1. D. Roberts March 05 University of Maryland Undergraduate Education Douglas Roberts Assoc. Chair, Undergraduate Ed.

2. D. Roberts March 05 University of Maryland Physics Majors Total Bachelors awarded Entering Actual: 28 Phys B.S. for Sp 04 ~ 29 total B.S. for year 43 freshmen + 10 trans. F 04 = 53 total F 04 entering ~210 majors

3. D. Roberts March 05 University of Maryland Education Initiatives Majors Lecture Courses –Separate sequence of introductory physics for physics majors –Class sizes of 40~50 students –Taught by some of our best teaching faculty Lab Courses –Again, separate sequence for physics majors –Lab sections with ~12 students Each student uses their own setup –Taught by faculty members, in the lab, not just a TA –Sequence includes in introductory lab course, PHYS 174, designed to lay a foundation in data gathering and analysis Small student : faculty ratio –~200 majors : 70+ faculty –Can provide students with a range of expertise and a variety of research opportunities

4. D. Roberts March 05 University of Maryland Education Initiatives One technique we employ to maintain vibrancy and relevancy of our program is to be flexible and adaptable –As the job market for physicists evolves, we can evolve with it –Not all physics majors will do physics research for their eventual career –The training the receive as physics majors does, however, prepare them for a variety of other things Alternate Areas of Concentration –Professional Track –Education (9 Students) –Meteorology (2 Students) –Biophysics (in process) (2 Students on trial program) –Computational Physics (in process) Physics Minor –Just added this year (used to be a “citation”)

5. D. Roberts March 05 University of Maryland Education Initiatives Pre-Med (Phys 121/122) Innovation –We have an active Physics Education Research Group that has developed material that is currently being employed in our algebra- based introductory physics sequence Replaced traditional TA-led recitation sections with “tutorials” –Focus is on small group interactive activities that develop and reinforce the understanding of the concepts presented in lectures –Still have a problem solving center manned by TAs where students can get assistance with specific homework problems Expanding use of personal response devices (“clickers”) during lecture –Allows instructor to get real-time feedback from the students –Engages students via their direct participation during the lecture –Clickers are currently being used in courses other than 121/122 On-line Homework being used more and more –Trying multiple products –Becoming necessary due to lack of TA support to grade homework manually Slawsky Clinic –Tutoring center available to all students in non-majors introductory sequences –Manned by volunteers/retired physicists and TAs

6. D. Roberts March 05 University of Maryland Education Initiatives Undergraduate Research –As a department, we see the experience gained by students doing directed research with one of our research groups as a valuable component to their education –We encourage all students to get involved in research Currently about 75% of our majors have been involved in research at some point in their careers at Maryland –Variety of research programs gives students a lot to choose from –To graduate with Honors in Physics, students must do a research thesis –Working on a program change proposal to give students the option to substitute the final lab course with a research project Several students currently doing this on a case-by-case basis

7. D. Roberts March 05 University of Maryland Lecture Demonstration Facilities We have one of the best, if not the best, lecture demonstration facilities in the world –http://www.physics.umd.edu/deptinfo/facilities/lecdem/ lecdem.htmhttp://www.physics.umd.edu/deptinfo/facilities/lecdem/ lecdem.htm Demonstrations available for virtually any course, at any level Also a great resource for outreach –“Physics is Phun” program –“Question of the Week” –Physics Olympics

8. D. Roberts March 05 University of Maryland Quality of Physics Majors Physics attracts some of the best students entering the University of Maryland –Average SAT score of 1380 –5 Banneker/Key Fellows (full merit-based fellowship) entered physics in the Fall This is a very high percentage of majors compared to other departments –About 40% of majors receive some kind of fellowship support –About ¼ of our majors are double majors –Donations from the physics faculty are used to offer laptop computers to Banneker/Key Fellows Relatively easy to sell this department –Great academics at state university prices

9. D. Roberts March 05 University of Maryland Where 2004 Graduates Went Graduate School (17) –Physics (8) –Math (3) –Engineering (1) –Education (1) –Astronomy (1) –Geology (1) –Oceanography (1) –Schools: Princeton, MIT, Maryland, Michigan, UC Santa Cruz, Scripps, Johns Hopkins Job Market (10) –Naval Research Lab –NASA –Johns Hopkins Applied Physics Lab –US Patent Office –Local High School

10. D. Roberts March 05 University of Maryland Facilities Undergraduate Physics Lounge –Newly renovated lounge for our undergraduates gives them a place of their own to study and socialize –Computers placed in lounge –Access restricted to physics majors Very active Society of Physics Students Advising available in our Student Services Office (full- time professional adviser, Tom Gleason), as well as faculty advising Departmental “Tea” every day at 3:30 in the lobby –Opportunity for students to faculty to interact outside classroom We want our majors to feel that they are part of a supportive community –It is their department

11. D. Roberts March 05 University of Maryland Things That Need Improvement Lab Equipment / Lab Space –Innovation is being stifled by our inability to update equipment and experiments due to lack of financial support –Several of the experiments in our upper-level labs are dated, and when equipment fails it is difficult to replace (even if there was money to do so) –We are currently at the limit in terms of space and equipment of how many students we can accommodate in our labs Additional program tracks and the physics minor will only tend to exacerbate this problem We don’t see sacrificing the benefit derived from allowing students to work independently on the equipment as a satisfactory solution

12. D. Roberts March 05 University of Maryland Backup Slides

13. D. Roberts March 05 University of Maryland Professional Physics Track

14. D. Roberts March 05 University of Maryland Professional Physics Track

15. D. Roberts March 05 University of Maryland Meteorology Physics Track

16. D. Roberts March 05 University of Maryland Meteorology Physics Track

17. D. Roberts March 05 University of Maryland Education Physics Track

18. D. Roberts March 05 University of Maryland Education Physics Track