Assessing the changing face of the physics major: A case study

Abstract

This paper focuses on a case study of significant change and reorientation within the curriculum and subsequent course progression of the physics program at American University. The change and reorientation of the curriculum was based on data obtained from comparative research of 22 national undergraduate programs in physics. Two major categories of national institutions were researched: (1) universities without graduate programs in physics, and (2) liberal arts colleges. Data from this research includes course offerings, major requirements, and electives offered. The changes and reorientation within the physics program at American University included the modification and extension of course offerings to provide a more robust and well- rounded curriculum. A new "track" was implemented allowing students to choose a concentration within the major that most closely aligns with their future plans. The changes were further designed to provide students with increased knowledge of physics along with the technical, scientific, and academic skills required to achieve success in later academic programs or in technical fields in the workforce. The skills targeted were selected based on national trends in employment of physics degree recipients. An assessment indicating the progress of the changes made to the program will be presented. The assessment is based on increased numbers of enrollment, retention, and graduation of physics majors and minors; course evaluation surveys completed by students; and post-graduation surveys. The current assessment occurred within the third year of an ongoing six-year departmental plan. The implementation of the planned changes and assessment of the associated results is ongoing. Based on the current implementation of the program changes and the associated assessment data, the success of this reorientation could represent a model adaptable for use by science, engineering, and technology programs at other institutions.