INDIANA PROGRAM REVIEW
Physics
Indiana University – Purdue University at Fort Wayne
Document # 1
A. UNIT SUMMARY
Program Description
The IPFW Department of Physics serves Northeastern Indiana, the university, and the
School of Arts and Sciences by providing students and the public with an understanding and
appreciation of the principles of physics and by preparing students for careers in physics or
physics teaching. The Bachelor of Science in Physics Teaching program enables the student to
1) acquire, apply, and communicate knowledge central to physics, 2) be qualified to teach
physics effectively in Indiana schools, 3) be able to maintain currency in physics. The courses
taught for science and technology majors by the department enable those students to acquire an
understanding of the fundamental introductory concepts and principles of physics and be able to
explain how those concepts and principles apply to the solution of basic qualitative problems
related to their chosen field and to the physical world around them. In addition these courses
allow the candidate to combine mathematics with the principles of physics in solving basic
quantitative problems related to their chosen field and to the physical world around them. The
general education courses taught for non-science majors by the department enable those
students to acquire a qualitative understanding of the fundamental introductory concepts and
principles of physics and be able to communicate that knowledge, to be able to use sound
scientific reasoning in applying the above concepts and principles to the qualitative explanation
and prediction of physical phenomena occurring in the world around them and to be able to
distinguish meaningful from meaningless or mistaken physical ideas. Candidates seeking a
physics teaching major complete 60 credits in the content area of mathematics an physics, 45
general education credits, and 34 credits of professional teacher education courses.
IPFW School of Education Conceptual Framework
In support of our School of Education Conceptual Framework, the Physics Teacher
Education Program in the Department of Educational Studies emphasizes the interrelated aspect
of each of the six core components within its curriculum and program delivery. While
individual courses may focus on some aspects of the framework more than others, we are
confident that our courses and programs as a whole, embrace this central core of teacher training
and development. Due to the current national testing and assessment movement, content
Knowledge is critical for effective educators to comprehend. Educators need to understand how
knowledge is constructed, how the processes of inquiry are applied, how domains of knowledge
are established, how disciplines can be integrated, and how this information can effectively be
communicated to students. Understanding content knowledge is critical however, it cannot be
viewed in isolation from the other five components. Democracy and Community is the second
key component that we encourage in the Department of Educational Studies. Educators need an
understanding of the moral, cultural, social, political, and economic foundations of our
community and society in order to foster democratic concepts within the school community.
Effective educators understand that knowledge alone is not sufficient. Within the third
component, Habits of Mind, our students practice critical reflection within the context of a
compassionate, caring community with the goal of fostering these habits to engage learners in
the critical aspects of the learning process. Without an understanding of Pedagogy, our students
would not understand the multiple roles of the teaching such as facilitator, guide, role model,
scholar, and motivator. Without an understanding of pedagogy, educators would not understand
the diverse perspectives of learning and understanding and the social circumstances that they
and their students bring to the educational setting. Without rich Experiences both in and out of
the traditional classroom, candidate skills would lie dormant and unrefined. The last
component, Leadership, provides our candidates the educational and social vision necessary to
inspire others, both students and colleagues, to accept the educational challenges of the twentyfirst century.
The Unit Assessment System
The Unit Assessment System (UAS) in the School of Education at Indiana University –
Purdue University at Fort Wayne was created in response to a professional responsibility to
ensure that our programs are of the highest quality. This dynamic assessment system is
continually evaluated to insure that 1) instruction and curriculum are aligned with professional,
state, and institutional standards (e.g., the Conceptual Framework and Mission Statement); 2)
courses, field experiences, and programs are efficient; and 3) content knowledge and the
demonstration of teaching that leads to a student teaching experience that reflects the attainment
of core concepts.
