- American Physical Society Sites
- Meetings & Events
- Policy & Advocacy
- Careers In Physics
- About APS
- Become a Member
The Effective Practices for Physics Programs (EP3) Project, led by the American Physical Society (APS), in collaboration with the American Association of Physics Teachers (AAPT), aims to help physics programs respond to challenges they already face with a collection of knowledge, experience, and proven good practice. The EP3 Project began with the creation of the Best Practices for Undergraduate Physics Programs task force in 2016, charged by the APS Council with developing a guide for self-assessment of undergraduate physics programs founded on documented best practices linked to measurable outcomes. The EP3 Guide will allow programs to create, improve, and assess their individual programs in a way that can respond to local constraints, resources, and opportunities, while being informed by current research and good practice within the discipline. The Guide will include both a set of effective practices, and a guide for self-evaluation suitable for departmental review. It will include considerations of curricula, pedagogy, advising, mentoring, recruitment and retention, research and internship opportunities, diversity, scientific skill development, career/workforce preparation, staffing, resources, and faculty professional development.
In addition to creating the EP3 Guide, the project will train physics program leaders and reviewers in how to use the Guide through workshops, conduct research on the impact of the Guide, and develop a plan for ongoing review and improvement of the Guide under the oversight of the APS Committee on Education (COE), in collaboration with the AAPT. The project will also run Departmental Action Leadership Institutes (DALIs), which will train department members in how to lead their department through facing a challenge or implementing significant change to their undergraduate programs.
This material is based upon work supported by the National Science Foundation under Grant Nos. 1738311, 1747563, and 1821372. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.