Session E8: Education III: Training physics teachers and increasing high school physics enrollment

Physics Teachers Wanted: Contact a physics department near you

Brigham Young University has a unique environment in that we have helped over 140 students receive teaching credentials since 2004. This past year 2014-2015 17 new students left with certification to teach physics. What is it that helps Brigham Young University to work with students looking to be physics teachers that maybe different than at other Universities. We will outline what the BYU teaching program looks like and see if there are any opportunities for others to think about the physics teaching program.   

Physics Teacher Education Pathways at Arizona State University

Several undergraduate and graduate pathways to certification in secondary education (physics) have been designed at Arizona State University to meet teacher training needs in science with a robust content in physics. The traditional pathway involves a Bachelor of Arts in Education (BAE) with a concentration in physics. Alternatively, a Bachelor of Science in Physics with a concentration in secondary education was recently developed. Furthermore, a Certificate in Secondary Education can also be combined to one of the physics majors (B.S. Physics, B.S. Biophysics, of B.A. Physics). On the graduate side, three masters degree programs in education lead to certification in physics for students with substantial undergraduate physics training. A fourth masters program presumes certification and focuses on content and professional development. Features of these programs, pros and cons, and enrollment/graduation data will be discussed.   

The Need for Increased High School Physics Enrollment in Arizona

Enrollment has declined for regular high school physics in Arizona; and Arizona is doing poorly compared to the nation. In Maricopa County, only 20 percent of high school students take physics, while nationwide almost 40 percent do. To prepare our students for Arizona's share of millions of new STEM jobs, we should do all we can to interest more high school students in physics, while attracting a world-class group of physics teachers. Physics is STEM. Physics is the one class that makes math make sense and strengthens all skills a student needs for STEM career success. We recommend physics as a choice for the 4th math course.   

How we can increase enrollment in high school physics

Physics is seen as a course only for the mathematically adept, in most high schools in Maricopa County. This is poor policy, because physics is the ideal course to reinforce skills students learn in math classes. Also it is inequitable, hindering most high school students from pursuing STEM-related careers. The AAPT goal is physics for ALL. Research shows that physics is the chief pathway to STEM-related careers. Our school strategy to increase physics enrollment is simple, requiring a reform-minded teacher, changing attitudes, and ensuring that physics students have 21st century equipment. Also, we will need more physics teachers, so we must financially support the ASU summer Modeling Instruction program, which has enabled many biology and chemistry teachers to retool successfully to physics. The American Physical Society recognized Modeling Instruction with the 2014 Excellence in Physics Education Award. See https://physics.asu.edu/graduate/mns   

Comparison of Models for Implementing Undergraduate Learning Assistants in Introductory Physics Classes at Arizona State University

Since Fall 2012, strategies to improve physics education via personal interaction learning in introductory physics courses include at ASU the use of Undergraduate Learning Assistants (LAs) in the classroom during lectures and/or recitations. Over the past 7 semesters, the LAs program has grown from 4 LAs in 4 classes to about 30 LAs in 10 classes during the Fall 2015. The designs of the class-room used range from a traditional large-enrollment lecture hall in a stadium-style auditorium that can seat up to 196 students, to a new state-of-the-art SCALE-UP classroom. Instructor teaching experience ranges from relatively inexperienced Faculty Associates to highly experienced master teachers. Instructor training ranges from little or none, to completion of a two-day LA Workshop at the University of Colorado, Boulder. A number of models of LA implementation have subsequently evolved and have adapted to individual instructor preferences and classroom environments. Results from learning gains and student retention will be reported and compared.