|Department of Physics
- Faculty evaluation of
PHYS 3600 along with student
feedback indicates that issues still
exist with regard to expectations of
4600. Starting in Fall 2016 the same
teacher will run both semesters of
undergraduate Electrodynamics (PHYS
3600 and 4600). This should
address the consistency in
expectations of 4600 with the
outcomes of 3600.
- Capstone assessment data
suggest downward trends in
Communication, Laboratory Skills,
and Computer Skills.
This will be discussed at the 2016
Physics Department Retreat.
exit interviews indicate that
classroom experiences are good but
that laboratory experiences need
improvement, particularly due to
inadequate equipment in the upper
division laboratories. Also
there are issues with lab/lecture
synchronization in the introductory
laboratories. This jibes with
assessment data The department
will undertake an overhaul of the
intermediate and advanced
laboratories for academic year
synchronization will be discussed at
the 2016 Physics Department Retreat.
- After review by an ad
hoc committee a revised, online only
version of PHYS 2500 will be offered
this academic year. Syllabus
can be found here.
- COS exit interviews and
DH interviews suggest issues with
laboratory experiences for
undergraduates. Discuss issues
and develop strategies to improve
laboratory experiences for students
(Physics Retreat, 2015).
- Ad Hoc committee to
assess outcomes of 3600 versus
expectations of PHYS 4600.
Consultation with Math department
Recommendations made for next
implementation of 3600 (Fall 2015).
Capstone Assessment: Mentor
assessment of Learning Outcomes via
the Physics 4900 capstone
experiences is satisfactory.
Not enough statistics yet to spot
any trends, but all evaluations are
at least "Satisfactory".
- Analysis: Salient
results of COS interview data:
Students desire enhanced laboratory
experiences; this will be discussed
at 2015 Physics Retreat. Physics
Department Advising is rated highly;
we will endeavor to sustain this
positive feature of the program.
Physics 2500 has been
suspended pending (ongoing)
revisions of the syllabus to
address student feedback. We
are taking this opportunity to
create a purely online version of
this course. Our
curriculum committee is debating
whether this course should be
required by itself as it has in
the past, or should be one option
in a menu of possible introductory
including courses provided by
other departments. In this
way the students can take the
course which best meets their
Implementation of Physics
Graduate Program 5 Year Plan.
Principal goals include: (1)
increase the quality of PhD
students in our program; (2)
improve the financial support for
our students, (3) maximize
efficiency in the delivery of our
coursework, both from the
students' point of view and from
the point of view of utilization
of faculty resources; (4)
restructure our RA/TA funding
model to account for the new
tuition fellowship environment.
Capstone Assessment of new
- Implementation of Exit
Interview Assessment of new Learning
- Split laboratories into
separate 1 credit courses with TA's
as instructors of record. Add
emphasis on writing skills and
data/error management skills.
- Create assessment rubric
to be used by all TAs. Details
- Graduate core curriculum
revision: This significant
overhaul to the PhD course
curriculum is a response to an
external review of the department
and an internal self-study & 5
year plan. Details