Abstract
Successful employees in the optics industry have characteristics that are not frequently emphasized in undergraduate physics programs.
Highlights
In order to prepare physics students for a diverse range of career paths, educators need to recognize possible paths and provide opportunities aligned with what makes employees successful [1]
III B, our findings are examined by theme to look at emergent trends across the experiences described in Sec
While this paper focuses on findings from the perspectives of new hires, we critically examine the strengths and limitations of methods of descriptive analysis for use in physics education research (PER)
Summary
In order to prepare physics students for a diverse range of career paths, educators need to recognize possible paths and provide opportunities aligned with what makes employees successful [1]. Students taking physics courses can pursue a variety of careers. College students take physics in a variety of programs including 4-year colleges and universities as well as community colleges. Even for physics majors at 4-year universities, contrary to popular student and often faculty beliefs, graduate school is not their only option. Of the over 7430 physics bachelors degrees awarded in 2013–14 and surveyed a year later by the American Institute of Physics (AIP), 41% entered the workforce and did not attend a graduate or professional school [2]. Over half of physics bachelor’s graduates entering the workforce obtained jobs in the private sector [3]. The most common jobs for physics bachelor’s recipients were in the fields of engineering or computer science [4]
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