SPIN-UP: How to Increase the Number of Physics and Astronomy Majors in Your Department Robert C. Hilborn Amherst College Support from American Association of Physics Teachers, American Physical Society American Institute of Physics The ExxonMobil Foundation New Faculty in Physics and Astronomy Workshop November 6-9, 2003

Outline  Some statistics on physics and astronomy degrees  The scientific environment for P&A  SPIN-UP: site visits and survey  What makes a department thrive?  Take home lessons

Some Statistics  27-28% of high school students take physics. The % is growing! 50:50 men/women!!  70-75% of US high school students go on to 2- year, 4-year colleges and universities.  BS degrees awarded in math, physical science, engineering declined dramatically beginning in  The number of life science students going on for careers in basic research declined.

Physics Bachelor’s Degree Production Source: AIP Statistical Research Center: Enrollments and Degrees Report, and NCES Digest of Education Statistics

Astronomy Degrees of Astronomy Degrees % of Women in Astronomy Two-year averages

ConcepTest 1 In the US, what is the most probable number of BS/BA physics graduates per year per department? (1) 1-2 (2) 3-6 (3) 7-10 (4) (5) 0 Some data: 760 BA/BS physics depts. About 4000 BA/BS physics degrees per year

National Statistics

The Changing Place of Physics Physics 20th Century 21st Century

Summary of the New Environment Changing role for physics in the universe of science Changing student population demographics preparation interests Changing National Focus emphasis on K-12

A Puzzle Why and how did some physics departments increase the number of undergraduate majors during the 1990s while most experienced substantial declines?

National Task Force on Undergraduate Physics Sponsored by  American Association of Physics Teachers  American Physical Society  American Institute of Physics  ExxonMobil Foundation

National Task Force on Undergraduate Physics J. D. Garcia (U. Arizona) S. James Gates (U. Maryland) Robert Hilborn (Amherst College), Chair Ruth Howes (Ball State), Co-Chair Ken Krane (Oregon State) Elizabeth McCormack (Bryn Mawr) Laurie McNeil (U. North Carolina-Chapel Hill) Jose Mestre (U. Massachusetts) Tom O’Kuma (Lee College) Doug Osheroff (Stanford) Carl Wieman (U. Colorado) Joseph H. Taylor (Princeton) Ex Officio: AIP- J. Stith, J. Hehn APS-J. Franz, F. Stein AAPT-B. Khoury, W. Hein PKAL – J. Narum

Strategic Programs for Innovations in Undergraduate Physics Supported by ExxonMobil Foundation American Institute of Physics American Association of Physics Teachers American Physical Society

Site Visits to 21 “thriving” undergraduate physics programs. Survey (with AIP) all 761 bachelor’s degree granting physics programs in the US (74% response). Report and Analysis: Available through AAPT web page (Projects -> National Task Force on Undergraduate Physics) Physics Today, September 2003

ConcepTest 2 What is the median number of physics bachelor’s degrees awarded per Ph.D.- granting department in the U.S.? (1) < 6 (2) 6  N  12 (3) 13  N  20 (4) >20

Physics Department Statistics Department Type Average Degrees per Dept. Median Bachelor’s3.22 Master’s4.74 Ph.D.10.78

“Thriving” Undergraduate Physics Programs Produce > 4-5 times the national average of physics bachelor’s degrees (for their type of institution). Actively engage students in the life of the department, including research. Are viewed as excellent departments for both majors and non-majors.

Site Visit Departments Angelo State University University of Arizona Bethel College Brigham Young University Bryn Mawr College Colorado School of Mines Cal State San Luis Obispo Carleton College Grove City College Harvard University University of Illinois University of Wisconsin-LaCrosse Lawrence University North Carolina State Univ. North Park University Oregon State University Reed College Rutgers University SUNY-Geneseo University of Virginia Whitman College Site visit teams employed about 65 physics volunteers. Could have done another 20 +/-

Trial Site Visit 2000 PhysTEC Site Visit 2000 SPIN-UP Site Visit

What is a physics program? Recruitment, advising, mentoring students. Engaging students in research. Providing appropriate and excellent courses for all students, not just majors. Talking to and getting feedback from your students and to faculty in their home departments. Building a sense of community among physics students and faculty? Informing students about and preparing them for diverse careers.

What Makes an Undergraduate Physics Program Thrive? Strong and sustained departmental leadership Well-defined sense of mission Recruit and retain students Challenging and supportive program Career information - alumni Introductory courses Prof. development and mentoring Multiple-tracks/options Research experiences – early and often Emphasis on the entire program of the department, large fraction of the faculty engaged.

 I was hired to do research.  My evaluations are great – of course my students are learning!  “Reform” is just dumbing down the curriculum. (see quote from Lloyd Taylor, 1938) The Resistance

Some SPIN-UP Survey Results  500/759 physics departments graduate < 5 majors/year 54 Ph.D.-granting 42 masters-granting 394 bachelors-granting  The undergraduate program is remarkably “standard” across institutions.  84% of the departments offer several alternative “tracks.”  Some correlation (with exceptions) between recruitment, community-building, career and professional development and number of bachelors degrees awarded.  60% report “significant” changes in curriculum over the last several years.

28 “Big Losers” tend to blame “external factors” 7 “Big Gainers” Recruitment, retention efforts Reformed curricula and pedagogy, particularly at introductory level Multi-track, flexible majors’ program The Physics Teacher, March, 1999 Bob Ehrlich’s Survey of Departments with Large  N/N

Connections Sheila Tobias “Revitalizing Undergraduate Science” (1992) Alan Tucker, “Models That Work,” MAA site visits to undergraduate math programs – Jim Collins “From Good to Great” (2001).

Take Home Messages  A physics program is more than the courses.  The department is the critical unit for change.  All reform is ultimately local. One size does not fit all.  “Revitalization” is never finished.