they won’t all grow up to be you: preparing students for ...€¦ · they won’t all grow up to...
TRANSCRIPT
They Won’t All Grow Up to Be You: Preparing Students for
Diverse Careers APSandAAPTJointTaskForceonUndergraduatePhysicsPrograms
LaurieMcNeilandPaulaHeron,co-chairs
Joint Task Force on Undergraduate Physics Programs CommissionedbytheAmericanPhysicalSocietyandtheAmericanAssociationofPhysicsTeacherstoprovideareportansweringthequestion:
Whatskillsandknowledgeshouldthenextgenerationofundergraduatephysicsdegreeholderspossesstobewellpreparedfora
diversesetofcareers?
Providingguidancetophysicistson:• Revisingundergraduatecurriculum• Educatingadiversestudentpopulation• Improvingcontent,pedagogy,professionalskills,and
studentengagement
compadre.org/phys21
DouglasArion,CarthageCollegeWalterBuell,TheAerospaceCorporationS.JamesGates,UniversityofMarylandSandeepGiri,GoogleInc.ElizabethMcCormack,BrynMawrCollegeHelenQuinn,StanfordLinearAcceleratorCenterQuintonWilliams,HowardUniversityLawrenceWoolf,GeneralAtomicsAeronauticalSystems
J-TUPPMEMBERSHIP
Notpictured:SandeepGiri
Societyliaisons:TedHodapp,APSReneeMichelleGoertzen,APSBethCunningham,AAPTBobHilborn,AAPT
PaulaHeron,co-chair,UniversityofWashingtonLaurieMcNeil,co-chair,UniversityofNorthCarolina,ChapelHill
TIMELINE• TaskForceformed:Summer2014• Initialmeeting:November2014• Data-gathering,(initial)reportdrafting:2015• Secondandthirdmeetings:April,December2015• Completedreport:Spring2016• Reviewandrevision:Summer2016• Finalreport:October2016• PhysicsTodayarticle:November2017
AFEWFACTS
• 7500peoplegraduatewithbachelor’sdegreesinphysicseachyear• 350peoplearehiredasphysicsfacultymemberseachyear• 5%ofallphysicsbachelor’seventuallyendupasphysicsprofessors• 40%ofbachelor’sgraduatesentertheworkforceimmediately
• 61%workintheprivatesector• 13%workincollegesanduniversities• 8%workinhighschools• 6%workinthemilitary• 5%workinciviliangovernmentornationallaboratories
• 35%ofphysicsPhDholdersworkin4-yearacademicinstitutions
Variousreports,AIPStatisticalResearchCenter
ISTHEREAPROBLEM?
Mostdepartmentspreparestudentsprimarilyforacademiccareersanddonotdoanythingspecialtopreparestudentsforotherpaths.
Tacitassumption:theskillsandknowledgeneededforthosecareersdevelop“automatically.”
Inspiteofthislackofattention,physicsgraduatesaresuccessfulinawidevarietyofcareers(includingacademia).However,ManygraduatesandtheiremployersreportthattheywereunpreparedinseveralkeyareasGraduatesinrelateddisciplinesarebetterpreparedtocompeteforjobs
Variousreports,AIPStatisticalResearchCenter
THECHALLENGEFORPHYSICSDEPARTMENTS
Tobetterpreparestudentsfordiversecareersdoesnotmeanabandoningtherigoroustechnicaleducationthatmakesaphysicistaphysicist,nordoesitmeanregardingyourprogramasprovidingonlyvocationaltraining.Itdoesmeanevaluatingwhetheryourdepartmentisdoingitsbesttopreparestudentstocompetewithgraduatesinotherfields(suchasengineering)fordesirableemploymentandcareeroptions.Itdoesmeanthatweshouldconsiderreframingeducationinthecontextofhowitisusedbyourstudents.
DATASOURCESFORJ-TUPPREPORT
Reportsfrom:• otherdisciplines,e.g.,VisionandChangeinUndergraduateBiologyEducation
• professionalassociations,e.g.,theAAC&U• industry,e.g.,theDanielGroup’ssurveyofemployers• theAIPCareerPathwaysProject• AIPStatisticalResearchCenter
TwooriginalstudiescommissionedbyJ-TUPP
PhysicsMajorsintheWorkforce(R.E.Scherr,SeattlePacificUniversity)DepartmentalCaseStudies(S.Chasteen,ChasteenEducationalConsulting)
DATASOURCESFORJ-TUPPREPORTcont.