A key component of the UAS within the Physics Teaching Program is the systematic review
of the on-going teacher candidate portfolio. This portfolio is introduced in our Invitation to
Teaching course (F300) and students are provided a copy of the Guidelines for Preparing a
Portfolio that they continually refer to as they progress through our program. Instruction in the
Physics Teaching Program professional course sequence is a faculty team effort. Professional
Teacher Education courses are currently offered in two clusters with a culminating experience
of 16 weeks of a student teaching experience. Faculty teaching in these block courses normally
meet at the beginning and end of each semester to discuss levels of organization and changes
that need to address emerging issues and improvement of the program. Portfolio checkpoints
are located at four distinct locations within the program: F300, at the conclusion of Blocks I, II,
and at the exit portfolio during the student teaching semester. At each portfolio checkpoint,
candidates are provided feedback to allow them to continually build and revise their portfolios
up to their student teaching experience. The Physics Teaching Program engages in a continuous
review process and the School of Education Unit Assessment Taskforce receives data from the
unit assessment system on an annual basis for review.
The School of Education Assessment System
A candidate record or file is established for all applicants to the School of Education teacher
education programs. This school-wide assessment system is structured around several data
gathering components. All candidates are assessed at several benchmark points 1) admission to
teacher education with minimum grades in specific course, minimum completion hours,
minimum grade point average, and passing scores on the Praxis I exam, 2) retention in teacher
education based on minimum grade point average, 3) eligibility to student teach, 4) eligibility to
graduate and/or complete requirements for licensure (including passing scores on the Praxis II
exam), 5) completion of a successful student teaching experience, and 6) the completion of a
passing exit portfolio discussed above.
Teacher Education Courses
Below is a list of teacher education courses required of all Physics Teacher Education
candidates. Required content specific pedagogy courses are located in Document # 2. See the
following link for campus course descriptions.
http://bulletin.ipfw.edu/content.php?catoid=1&navoid=5
EDUA F300
EDUC H340
EDUC K201
EDUC K206
EDUC M101
EDUC M201
EDUC M449
EDUC M470
EDUC M480
EDUC M501
EDUC P250
EDUC P253
EDUC Q400
EDUC W200
EDUC X401
Demonstrate the knowledge, skills, and dispositions of a beginning teacher as outlined by the
INTASC Standards.
Program Field Experiences Chart
Course #/Title or
Program
Requirement
M101 (with W200)
Purpose of Field
Experience
M201 (with P250)
Supervised field
experience during
which candidates
apply knowledge
gained in the college
classroom.
30
M201 (with P253)
Supervised field
experience during
which candidates
apply knowledge
gained in the college
classroom.
30
M401 (with M449)
Supervised field
30
Facilitate the use of
technology hardware
and software with
children.
Number of Required
Hours in P-12
Classroom
3
Candidate Required
Tasks
Plan, implement, and
reflect on using
technology (internet
activities and software)
with children.
Use observational data
to experience and
address the candidates’
understanding of the
physical, social, and
intellectual
environments of
secondary classrooms.
Demonstrate evidence
of applying INTASC
standards as well as all
information gained in
coursework.
Use observational data
to experience and
address the candidates’
understanding of the
physical, social, and
intellectual
environments of
secondary classrooms.
Demonstrate evidence
of applying INTASC
standards as well as all
information gained in
coursework.
Plan and implement
experience during
which candidates
apply knowledge
gained in the college
classroom.
M470 (ms practicum)
Demonstrate the
knowledge, skills,
and dispositions of a
beginning teacher as
outlined by the
INTASC Standards.
6 weeks FT
M480 (student teach)
Demonstrate the
knowledge, skills,
and dispositions of a
beginning teacher as
outlined by the
INTASC Standards.
10 weeks FT
content experiences;
perform formal and
informal assessments;
other tasks as assigned
by Cooperating Teacher.
Demonstrate evidence
of applying INTASC
standards as well as all
information gained in
coursework.
Candidates engage fully
in the planning,
implementing, assessing
(e.g., student learning),
and evaluating of the
effectiveness of their
teaching. Demonstrate
evidence of applying
INTASC standards as
well as all information
gained in coursework.
Candidates engage fully
in the planning,
implementing, assessing
(e.g., student learning),
and evaluating of the
effectiveness of their
teaching. Demonstrate
evidence of applying
INTASC standards as
well as all information
gained in coursework.