Creating a Physicist: The Impact of Informal Programs on University Student Development

TL;DR

This study investigates how informal physics outreach programs at a university enhance students' physics identity, community sense, career skills, and motivation through a mixed methods approach involving surveys and interviews.

Contribution

It provides empirical evidence on the positive impact of informal physics programs on student development, using a comprehensive mixed methods analysis.

Findings

Students reported increased physics identity and sense of community.

Participation improved communication, teamwork, and networking skills.

Benefits are accessible without significant departmental resources.

Abstract

Physics outreach programs provide a critical context for informal experiences that promote the transition from new student to contributing physicist. Prior studies have suggested a positive link between participation in informal physics outreach programs and the development of a student's physics identity. In this study, we adopt a student-focused investigation to explore the effects of informal programs on dimensions of physics identity, sense of community, 21st century skill development, and motivation. We employed a mixed methods study combining a survey instrument (117 responses) and interviews (35) with current and former undergraduate and graduate students who participated in five programs through a physics and astronomy department at a large land-grant university. To examine interviews, we employed a framework based on situated learning theory, transformative learning theory, and the Dynamic Systems Model of Role Identity. Our findings, based on self-reported data, show that students who facilitated informal physics programs positively developed their physics identity, experienced increased sense of belonging to the physics community, and developed 21st century career skills. Specifically, students reported positive benefits to their communication, teamwork and networking, and design skills. The benefits of these programs can be achieved by departments of any size without significant commitment of funds or changes to curriculum.