EP3 Events

3 upcoming events

  • Recognizing the Diverse Forms of Expertise That Students Bring to Change Work

    July 10, 2024 | 03:00 PM–⁠03:55 PM EST

    A session of the 2024 AAPT Summer Meeting

    Presented by Robert P. Dalka and Chandra Turpen

    Abstract: Students are partnered with in many different cases of physics departmental change projects, both in course transformation and in larger programmatic change. Students bring diverse forms of expertise and continue to develop their skills as part of these teams. One form of this expertise is tied to their lived experiences within physics programs and their unique perspectives that are not accessible to faculty members. While this form of expertise plays an important role in developing authentic change projects to address students’ needs, framing student expertise only through the “student perspective” limits their ability to bring in other forms of expertise such as community activism, work experiences, and group work skills. In this talk, we will share how this plays out within various change team settings through student and faculty interviews and observations of team meetings. We will illustrate the ways in which what counts as students’ expertise is narrowed, but also how it is expanded, within team processes. Through identifying the impacts on the change efforts pursued, we will identify how teams can recognize the variety of skills that students bring and how students can continue to grow in their expertise.


  • Investigating outcomes for physics faculty in a change leadership institute and characterizing the physics programs that participate

    July 10, 2024 | 12:00 AM–⁠12:50 AM EST

    A session of the Physics Education Research Conference 2024

    Presented by Robert Dalka

    Abstract: The Departmental Action Leadership Institute (DALI) engages physics faculty in professional development centered around improving change efforts within physics programs. As a part of the Effective Practices for Physics Programs (EP3) Initiative, DALI participants participate in a year-long cohort typically made up of two physics faculty representatives from five physics departments. The first cohort of DALI began in the Spring of 2021. Since then, there have been four complete cohorts of DALI with a fifth cohort currently underway. In this paper, we investigate who has participated in DALI as well as the participant outcomes of DALI. The physics programs that participated in DALI often serve small student populations and are primarily undergraduate-focused physics programs. We also find that at the end of DALI, participants feel well prepared to take on many aspects of change work, but report less experience with later stages of the process.

  • Investigation of physics departments' assessment and change practices

    July 10, 2024 | 12:00 AM–⁠12:50 AM EST

    A session of the Physics Education Research Conference 2024

    Presented by Nathalia Sarai Martinez Garcia

    Abstract: It is important that change in physics programs is deliberate, evidenced-based, and engages multiple stakeholders. To assess the state of departmental change practices, the Effective Practices for Physics Programs (EP3) Initiative regularly runs a survey of department chairs to measure departmental cultures of assessment. The 2023 survey received 163 research-consenting responses. This paper presents two claims based on these survey results: (1) assessments are largely not seen as leading to change, although chairs aspire for them to do so, and (2) chairs see substantial room for improvement in how they go about changing the undergraduate physics program, especially when it comes to engaging multiple stakeholders and using data effectively. The significant difference between current and ideal points to areas where shifting the culture within departments could have support from departmental leadership.

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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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