The transition from being a novice to becoming a more expert physicist is one which is impacted by experiences both in and outside of the classroom. In recent years, studies have explored the development in physics identity, belonging, and career skills of students who facilitate and run informal physics programs. These results have shown a consistent, positive association between working with diverse audiences and students’ self-perceptions of their physics identity, sense of expertise, communication skills, and more. Previous studies have been limited to a small number of institutions with a modest number of students in their data. Here, we present results from a national survey, distributed in spring 2023, which included both closed and open ended questions to sample a broad range of students’ on their identity, belonging, mindset, and other related constructs, as well as information about how often, or not, they helped to run informal physics, or outreach, programs. Results from regression modeling from survey items, as well as network analysis from open ended responses will be discussed, highlighting major themes from relevant learning theories. We will also note similarities and differences between experiences based on institution type, gender, ethnicity, and other collected demographic factors.

For more than 15 years, the Physics Department at Lamar University has offered a Preparatory Physics Foundation (PPF) course during each semester for intended STEM majors. Most students in the PPF class are first-generation students. They are underprepared to pursue a STEM major because they lack adequate counseling in high school, coming from educationally disadvantaged areas where many high schools do not offer physics courses or physics classes taught by physics-trained teachers holding a Physics degree. However, these students are highly motivation to get a STEM degree, also because living in an industrial area with numerous petrochemical plants, they are aware of the job opportunities as an engineer. From Spring 2016 to Fall 2020, 1017 students enrolled in the PPF course. Even though they completed the PPF course with a passing grade of C or better, nearly 20% of students did not continue with the Physics 1 core course, dropping their STEM major. This study explores the reasons behind the tough decision to quit a STEM major. Based on a questionnaire, we analyze the reasons behind dropping the STEM major for those students who received a good grade in our PPF and their initial expectations from learning physics.

This project investigates how the age of first exposure to a formal physics class affects a person’s desire to pursue a career in physics or a related field. We have administered a survey to college students at our institution, asking them about when they first took a physics course and their future career plans.  In this presentation we will detail our findings and discuss whether the age of first physics exposure has an impact on a person’s career pursuit and attitudes towards physics.