The PhysTEC website will be unavailable Friday evening through Saturday afternoon as electrical work occurs in the American Center of Physics server room. Down time will begin at 6PM Eastern Time on Friday. Service is expected to resume by 6PM on Saturday, July 30.


Action Plans
Institutions that attended the workshop on Building a Thriving Undergraduate Physics Program were asked to put together a one-page action plan of items that they intend to implement on their campuses in order to strengthen their undergraduate physics programs. These plans are available online.

Additional Resources
written by Robert Hilborn and Ruth Howes

No single action, activity, or curricular reform will rescue a struggling physics department. Rather, it takes many elements, interacting over time, to make a department thrive.

written by Lin Oliver, Art Hobson, and Gay Stewart
Advising guidelines put together at the University of Arkansas as the undergraduate program grew and developed. Presented at the 2012 SPIN-UP conference in Austin, PhysTEC leadership meeting at the AAPT summer meeting in Edmonton.

written by Gay Stewart and John Stewart

An overview of the University of Arkansas' experiences with raising enrollment.

written by Ertan Salik and Alex Small

Undergraduate physics programs introduce students to the wonderful world of optics. This case study from California provides insight into how to strengthen your department and improve recruitment strategies.

written by Katherine K. Perkins and M. Gratny

In this paper, we examine the correlation between students' beliefs upon entering college and their likelihood of continuing on to become a physics major. Since 2004, we have collected CLASS survey and self-reported level-ofinterest responses from students in the first-term, introductory calculus-based physics course (N>2500). Here, we conduct a retrospective analysis of students' incoming CLASS scores and level of interest, comparing those students who go on to become physics majors with those who do not. We find the incoming CLASS scores and reported interest of these future physics majors to be substantially higher than the class average, indicating that these students enter their first college course already having quite expert-like beliefs. The comparative differences are much smaller for grades, SAT score, and university predicted-GPA.