Consultantswithknowledgeofdifferentemploymentsectors• CrystalBailey(APSCareerProgramsManager)• CynthiaBauerle(workedon“Vision&Change”)• RomanCzujko(AmericanInstituteofPhysics)• BobDoering(TexasInstruments)• MilesFinn(Start-upsandIPlaw)• BarbaraJones(IBM)• DuncanMoore(UniversityofRochester)• MonicaPlisch(APS&PhysTEC)• KendraRedmond(SPS)• JohnRumble(APSFIAPChair)• KathrynSvinarich(KetteringUniversity)
WHATDOEMPLOYERSWANT?
1.Theabilitytoworkwellinteams—especiallywithpeopledifferentfromoneself2.Anunderstandingofscienceandtechnologyandhowtheyareusedinreal-worldsettings3.Theabilitytowriteandspeakwell4.Theabilitytothinkclearlyaboutcomplexproblems5.Theabilitytoanalyzeaproblemtodevelopworkablesolutions6.Anunderstandingofglobalcontextinwhichworkisnowdone7.Theabilitytobecreativeandinnovativeinsolvingproblems8.Theabilitytoapplyknowledgeandskillsinnewsettings9.Theabilitytounderstandnumbersandstatistics10.Astrongsenseofethicsandintegrity11.Abilitytomakedecisionsandsolveproblems12.Abilitytosellorinfluenceothers13.Abilitytoplan,organizeandprioritizework
CONCLUSIONSFROMMANYSTUDIES
• Physicsgraduatescanchoosemanycareers:bringflexibility,problem-solvingskills,technologyexposure
• Technicalskillbaseshouldbeexpanded:morecomputationalanalysistools,esp.industry-standardpackages
• Weneedtobettercommunicatethecapabilitiesofphysicsgraduates:privatesector,government,industrialpositions
• Physicsgraduateswouldbenefitfrombroaderengagementwithindustry-typework:internshipsandappliedresearchprojects
• Physicsgraduateswouldbenefitfrommoreconnectionintheireducationbetweenphysicscontentandinnovation
• Needbetterpreparationinworkplaceskills:teamwork,communication,basicbusinessunderstanding
INCENTIVESFORCHANGEAttract,retain,andbetterpreparestudents• Studentsexpectrelevance,authenticity,application• Clearconnectionbetweenmajoringinphysicsandrewardingcareerswillattractmorediversestudents(incl.1st-generationcollege-goersandURMs)
• Clearconnectionbetweenmajoringinphysicsandsolvingsocietalproblemswillattractmorediversestudents(esp.women)
• NGSSprovideslearningexperiencesdefiningproblems,investigating,analyzingandinterpretingdata,developingandusingmodels,applyingscientificknowledge,communicatinginformation:studentswillexpectthis
• Enhancingcareerskillsalsoenhancespreparationforgraduateschool
Attractnewresources• Connectingresearchwithtopicsofinteresttoprivatesectorcanhelpestablishnewcollaborationsandnewsourcesofresearchfunding.Evenesoterictopics(seeGoogleX,MicrosoftStationQ)
• Preparinggraduatesforsuccessinhigh-payingjobscanleadtogenerousalumniandcorporatesupportforprograms
Improveprogramimpact• Enhanceconnectionswithotherdisciplines,jointresearchprojectsanddoublemajors
• Enhancereputation,recruitexcellentfacultywithwiderangeofresearchinterests.o Increasedenrollmentallowsgrowthinfacultynumberso Broadresearchportfoliomakesdepartmentattractive
INCENTIVESFORCHANGEcont.
