Degree Tracks

Degree Tracks


Evidence to support these practices comes from numerous sources that are summarized in the SPIN-UP [1] and Phys21 [2 and 3] reports, as well as data collected by the AIP Statistical Research Center [4]. The case studies in references 1 and 2 demonstrate the positive impact of offering multiple flexible degree tracks.

  1. R. C. Hilborn, R. H. Howes, and K. S. Krane (editors), “Strategic Programs for Innovations in Undergraduate Physics: Project Report” (SPIN-UP report), American Association of Physics Teachers (2003): Case studies are in Appendix VIII, pages 94–140.
  2. P. Heron, L. McNeil, et al. (editors), “Phys21: Preparing Physics Students for 21st-Century Careers,” American Physical Society (2016): Case studies are in Appendix 1, pages 52–66.
  3. L. Woolf and D. Arion, “Phys21 Supplement: Summary of Background Reports on Careers and Professional Skills, American Physical Society (2016).
  4. P. Mulvey and J. Pold, “Physics Bachelor’s Initial Employment,” Focus On Report, American Institute of Physics Statistical Research Center (2017).