May 18, 2021  
2019-2020 Academic Bulletin 
    
2019-2020 Academic Bulletin [ARCHIVED CATALOG]

Physics Education BS


This degree seeks to develop students for teaching physics at the secondary school level with optimal content, methods, and results consistent with evidence-based active learning and the needs of modern students. Students with interest and aptitude in physics and the desire to empower future generations with its exciting concepts, applied successes, and practical skills will find the Physics Education BS to be a strong preparation for teaching physics in SDA and other private or public secondary institutions. This baccalaureate degree is sufficient to enter into high school teaching; however, a master’s degree is preferred by many school systems and, without it, teachers are often required to make annual progress towards completing it. Students typically complete this program in 4.5 years, including Michigan Teaching Certification (in collaboration with the School of Education [College of Education & International Services]).

NOTE: This major is designed to connect with multiple pathways to licensure:

  • North American Division SDA Teaching Certification.
  • State Alternative Licensure Paths.
  • In-state Preparatory Programs for Secondary Teacher Certification by the Michigan Department of Education and recognized by the National Science Teachers Association (coordinated by the School of Education [College of Education & International Services]).

Total Credits - 124


Major - 40


Student Learning Outcomes


Upon completion of the Physics Education BS, students will demonstrate:

  • Evidence-based knowledge of pedagogical principles, methods, and content effective in transmitting physics concepts, problem-solving, critical thinking and analysis, and applied results (instructing students with learning plans designed for 12 or more students).
  • Curriculum development and engaging instructional skills in various in-classroom and in-lab physics practica (applying physics knowledge for learners to access information in real world settings and assure learner mastery).
  • Assessment of student learning in physics, reflection on practice, and modifications that support student diversity (integrating assessment, planning, and instructional strategies).
  • Awareness of whole-student development in physics curricula as they pertain to practical, social, and civic contexts (participating in creating safe and supportive learning environments in diverse cultures, with discernable commitment to the ethical and professional dimensions of teaching).