WHATTHEREPORTCONTAINS• Viewofthelandscape:statistics,otherdisciplines,pressuresfacedbyphysicsprograms,findingsfromstudiesofemploymentandworkplaceskills
• Thecaseforchange• Knowledge,skillsandattitudesneededforsuccessintheworkplace• Learninggoalsforphysicsprogramsforcareerpreparation• Approachestoachievethelearninggoals
• Modifyingcourseswithintheexistingcurriculum• Modifyingthecurriculum(changingrequirementsofthemajor)• Infusingnewskillsintothesis/researchrequirements• Creatingnewtracksorprograms• Utilizingco-curricularactivities
• Howtoaccomplishprogrammaticchange• Roleofprofessionalsocietiesandfundingagencies• Casestudiesofsuccessfuldepartments
LEARNINGGOALSFORPHYSICSPROGRAMSPhysics-specificknowledge,e.g.• Basiclawsofphysics• Mathematicalrepresentation• Problem-solving,includinginappliedareasScientificandtechnicalskills,e.g.• Solvebothwell-posedandill-posedquestionsandproblems.• Competencyinbasicexperimentaltechnologies• Codingcompetency:writeandexecutesoftwaretoexplore,simulateormodelphysicalphenomena
• Softwarecompetency:learnanduseindustry-standardcomputational,design,analysisandsimulationsoftware
• Dataanalyticscompetency:analyzedata(incl.statisticalanduncertaintyanalysis),distinguishbetweenmodels,presentresultsappropriately
Communicationskills,e.g.• Communicatewithaudiencesfromdifferentcultureswithmaximumimpact• Orallycommunicatephysicsandtechnologyconceptstoscientistsandnon-scientists
• Organizeandcommunicateideasusingwords,mathematicalequations,tables,graphs,pictures,diagramsandothervisualizationtools.
Professional/workplaceskills,e.g.• Collegialityandcollaborationindiverseteams• Awarenessofstandardpracticesforeffectiveresumesandjobinterviews• Criticallifeskills:completingworkontime,listening,optimism,timemanagement,responsibility,culturalandsocialcompetence,…
• Awarenessofcareeropportunitiesandpathwaysforphysicsgraduates
LEARNINGGOALSFORPHYSICSPROGRAMScont.
APPROACHESTOACHIEVETHELEARNINGGOALSModifycourses• Incorporateapplicationofphysicsprinciplestoindustrialprocessesand
commercialdevicesintolabexercises• Incorporateindustry-standardsoftware(CAD,LabView,OSLO,…)• Homeworkproblemsinvolvingreal-worldandcross-disciplinary
applications• Organizecoursearoundaspecifictechnology
Usesolarcellstoteachquantummechanics,thermalphysics,optics,E&M,solidstatephysics,etc.
• Open-endedlabprojectstobuildteamworkandprojectdefinitionandmanagementskills
APPROACHESTOACHIEVETHELEARNINGGOALScont.Modifycurriculum• Makemajormoreflexibletomeetdifferentcareergoals(gradschool,
engineeringjob,entrepreneurialefforts,highschoolteaching)• Substitutecoursesfromspeech,business,technicalandcreativewriting,
engineering,computerscience,philosophy(ethics/reasoningskills)forsomestandardorelectivecourses
• Encouragemorestudentstotakeindustry-relatedcoursesaselectives:solidstate,optics,electronics
• Adopt“communicatinginthediscipline”requirementwithinthemajor:labcourses,capstonecourses,studentresearchpresentation
• Guidestudentstosatisfygeneraleducationrequirementswithcoursesthatofferprofessionaldevelopment
APPROACHESTOACHIEVETHELEARNINGGOALScont.Infusenewskillsintothesis/research/capstonerequirement• Commercial/appliedresearchprojects• Commercialsoftwarepackages• Makerspacestodesign,developandtestproductsorsolutions• Presentationsofresearchfindingstovariedaudiences(includingnon-
scientists)• Seniorseminarincludingresume-writingandinterviewing,presentationsby
physicistsinvariedcareers
Createnewtracksorprograms• Appliedphysics• Entrepreneurship• Teachereducation• Jointprogramswithengineering,CS,medicine,graphicarts,…
APPROACHESTOACHIEVETHELEARNINGGOALScont.Utilizeco-curricularactivities• Speakers(incl.alumni/ae)onindustrial/appliedphysicstopics,meetw/
students• SPSactivitiesforprofessionaldevelopment,incl.fieldtrips• Extra-departmentalevents:speakers,tradeshows,localprof.society
chaptermeetings(IEEE,OSA,AAPT,…)• Internships/co-ops• CareerServicesofficeforresume-writing,interviewing,jobsearch
techniques,etc.
ACCOMPLISHINGPROGRAMMATICCHANGEGettoknowyourstudentsandthejobsavailabletothem• Askstudentsabouttheircareerinterestsearly(firstyear).• Trackhowinterestschangeastheymovethroughthecurriculum.• Useexitinterviews:howdidprogramhelpcareerawarenessandinterest?• Monitorwherestudentsgoimmediatelyandseveralyearslater.• Surveyalumni/ae:whatpartsoftheprogramhavehighvalue,whichparts
havelittlevalue?
