Assessment Details
Academic Year: 2021-2022 Level: Undergraduate
Campus Department: Morrissey College of Arts & Sciences [UG and Grad]
Program Type: Core [UG]
Program Name: Physics Core (Link)
Description of Data Collection:
The data differ depending on the nature of the Core course with respect to amount of rigor and mathematical detail. Student evaluations are reviewed for all Core courses. In the problem-solving based Core courses that cover classical mechanics (PHYS1500, PHYS2100, and PHYS2200), the department administers “Force Concept Inventory”/Mechanics Baseline test at the beginning and end of the semester to assess student learning over the semester
Review Process:
All physics faculty members who teach Core courses participate in interpreting the evidence, for example, by administering and analyzing results from the Force Concept Inventory exams. However, it is the responsibility of the Undergraduate Affairs Committee (UAC) with the department Chairperson to coordinate the process, evaluating and analyzing departmental data. That committee reports to the physics faculty as a whole and receives their input. Based on this, and in cooperation with the department’s Teaching Committee and Chairperson as needed, the UAC will (a) work with instructors to develop specific ways to better meet program goals and address deficiencies and (b) make recommendations to the Chairperson and/or faculty for changes in the curriculum.
Resulting Program Changes:
The Department of Physics offers four Core two-course sequences. Three are traditional problemsolving courses: PHYS1500-1 (3 credits) is algebra-based and for non-science majors, and includes nonscience major students in the Pre-Health Program. The other two are calculus-based. PHYS2200-1 (4 credits) is a course sequence for physical science, computer science, engineering and math majors with a fall enrollment in 2 sections of roughly 50 students each, and PHYS2100-1 (4 credits) is larger course sequence for Biology majors and students in the Pre-Health Program (two sections typically with total enrollment over 200 students). This sequence is also offered during the summer. The three of them comprise the basic areas of physics at the introductory level, but differ in focus, the level of rigor (as reflected in credit hours), and mathematical detail. We introduced the summer course The Art of Physics (PHYS1400) into our fall 2021 curriculum. The course takes an integrated approach to the philosophy, history, and quantitative reasoning of physics. Structure of the Universe I&II PHYS1100-1 is a two-semester course sequence for students interested in the non-technical aspects of astronomy and cosmology
Results/changes:
The FCI exam ‘normalized g-score’ for PHYS2100-1 (‘g of the averages’) was 0.46. This score is at the high end of the spectrum of net learning outcomes based on large-scale data as expected at Boston College, well above the national average of roughly 0.27. The current instruction formats are adequate, with no major changes planned.
Based on comments from engineering majors in our PHYS2200 sequence, a second section of PHYS2200 specifically oriented to their needs was created. During the fall of 2021 these students were in the same class as our physical science majors. For PHYS1400, student evaluations were positive and the course is near maximum capacity for the fall of 2022. For PHYS1100-1, the reviews were mixed, in part due to instructor issues and in part due to a perceived elevated level of mathematical requirements. Both problems were discussed with one instructor (the other instructor retired) and solutions to that problem discussed and we shall see if the issues are resolved.
In review: we have submitted a proposal for a new BS degree program in Applied Physics to the BC Educational Policy Committee. As part of our curriculum expansion, which better represents the faculty research interests in applying foundational physics principles to technologies relevant to current society problems, we are discussing the development of core (non-major) applied physics courses e.g. Quantum Technology and Society.
Date of Most Recent Program Review:
The Department of Physics offers four Core two-course sequences. Three are traditional problemsolving courses: PHYS1500-1 (3 credits) is algebra-based and for non-science majors, and includes nonscience major students in the Pre-Health Program. The other two are calculus-based. PHYS2200-1 (4 credits) is a course sequence for physical science, computer science, engineering and math majors with a fall enrollment in 2 sections of roughly 50 students each, and PHYS2100-1 (4 credits) is larger course sequence for Biology majors and students in the Pre-Health Program (two sections typically with total enrollment over 200 students). This sequence is also offered during the summer. The three of them comprise the basic areas of physics at the introductory level, but differ in focus, the level of rigor (as reflected in credit hours), and mathematical detail. We introduced the summer course The Art of Physics (PHYS1400) into our fall 2021 curriculum. The course takes an integrated approach to the philosophy, history, and quantitative reasoning of physics. Structure of the Universe I&II PHYS1100-1 is a two-semester course sequence for students interested in the non-technical aspects of astronomy and cosmology
Results/changes:
The FCI exam ‘normalized g-score’ for PHYS2100-1 (‘g of the averages’) was 0.46. This score is at the high end of the spectrum of net learning outcomes based on large-scale data as expected at Boston College, well above the national average of roughly 0.27. The current instruction formats are adequate, with no major changes planned.
Based on comments from engineering majors in our PHYS2200 sequence, a second section of PHYS2200 specifically oriented to their needs was created. During the fall of 2021 these students were in the same class as our physical science majors. For PHYS1400, student evaluations were positive and the course is near maximum capacity for the fall of 2022. For PHYS1100-1, the reviews were mixed, in part due to instructor issues and in part due to a perceived elevated level of mathematical requirements. Both problems were discussed with one instructor (the other instructor retired) and solutions to that problem discussed and we shall see if the issues are resolved.
In review: we have submitted a proposal for a new BS degree program in Applied Physics to the BC Educational Policy Committee. As part of our curriculum expansion, which better represents the faculty research interests in applying foundational physics principles to technologies relevant to current society problems, we are discussing the development of core (non-major) applied physics courses e.g. Quantum Technology and Society.
Attachments (if available)