Data-Informed Departmental Change in Physics Education: Past Progress and Future Challenges

Abstract:

Over the past two decades, physics departments across the country have undertaken substantial efforts to improve curriculum, pedagogy, and departmental culture. National initiatives such as the EP3 Guide, the PICUP Project, and the APS IDEA network have supported departments in adopting active learning, integrating computational thinking, and fostering more inclusive environments. These efforts reflect a broad and intentional commitment to strengthening physics education. Today, however, higher education and STEM fields face a new set of externally driven challenges. The rapid rise of artificial intelligence and automation is not only reshaping the nature of work but also redefining what education itself will look like. These forces are prompting students and graduates to reconsider the value and purpose of their degrees, and challenging departments to rethink how they prepare learners for an evolving professional landscape. In this talk, I will present findings from my research on supporting physics departments in pursuing effective, data-informed change to improve pedagogy and culture. I will then outline my developing research agenda, which explores how departments can adapt to and anticipate emerging challenges in higher education and the evolving STEM workforce.