PHY 480 Methods of Teaching Physics 3 N Y



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)
PHY 118 Explorations in Physics Teaching 1 N Y



Course number Course name Name of research-based curriculum Enrollments
Year 1 Year 2 Year 3
PHS 110 Fundamentals of Physical Science Project-based 12 12  

Commentary on K-8 Physical Science Courses data (include a brief description of each course):
PHS 110 is about musical acoustics, presented through the design and construction of musical instruments. It is a 4-credit laboratory science course that fulfills a general studies science requirement. The enrollment is capped at 19, and it is reserved for education majors. Of the education majors who complete the course, approximately 12 are future K-8 teachers.