This section describes how to design and assess upper-level courses, curricula, and classroom and departmental environments that support collaboration, articulation of ideas, conceptual understanding, technical skills, mathematical and computational proficiency, and development of advanced physics problem-solving skills. This section provides guidance on developing and improving your upper-level physics curriculum to meet student, department, and institutional needs; 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.
; and promoting the creation of student communities. 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 the design and use of
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.
and
Program-Level Student Learning Outcomes
Statements describing what your students should know, understand, or be able to do as a result of completing your degree program. The outcomes emphasize the integration and application of knowledge rather than coverage of material, and are observable, measurable, and demonstrable. They are often abbreviated as program-level SLOs or as PLOs, and also known as program-level learning goals. The term “outcomes” is becoming the preferred term over “goals” or “objectives” because it makes it clearer that these are defined expectations upon completion of the program, rather than aspirational goals that may or may not be achieved. Examples include:
Identify, formulate, and solve broadly defined technical or scientific problems by applying knowledge of mathematics and science and/or technical topics to areas relevant to the discipline
Develop and conduct experiments or test hypotheses, analyze and interpret data and use scientific judgment to draw conclusions
Communicate effectively
Demonstrate and exemplify an understanding of ethical conduct in scientific and professional settings
Program-level student learning outcomes generally focus on overall program outcomes, in contrast to course-level student learning outcomes, which are specific to the knowledge and skills addressed in individual courses. Accreditation requirements typically require program-level student learning outcomes to be defined separately for each degree program (e.g., B.A., B.S., or minor), even though there will often be considerable overlap among these sets of outcomes. For more details, see the section on How to Assess Student Learning at the Program Level.
A well-designed upper-level curriculum provides opportunities for students to engage deeply with the discipline of physics and its excitement and challenges, develop identities as physicists, and prepare for a diverse range of careers as well as post-graduate study. A coherent curriculum that is consciously designed to support your
Program-Level Student Learning Outcomes
Statements describing what your students should know, understand, or be able to do as a result of completing your degree program. The outcomes emphasize the integration and application of knowledge rather than coverage of material, and are observable, measurable, and demonstrable. They are often abbreviated as program-level SLOs or as PLOs, and also known as program-level learning goals. The term “outcomes” is becoming the preferred term over “goals” or “objectives” because it makes it clearer that these are defined expectations upon completion of the program, rather than aspirational goals that may or may not be achieved. Examples include:
Identify, formulate, and solve broadly defined technical or scientific problems by applying knowledge of mathematics and science and/or technical topics to areas relevant to the discipline
Develop and conduct experiments or test hypotheses, analyze and interpret data and use scientific judgment to draw conclusions
Communicate effectively
Demonstrate and exemplify an understanding of ethical conduct in scientific and professional settings
Program-level student learning outcomes generally focus on overall program outcomes, in contrast to course-level student learning outcomes, which are specific to the knowledge and skills addressed in individual courses. Accreditation requirements typically require program-level student learning outcomes to be defined separately for each degree program (e.g., B.A., B.S., or minor), even though there will often be considerable overlap among these sets of outcomes. For more details, see the section on How to Assess Student Learning at the Program Level.
ensures that students in each track in your program can achieve those outcomes. A well-designed upper-level curriculum supports the development of diverse skills such as problem-solving, critical-thinking, mathematical, computational, experimental, and communication skills; working in teams; planning and completing long-term projects; and placing physical problems and solutions in larger contexts. A strong upper-level curriculum supports retention of undergraduate physics majors.
Effective Practices
Design and assess a holistic upper-level curriculum around program-level and course-level student learning outcomes
Design upper-level course structures to meet your department’s goals, students’ needs, and institutional constraints
Use research-based instructional practices and inclusive pedagogy in the upper-level physics curriculum
Establish and sustain support for instructional staff teaching upper-level courses
Establish and sustain support for students enrolled in upper-level courses
Promote the creation of communities for students in upper-level courses
Establish and sustain support for the upper-level curriculum in and beyond your institution
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.
