Adapting to a Changing World--Challenges and Opportunities in Undergraduate Physics Education

This issue presents status of undergraduate physics education, including the state of physics education research, and, most importantly, to develop a series of recommendations for improving physics education.

The report summarizes and identifies the goals and challenges facing undergraduate physics education and identifies how best practices for undergraduate physics education can be implemented on a widespread and sustained basis, assess the status of physics education research (PER) and discuss how PER can assist in accomplishing the goal of improving undergraduate physics education best practices and education policy.


Contents
Summary
1. Introduction: Physics is Amazing and Practical and Must be Taught Better
Undergraduate Physics Education in a Rapidly Changing World
Technology', Engine of Change
Economic Forces
Changing the Educational Paradigm
Themes
Physics Is Fundamental and Foundational:
Causes for Concern:
Glaring Problems:
Improvements Exist:
Physics Education Research:
Concluding Thoughts
References
2. The Current Status of Undergraduate Physics Education
Section I: The Students
Undergraduate Education in General
Undergraduate Physics Education
Segments of the Physics Student Population
Section II: The Educational Landscape
(1) Instructional Methods
(2) Course Content and Program Structures
(3) Recruiting and Retaining Students from Traditionally Under-Represented Groups
(4) Preparing Future Teachers
(5) Assessment
(6) Faculty Development
Conclusions
References
3. Physics Education Research as a Foundation for Improving Education
A Brief Overview of the Field of Physics Education Research
Key Findings from Physics Education Research
Areas of Current and Emerging Emphasis in Research
1. Student Learning: Understanding. Reasoning, and Problem Solving
2. Learning to Leam Physics
3. The Role of Physical and Social Environments on Learning Physics
4. Participation and Achievement of Students from Groups Traditionally Underrepresented in Physics
5. Preparation of Future Physics Teachers
6. Assessing Progress
7. Scaling and Sustaining Research-Supported Instructional Strategies
Conclusion
References
4. Recommendations
Physics Faculty
Key Recommendation A
Detailed Recommendations for Individual Physics Faculty
Departmental Leadership
Key Recommendation B
Detailed Recommendations for Departmental Leadership
Academic Administrators
Key Recommendation C
Detailed Recommendations for Academic Administrators
Funding Agencies
Key Recommendation D
Detailed Recommendations for Funding Agencies
Education Researchers
Key Recommendation E
Detailed Recommendations for Education Researchers
Professional Societies
Key Recommendation F
Detailed Recommendations for Professional Societies
Conclusions
References
Appendixes
A. Statement of Task
B. Meeting Agendas
C. Biographies of Committee Members