Introductory courses for STEM majors may include calculus-based or algebra-based introductory physics course sequences, often with integrated laboratory experiences. These courses are often among the first required physics courses for students majoring in physics, chemistry, engineering, life sciences, and other disciplines. The guidance in this section can be used for physics programs that offer a single course sequence for all of these students, for programs that offer separate algebra-based and calculus-based sequences, and for programs that have specific tracks for students in different majors. See the sections on Introductory Courses for Life Sciences Majors and Courses for Non-STEM Majors for more specific guidance on creating courses for these particular audiences. See the section on Instructional Laboratories and Experimental Skills for more specific guidance on designing laboratory components of your introductory courses. This section provides guidance on developing and improving introductory courses for STEM majors to meet student, department, and institutional needs; and providing support for
Instructional Staff
Faculty, instructors, adjuncts, teaching staff, and others who serve as instructors of record for courses. This term does not include instructional support staff who support the teaching of courses.
and students, including students from
Marginalized Groups
People of color and others with marginalized ethnicities, women and others who experience misogyny, LGBTQ+ people, disabled people, and others who have traditionally been marginalized in society and in physics. According to the TEAM-UP Report, marginalized groups are “groups of people defined by a common social identity who lack adequate social power or resources to design, build, or perpetuate social structures or institutions that reflect the centrality … of their identities, proclivities, and points of view. … They need not be underrepresented or numerical minorities, but often are.” We use the term marginalized groups, rather than minorities, underrepresented groups, or other commonly used terms, because people in these groups are not always minorities or underrepresented, and in order to convey that underrepresentation is the result of marginalization rather than a statistical accident. Another common term is minoritized groups. While we use this general term for brevity and readability, it is important to recognize that the many different groups encompassed by this term face different challenges and have different needs that should be addressed individually whenever possible, to learn the terms that people ask to be called, and to recognize that these terms may change over time.
. Because the goals, needs, and resources of physics programs vary widely, the EP3 Guide does not address what content should be covered in a physics program or in particular physics courses. Instead, this section addresses how to engage in a collaborative process to determine
Course-Level Student Learning Outcomes
Statements describing what students should know, understand, or be able to do as a result of completing a particular course. Outcomes emphasize the integration and application of knowledge rather than coverage of material, and are observable, measurable, and demonstrable. They are often abbreviated as course-level SLOs, and also known as course-level learning goals. Examples include:
Solve the Schrödinger equation in one dimension for commonly encountered simple potentials
Describe physical situations that correspond to simple potential energy curves
Calculate the electric field or potential due to a system of charges using Coulomb’s law
Course-level student learning outcomes are generally specific to the knowledge and skills addressed in individual courses, in contrast to program-level student learning outcomes, which focus on overall program outcomes. For instructional staff, these learning outcomes clarify what the course will deliver and unite course content with course-level assessments. Specifying course-level learning outcomes in individual course syllabi is often a requirement for accreditation of your institution, or of the institution itself. Assessment of course-level student learning outcomes through course assignments or examinations should be aligned with assessment of program-level learning outcomes, where possible. See the section on Implementing Research-Based Instructional Practices for guidance on how to design and assess courses based on program-level and course-level student learning outcomes.
Introductory courses for STEM majors serve as gateways into physics and other STEM disciplines, and without careful attention, they may become barriers to entry, particularly for students from
Marginalized Groups
People of color and others with marginalized ethnicities, women and others who experience misogyny, LGBTQ+ people, disabled people, and others who have traditionally been marginalized in society and in physics. According to the TEAM-UP Report, marginalized groups are “groups of people defined by a common social identity who lack adequate social power or resources to design, build, or perpetuate social structures or institutions that reflect the centrality … of their identities, proclivities, and points of view. … They need not be underrepresented or numerical minorities, but often are.” We use the term marginalized groups, rather than minorities, underrepresented groups, or other commonly used terms, because people in these groups are not always minorities or underrepresented, and in order to convey that underrepresentation is the result of marginalization rather than a statistical accident. Another common term is minoritized groups. While we use this general term for brevity and readability, it is important to recognize that the many different groups encompassed by this term face different challenges and have different needs that should be addressed individually whenever possible, to learn the terms that people ask to be called, and to recognize that these terms may change over time.
. If well designed and taught, these courses can provide some of the best opportunities to recruit students into the physics major, to support student success and retention, and to influence future scientists, medical professionals, and science teachers through excellent instruction and a positive introduction to the discipline. See the section on Recruiting of Undergraduate Physics Majors for guidance on how to connect with students in introductory and, if appropriate, service courses in order to recruit them into a physics major. Introductory courses can help students develop an understanding of fundamental physics concepts and models and of how these concepts and models are used to analyze a multitude of situations. The content knowledge and skills built in these courses can serve as the foundation for the physics major and as valuable support for success in other STEM fields. Research-based instructional practices have been shown to effectively engage students in the introductory courses, promote reasoning, improve success and retention, and provide opportunities for involving students in instructional activities through roles such as learning assistants and teaching assistants. Introductory physics courses also typically provide a critical service to the institution by serving as required support courses for engineering, chemistry, life sciences, and other departments. Serving these external constituencies in a manner that supports, respects and contributes to their efforts can help your department build relationships with other departments and your administration.
Effective Practices
Design and assess introductory courses, starting from program-level and course-level student learning outcomes and student preparation
Design an introductory course structure to meet your department’s goals, students’ needs, and institutional constraints
Use research-based instructional practices and inclusive pedagogy in the introductory courses
Support instructional staff to provide effective classroom instruction in the introductory courses
Support students to maximize their learning
Establish and sustain institutional support for your introductory courses
Programmatic Assessments
The Cycle of Reflection and Action
Where are you and what are you trying to accomplish?
Who should be involved?
What will you do?
How did it go and what comes next?
To be intentional about change, a department must have a clear understanding of its present situation and a vision for what it would like to become. Our cycle of self-reflection questions will help your department start conversations and structure thinking about how to get from where you are to where you want to be.
The Cycle of Reflection and Action will help you put the EP3 Guide to work for your department.
