EP3 Events

4 upcoming events

  • Supporting Physics Departments for Planning and Implementing Transformational Change

    March 04, 2024

    A session of the APS March Meeting 2024

    Presented by Joel C Corbo

    As part of the Effective Practices for Physics Programs (EP3) initiative, a joint effort of APS and the American Association of Physics Teachers, we have been running Departmental Action Leadership Institutes (DALIs), which support physics faculty members and their departments in implementing changes to their undergraduate programs. Starting in January 2021, two faculty members from each of five departments joined the first DALI cohort. They were charged with leading cross-constituency teams in their departments to engage in a change effort, following the Departmental Action Team (DAT) model. This DALI started with a virtual kickoff workshop followed by twice monthly meetings and the opportunity for individual consultations with the DALI facilitators. These activities were designed to to help the DALI participants engage in a change effort, support a high-functioning team, interface with external stakeholders, and develop change agency. In total, we have successfully run 4 DALI cohorts to date, with cohort 5 in process and cohort 6 planned to launch in May 2024 (given adequate funding). Taken together, these 6 cohorts included participants from 30 physics programs in the United States and Canada. In this presentation, we will describe the goals and structure of the DALIs, present our findings with respect to DALI's impacts on participants and their departments, and discuss our plans for the future of the DALI model.

  • The EP3 Initiative and its Role in Advancing Departmental Change Efforts

    March 05, 2024

    A session of the APS March Meeting

    Presented by Michael Jackson

    The Effective Practices for Physics Programs (EP3) initiative (ep3guide.org) is a grassroots effort developed for, and by, department leaders and change agents.  Its goal is to facilitate departmental-led efforts to improve physics programs based on practices deemed effective either through research or by community practice.  The next phase of this initiative involves (1) investigating how individuals and programs have used the EP3 Guide’s content to improve elements of their department and (2) learning how to better support departments in using the EP3 Guide.

    This “How Departments are Supporting the Future of Physics” session, sponsored by the APS Forum on Education, highlights a range of change efforts that departments have successfully implemented.  Following a brief overview of the EP3 Guide, we will explore some of the strategies that will be highlighted in this session’s presentations and examine their alignment with the EP3 Guide’s content.  In highlighting the success these physics programs have had, we will identify ways departments have implemented the EP3 Guide’s content.

  • Don't Fall off the Enrollment Cliff!: EP3 Office Hours for Faculty

    March 05, 2024

    A session of the APS March Meeting 2024

    Presented by Michael Jackson

    As you reflect on the current state of your department, how do you approach student recruitment and retention? How will you be impacted by demographic trends, such as trends in the diversity of incoming students and/or the predicted "demographic cliff" as fewer students graduate high school as a long-term result of decreasing US birth rates? Take a short break from the wonders of physics to join colleagues and authors of the Effective Practices for Physics (EP3) Guide for informal discussions around how to empower your department to be ready to face the challenges of the higher education landscape.

  • EP3 Guide and opportunities for physics education research (PER)

    April 03, 2024–⁠April 06, 2024

    A session of the 2024 APS April Meeting

    Presented by Michael Wittmann

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This material is based upon work supported by the National Science Foundation under Grant Nos. 1738311, 1747563, and 1821372. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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