Physics Program
Physics
Bachelor of Science
As the most fundamental of the sciences, physics will amaze you, expand your mind, and prepare you for a surprising variety of occupations. This highly flexible major can take you in a direction that fits your interests.
In KU’s on-campus observatory, planetarium, and physics laboratories you’ll apply theoretical knowledge from your classes to create your own projects, using sophisticated technology to study motion, astronomy,
Your hands-on guided learning can prepare you for careers as varied as R&D in industry and government, data analytics, national security, secondary school teaching, computer programming, and many other technology careers. Kutztown graduates work in the fields of telecommunications or electronics, as well as earning graduate degrees in physics, engineering,
Department of Physical Sciences faculty-guided student research explores areas as diverse as:
- Astrophysics
- Atomic, Molecular, and Optical Physics
- Nanoscale and Mesoscopic Physics
- Optics
- Statistical Physics
- String Theory
The minor in physics can be completed in combination with any other major degree program by taking 20 semester hours of physics courses.
Additionally, Kutztown University offers a Bachelor of Science in Secondary Education in Physics or Physics and Mathematics.
For more information on
Program Checksheets
Sample Career Options
- Accelerator Operator
- Data Analyst
- High School Physics Teacher
- IT Consultant
- Lab Technician
- Research Associate
- Software Developer
- Systems Analyst
- Web Developer
Student Learning Outcomes
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Physics (BS)
- Upon completion of the B.S. Physics program, students will be able to demonstrate fundamental knowledge in core areas of physics.
- Upon completion of the B.S. Physics program, students will be able to demonstrate experimental and computational skills required of a physicist in higher education or industry.
- Upon completion of the B.S. Physics program, students will be able to demonstrate effective scientific communication through oral, written, and visual mechanisms.
- Upon the completion of the B.S. Physics program, students will be able to demonstrate analytical and problem-solving skills.
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Teacher Certification Programs (B.S.Ed)
(includes Elementary Education, Secondary Education and Special Education programs)
All initial teacher certification programs use the ten InTASC standards (required by CAEP accreditation) as their Student Learning Outcomes (SLOs). The ten InTASC standards are organized in 4 domains (The Learner and Learning, Content Knowledge, Instructional Practice, and Professional Responsibility).
- Learner Development - The teacher candidate will understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
- Learning Differences - The teacher candidate will be able to use understandings of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
- Learning Environments - The teacher candidate will be able to work with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
- Content Knowledge - The teacher candidate will be able to understand the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
- Application of Content - The teacher candidate will be able to understand how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
- Assessment - The teacher candidate will be able to understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher candidate's and learner's decision making.
- Planning for Instruction - The teacher candidate will be able to plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
- Instructional Strategies - The teacher candidate will be able to understand and use a variety of instructional strategies to encourage learners to develop
deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. - Professional Learning and Ethical Practice - The teacher candidate will be able to engage in ongoing professional learning and use evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
- Leadership and Collaboration - The teacher candidate will be able to seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.