Physics instruction in higher education: Current status of the introductory courses

This study was designed to determine the current status of college physics and university physics, the two introductory courses. It also sought to identify any differences that exist between different types and sizes of institution. The following topics were addressed: prerequisites; advising; placement testing; enrollment patterns; student career plans; preparation of students; attrition rates; grading; instructional settings; faculty characteristics; past, present, and planned instructional strategies; coverage of topics and organization of the course; evaluation of instruction; and overall faculty satisfaction with the course.;Data were collected using a 28 item questionnaire developed for the study. After pilot testing, it was sent to a 40 percent proportional strategies random sample consisting of 323 out of 813 post-secondary institutions accredited by the North Central Association of Colleges and Schools. Two follow-up mailings produced a usable response rate of 50.6 percent (n = 161). Institutions were stratified by highest degree granted and by size of student body.;The detailed findings, conclusions, and recommendations for improved practice are included in the report. Major findings were that: (1) attrition rates are substantially lower overall than suggested by related literature, although highest among associate degree and doctoral institutions; (2) the majority of students enter introductory physics without adequate preparation; (3) there is remarkable homogeneity between all types and sizes of institution with respect to student abilities and grades received; (4) associate degree institutions have experienced the greatest gains in enrollment in the last five years, and currently enroll more engineering majors than any other type of institution; (5) doctoral institutions permit lecture classes over three times larger than any other type of institution; (6) the professoriate is eager to embrace new technologies and update existing lab equipment; (7) the current overall organization and breadth of coverage of the introductory courses is unlikely to change.