Impact through the laboratory, the field, the legislature the classroom.

Transcription

1 Impact through the laboratory, the field, the legislature the classroom. Your educational background in physics can lead you to roles in many places the research laboratory, business, the military or government. Perhaps the most important role is that of a teacher who passes along a passion for science and scientific discovery to the next generation. With your guidance, young people can tackle scientific challenges that prepare them for their own future roles. This booklet is about the BA-MAT option that NC State offers should you become interested in high school science teaching. In the BA-MAT you would still complete your studies in Physics. In the Junior year you would begin to qualify you for a high school science teaching license, as well as a Master of Arts in Teaching. The BA-MAT is a seamless five-year program that allows you to reduce the number of courses for completion. There is a need for qualified high school science teachers in North Carolina, and the state offers a 0% pay increase for the Master s degree. A little planning on your part can help you make an efficient and successful transition to teaching. 8/6/2

2 Teaching Science in North Carolina In North Carolina, public school science teachers do not hold a license only in the life sciences, or physical sciences, or earth sciences, but in all fields of high school science. In order to teach science effectively, a teacher must be aware of the interconnectedness of the fields of science there are physical properties at work in chemistry; there are chemical processes in biology and ecology; there are environmental forces that impact all fields of scientific endeavor. Nevertheless science teachers tend to specialize teaching courses in the life sciences or earth sciences or physical sciences. A teacher could choose to stretch by pursuing teaching another science subject without needing to obtain additional licensure using this broad knowledge base as a foundation. With these two ideas in mind, science teachers in North Carolina are required to have completed at least (the equivalent of) six semester hours each in biological sciences, chemistry, physics and earth/ environmental sciences. The Bachelor of Arts in Physics meets many of these in its basic requirements. A student who chooses a broad-reaching group of s can fulfill the comprehensive science licensure requirements over the course of the undergraduate studies. A BA in Physics exceeds the basic physics teaching requirement. You can also take s which include Chemistry and Biochemistry (for the Chemistry requirement); Biology, Genetics, Zoology, Microbiology, and Plant Biology (for the Biological Sciences); and Meteorological, Earth, & Atmospheric sciences (for the Earth/Environmental). The Master of Arts in Teaching was designed for candidates who hold a bachelor s degree in the content area (the sciences, mathematics, engineering, etc.) to bring that expertise into the classroom. Candidates complete a -hour MAT degree that focuses on the practical and conceptual habits of mind essential to teaching. The degree program culminates in a fullsemester student teaching experience in a NC public or charter school. You can save time by taking 2 hours credit as an undergraduate student and transferring the credits into a Master s degree as long as the graduate credits are not counted toward the undergraduate degree. Credits can only be transferred into a Master s program if the student makes at least a B in the course (courses with a B- cannot be transferred). 8/6/2 2

3 Course Layout for the Physics BA-MAT A student in the BA in Physics with an eye on becoming a high school science teacher could certainly step into the Master of Arts in Teaching degree with only a few small additions to the existing plan of study. Assuming a student decides during the junior year to pursue this pathway, a ten-semester pathway could look something like this: PY 20 University Physics I CH 0 Chemistry A Molecular Science CH 02 General Chemistry Laboratory MA Analytic Geometry & Calculus I ENG 0 Academic Writing and Research PMS 00 or E 5 Orientation FRESHMAN YEAR PY 202 University Physics II MA 2 Analytic Geometry & Calc II Basic Sciences Elective Introduction to Programming 7 PY 20 University Physics III MA 22 Calculus III GEP Humanities Elective GEP Social Sciences Elective GEP PE & Healthy Living SOPHOMORE YEAR PY Mechanics I MA Applied Differential Equations PY 252 Instrumentation and Data Analysis 2 GEP Humanities Elective Statistics 5 JUNIOR YEAR PY Electrodynamics I Computing/Numerical Methods GEP Interdisciplinary Perspective Requirement GEP Additional Breadth PY Thermal Physics MA 05 Linear Algebra Communication GEP Social Sciences Requirement 5 5 Summer ED 508 Diversity in Classroom and Community; ED 57 Inquiry & Professional Development; Apply to the MAT SENIOR YEAR PY 0 Quantum Physics I GEP Interdisciplinary Perspectives GEP Additional GEP PE & Healthy Living PY 52 Advanced Physics Lab Additional Breadth Elective EMS 505-Methods for Teaching Science I 8/6/2 5

4 Summer ED 570 Classroom Action Research ( hr); ECI 579 Behavior Management in Inclusion Classrooms ( hrs); ED 507 Principles of Developing and Interpreting Assessments (2 hrs) EMS 506 Methods for Teaching Science II EMS 57 Tech Tools for Teaching Science 500-Level Science/Science Education 500-Level Science/Science Education EMS 5 Intro to Science Ed. Research ED 569 Student Teaching ED 572 Teacher Leadership 2 8 Steps to the MAT: Fall of the Junior year Discuss MAT options and steps with your PY adviser Contact the MAT office for paperwork to transfer graduate credits taken during undergraduate studies Sign up for the Graduate Record Exam (GRE) to be taken in the spring Spring of the Junior year Take the GRE Apply to the MAT program through the Graduate School for admission in Summer following graduation Register for ED 508 and ED 57 for Summer between Junior and Senior years. These courses could also be taken during the fall or spring in addition to regularly scheduled undergraduate studies. For instance, ED 57 could be added to the spring of Junior year or fall of the senior year. Summer between Junior and Senior Years Take ED 508 Diversity in Classroom and Community ( hours) and ED 57-Inquiry & Professional Development ( hour - on-line). These courses can be taken simultaneously or one each summer session. Fall of the Senior Year Consider taking the Free elective from spring of senior year in this semester to leave room for EMS 505 Contact the College of Education field placement office to complete paperwork necessary for field placement in the spring (see note below about placements) Spring of the Senior Year 8/6/2

5 Finish undergraduate courses for the BA and take EMS 505-Methods for Teaching Science I, which is the classroom teaching experience. This course is only offered in the spring semester. Delaying this course will delay graduation from the MAT program. All classroom placements in the College of Education must be arranged through the College s field placement office. All students completing field assignments through the College of Education must submit to a Criminal Records Check prior to being cleared by Local Education Agencies. Candidates must understand that with the volume of students being placed in the surrounding school districts, placements may be as much as 5 minutes away from campus. Contact Information John Pritchett Assistant Director for the Master of Arts in Teaching Program john_pritchett@ncsu.edu Dr. David Brown Director of Undergraduate Advising, Dept. of Physics - david_brown@ncsu.edu Dr. David Haase Dept. of Physics david_haase@ncsu.edu 8/6/2 5