Bulletin of the American Physical Society
2008 APS April Meeting and HEDP/HEDLA Meeting
Volume 53, Number 5
Friday–Tuesday, April 11–15, 2008; St. Louis, Missouri
Session L4: Why We Should Double the Number of Undergraduate Degrees in Physics |
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Sponsoring Units: FEd Chair: Cathy Mader, Hope College/APS Room: Hyatt Regency St. Louis Riverfront (formerly Adam's Mark Hotel), Promenade B |
Sunday, April 13, 2008 1:30PM - 2:06PM |
L4.00001: Statistics and Rationale for the Doubling Initiative Invited Speaker: The early 1960's saw a huge increase in the number of physics majors, reaching an all time peak of just over 6000 per year. While the number plummeted in the next four decades, it has finally seen a resurgence to just above 5000. The American Physical Society along with the American Association of Physics Teachers recently endorsed a call to double the number of undergraduate physics majors over the next decade. The main focus of this effort is to increase both the number of high school physics teachers and the fraction of women and under-represented minorities studying physics. In addition, a physics degree prepares an undergraduate with excellent skills that will serve her or him for a variety of occupations both in the sciences and in other fields. This talk will explore some of the data on physics majors and the rationale for taking the bold step of suggesting we double the number. Sputnik helped catalyze the nation 50 years ago -- What is the Sputnik of today? Bring your thoughts and questions... we hope for a lively discussion. [Preview Abstract] |
Sunday, April 13, 2008 2:06PM - 2:42PM |
L4.00002: SPIN-UP and the Recent Increase in the Number of Undergraduate Physics Majors Invited Speaker: The SPIN-UP report [R. C. Hilborn, R. H. Howes, and K. S. Krane, \textit{Strategic Programs for Innovations in Undergraduate Physics: Project Report} (American Association of Physics Teachers, College Park, Maryland, 2003) (http://www.aapt.org/Projects/ntfup.cfm) analyzed 21 undergraduate physics programs that had achieved growth in the number of undergraduate majors in the late 1990s when most physics departments had experienced substantial declines. The report identified several common features of ``thriving'' undergraduate physics programs. Subsequently, many departments have used the SPIN-UP report to develop plans to enhance their undergraduate programs. (See the AAPT publication \textit{Guidelines for Self-Study and External Evaluation of Undergraduate Physics Programs}.) In this talk I will present an analysis of several physics programs that have achieved substantial (80{\%} or more) growth in their undergraduate programs in recent years. The principles identified in SPIN-UP seem to explain the growth in these departments' programs. [Preview Abstract] |
Sunday, April 13, 2008 2:42PM - 3:18PM |
L4.00003: Undergraduate Program at the University of Washington Invited Speaker: The University of Washington Department of Physics has one of the largest undergraduate programs in the country. The students enter the program at various times of the year, with varied amounts of credit toward their degree, at various levels, and with varied career goals. The program is designed to allow these students to proceed as expeditiously as possible to complete their degrees and to pursue a wide a set of possible career goals ranging from graduate study in physics to employment in the private sector. The Department has a minimal core program which is offered several times a year to allow students to enter the program at different times of the year and to fill out their program with courses appropriate to their goals. Other important features include a strong advising program, a rich set of advanced laboratory courses which are of special importance for students headed to the private sector, and a physics education program which provides support for the program generally and opportunities for majors to participate in lower level instruction. The Department is attempting to strengthen the sophomore level courses (with consequent implications for the more advanced courses) and to ensure that students are better prepared for the courses they undertake. [Preview Abstract] |
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