Undergraduate Physics programs are under increasing pressure from university and college administrations, industry and funding agencies to better educate and train our students at all levels, from our introductory courses to our advanced senior level courses. The expectations for our programs have changed, and evidence is mounting that they need revitalization; in particular, most programs have a small number of majors with respect to faculty size, and many faculty and students have expressed dissatisfactions with their experiences, particularly in the introductory courses.
The results of research on physics education and on the problem of attracting and retaining students from varied backgrounds (including women and minorities) imply that many of our programs can be improved by:
- Incorporating the results of physics education research (and other relevant work) in the classroom, laboratory, discussion groups, and electronically;
- Encouraging mentoring relationships, especially via research participation with faculty members;
- Reaching out to students who do not major in the sciences;
- Providing flexible programs that connect physics to other disciplines and professions.
The recent NSF report "Shaping the Future" recommends that each science department "Set departmental goals and accept responsibility for undergraduate learning, with measurable expectations for all students; offer a curriculum engaging the broadest spectrum of students; use technology effectively to enhance learning; work collaboratively with departments of education, the K-12 sector and the business world to improve the preparation of teachers (and principals); and provide, for graduate students intending to become faculty members, opportunities for developing pedagogical skills."
This meeting was intended to help Department Chairs provide the leadership needed to advance their programs along these lines. The program included invited talks, breakout sessions, and informal opportunities for participants to benefit by sharing ideas and experiences informally chairs from other institutions. Some participants provided brief summaries of innovations from their own institutions.
This document contains the Conference Program, brief summaries of many of the invited talks, and reports of the breakout discussion groups. We also include the titles of the contributed innovations.
Improvements in undergraduate education should take advantage of the results of physics education research. There is now considerable evidence that so-called active engagement methods offer the possibility of substantially better student learning and attitudes. Eric Mazur (Harvard), Edward F. Redish (Maryland), and Lillian McDermott (Washington) informed us about this research, and provided hands-on experiences to show us how it can be done.
Since physics as a profession cannot accommodate large numbers, it is clear departments wishing to attract more students must actively work to build links to other professions and disciplines. Examples of ways in which some departments are doing this were provided by Joseph Pifer (Rutgers), Vijendra Agarwal (Moorehead State), and Lyle Roelofs (Haverford).
Substantial curricular innovations at the introductory level in large departments were discussed by David Campbell (Illinois) and Louis Bloomfield (Virginia). Overviews of programs at the National Science Foundation were provided by Duncan McBride and Bob Eisenstein.
Successful undergraduate programs that include women and minorities require substantial attention to mentoring and advising. James Stith, Neal Abraham, and Priscilla Auchincloss discussed successful programs that can make a real difference in this area. Stewart Smith (Princeton) showed how a universal requirement of undergraduate research can succeed with students having a wide range of abilities and interests.
Many other issues were discussed through breakout sessions of about 20 participants. If undergraduate education is to be taken seriously, reward systems for faculty members should reflect an institutional commitment in this area. Our concerns must include courses for non-majors. We need to test our efforts by becoming better informed about student assessment and measurement of learning. And we need to utilize undergraduate research more frequently as a way of facilitating student intellectual and personal development.