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WWW Phy-Astr Department




Promotion
Highlight the strong points of the present program.
  • Strong astronomy component
  • Flexible hours of courses (day & night)
  • Undergraduate research opportunities
  • Presidential scholarship
Develop an undergraduate brochure.


Have something to put into the hands of high school counselors.

Make use of promotional material from AAPT, AIP.


Printed material and web links. 

Develop the department's web site.
Information for students, useful links. 

Stronger support for teacher preparation.
  • Continue to strengthen the Physics 3010K course for middle school science teachers, making use of the results of research in physics education.
  • Develop a multi-disciplinary science course for students in early childhood eduction.
Web-based physics resources.
Continue development of a web-based exploration environment called HyperPhysics to form a core of support for all introductory courses and for in-service teachers. 

Stronger support of student interactions.
Develop a convenient area for student interaction - a student common room. 

Increase the number of physics majors.
Exploit the variety of concentrations to attract to the physics major students other than those who intend to pursue graduate studies in physics. 

Encourage instructional innovation.
Develop an environment for more recognition and reward for instructional innovation.

Make use of research in physics education.
Review and adopt strategies and materials which have been developed for improving classroom instruction.

Exploit the uniqueness of our strong dual department.
  • Enrich the physics concepts in the introductory astronomy laboratories.
  • Use more astronomy emphasis in the introductory physics sequence. 
Develop a sustained program of interaction with alumni.
  • Inform alumni of departmental activities, research, and instructional initiatives and encourage liasons with industry.
  • Develop a collection of case studies to illustrate professional opportunities for physics and astronomy graduates. 

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