Adoptlearninggoals• Bebold!Youcandomorethanyouthink.Considerreversecoursedesign.• Goalscanbeaddressedatmultiplepointsinaprogram.• Beawareofcareersyourgraduatescouldhave,aswellasthosetheydo.• Begindepartmentalconversationsonthesetopics• Notallskillsmustbemastered,forsomeexposureisenough.
ACCOMPLISHINGPROGRAMMATICCHANGEcont.Maplearninggoalstotheexistingprogram• Howcanstudentsworktowardthegoals?• Howcantheydemonstratetheirachievementofthosegoals?• Arethereimportantlearninggoalsnotsupportedbytheprogram?• Arethereprogramcomponentsthatdon’tsupportimportantlearning
goals?• Whatgoalscanbeaddressedbysmallchanges(coursetweaks,alumni/ae
speakers)?• Whatgoalsneedstructuralchange(flexiblemajor,internships)?
ACCOMPLISHINGPROGRAMMATICCHANGEcont.Developaplanandimplementit• Goafterthelow-hangingfruitfirst.• Identifyateamandatimeline.• Identifyandcultivatepartnerships(otherunits,employers,careercenter,…).• Defineresourceneeds(includingfacultydevelopment).• Relateinitiativestolargerinstitutionalcontext.Assesstheresultsandusethemtoinformfurthermodifications• Directevidence:performanceofcurrentstudents• Indirectevidence:fromalumni/aeandemployers• Fine-grainedoutcomes:e.g.specificphysicsknowledge• Program-leveloutcomes:e.g.professional/workplaceskills• Continuedepartmentaldiscussions• Documentchanges
THEJ-TUPPMESSAGE
• Beself-aware!Veryfewdepartmentsalreadymeetallthesegoals,sowearenotservingourstudentsaswellaswecould.
• Bebold!Considernewdesignaswellasincrementalchange—pushtheenvelope.
• Bealeader!Promoteaculturewhereinnovationisencouraged,sustainedwhenitsucceeds,toleratedwhenitfails.
• Worktogether!Thedepartmentistheunitofchange• Iteratecontinuously!One-timechangewillnotresultin
sustainedimprovement.• Stealfromthebest!Adoptsuccessfulmodelsfromother
institutions.• Assessanddocument!Useevidencetoimprove.
Todownloadthereport:compadre.org/phys21
BPUPP:BestPracticesforUndergraduatePhysicsPrograms
CHARGE1.Developaguideforself-assessmentofundergraduatephysicsprogramsfoundedondocumentedbestpracticeslinkedtomeasurableoutcomes.
Theguideshouldprovideaphysics-community-basedresourcetoassistprogramsindevelopingacultureofcontinuousself-improvement,inkeepingwiththeirindividualmission,context,andinstitutionaltype.Theguideshouldincludeconsiderationsofcurricula,pedagogy,advising,mentoring,recruitmentandretention,researchandinternshipopportunities,diversity,scientificskilldevelopment,career/workforcepreparation,staffing,resources,andfacultyprofessionaldevelopment.
2.RecommendaplanforongoingreviewandimprovementofthisguideundertheoversightoftheAPSCommitteeonEducation(COE).
www.aps.org/bpupp
BPUPP:BestPracticesforUndergraduatePhysicsPrograms
TaskForceMembers• DavidCraig,Co-Chair,LeMoyneCollege• MichaelJackson,Co-Chair,MillersvilleUniversityofPennsylvania• CourtneyLannert,SmithCollegeandUniversityofMassachusettsAmherst• RamonLopez,UniversityofTexasatArlington• StevenPollock,UniversityofColoradoBoulder• WillieRockward,MorehouseCollege• GayStewart,WestVirginiaUniversity• GubbiSudhakaran,UniversityofWisconsin-LaCrosse• KathrynSvinarich,KetteringUniversity• CarlWieman,StanfordUniversity• LawrenceWoolf,GeneralAtomicsAeronauticalSystems,Inc.APSStaffLiaisons• TheodoreHodapp,DirectorofProjectDevelopment• SamMcKagan,ProjectManagerAAPTStaffLiaison• BobHilborn,AssociateExecutiveOfficer