The 5+ Club Supported SiteThe 5+ Club Supported Site Georgia 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)
BaselineProject Funded
Year -2 Year -1 Year 0 Year 1 Year 2 Year 3
1 4 0 6    

Commentary on Secondary Graduates data:
All graduates in baseline data are from Master of Arts in Teaching Program.

Future Physics Teachers
Year -2 2010/11 Year -1 2011/12 Year 0 2012/13 Year 1 2013/14 Year 2 2014/15 Year 3 2015/16
4 4 9 14    

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.

Learning Assistants in Physics Courses
Year -2 2010/11 Year -1 2011/12 Year 0 2012/13 Year 1 2013/14 Year 2 2014/15 Year 3 2015/16
0 0 4 10    

Commentary on Learning Assistant data: Learning assistants in the spring of 2013 were used in algebra-based physics under an internal STEM grant obtained by co-PI Joshua Von Korff. These learning assistants also completed a pilot version of the physics pedagogy class (co-taught with a chemistry education faculty member).

 PhysTEC Mentors
Year 1 2013/14 Year 2 2014/15 Year 3 2015/16
PhysTEC Mentors (current and prior TIRs) 1    
Mentored PhysTEC Graduates 3    
Mentored non-PhysTEC Teachers 0    

Commentary on Mentors data:
The 2013-2014 GSU Physics TIR, Elizabeth Walker, was the official supervisor for three undergraduate physics majors in the education concentration who performed their internships in 2013-2014. She observed their teaching, met with them to discuss student teaching, evaluated their teaching portfolios, and advised them during their job searches.


Course Number Course Name Semester Credit Hours Primarily for college physics teaching (Y/N) Primarily for secondary physics teaching (Y/N)
Phys4300 Teaching Physics 1 to 2 Y N
Phys6300 Teaching Physics 1 Y N
Phys6310 Teaching Physics Lab Practicum 3 Y N

Commentary on Pedagogy Course Data (include a brief description of each course):
Phys4300 and Phys6300 are taught together in the same room. Phys4300 is an undergraduate course which was taken only by students serving as LAs. Students wanting to receive 2 credit hours performed additional work. Phys6300 is a graduate course taken by all first year physics graduate students while they are also serving as TAs in studio-style physics courses. Phys4300/6300 included theoretical foundations of physics teaching. Phys6310 emphasized practice using University of Washington tutorials.


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)
Phys4950 FOCUS 12 N Y
GSU1010 New Student Orientation unknown N Y
  Academy for Future Teachers 75 N Y

Commentary on Early Teaching Experiences in Physics (include a brief description of each):
FOCUS (Fostering Our Communities Understanding of Science) is an early teaching experience for STEM majors. Undergraduate students from STEM disciplines receive credit in their discipline (physics majors register for Phys4950). Students receive instruction on science teaching and spent one hour per week in an elementary science classroom assisting the teacher.

GSU1010, New Student Orientation, is a course which accompanies participation in a freshman learning community (FLC). An FLC on Science and Math education is taught each fall but alternates between math and science. Fall 2013 was math-focused while Fall 2014 will focus on science teaching.

Academy for Future Teachers is a summer program for high school teachers interested in STEM teaching. Two PhysTEC future teachers interned to add physics-specific content to the program in June 2014.