American Association of Physics Teachers
Programs and results
What we aim to solve
Our programs
What are the organization's current programs, how do they measure success, and who do the programs serve?
U.S. Physics Team for the International Physics Olympiad
The United States Physics Team Program is a physics community initiative organized by AAPT and funded by member societies of the American Institute of Physics and other generous donors. This program encourages excellence in physics education while rewarding outstanding physic students. High school students compete each year to represent the United States at the International Physics Olympiad Competition providing once-in-a-lifetime opportunities for students to enhance their physics knowledge as well as their creativity, leadership, and commitment to a goal.
Physics Bowl
Each year, approximately 10,000 students take a
40-question, 45-minute timed, multiple-choice test under their school’s
supervision. Exam
questions are based on topics and concepts covered in a typical high
school physics course.
High School Photo Contest
AAPT's annual photo contest, co-sponsored by the Committees on High Schools and Educational Technologies, gives high school students around the world the opportunity to showcase their photography skills and physics knowledge. Students are required to take the photos and complete the descriptions themselves. Teh work of the 100 finalists in grades 9-12 is displayed at the association's annual summer Meeting. Attendees are invited to vote for their top five favoriete photos in two categories, Natural and Contrived. First, Second and Third Place winners in each category are posted on the AAPT website and included in the Physics Photo Contest Poster.
Where we work
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Goals & Strategy
Learn about the organization's key goals, strategies, capabilities, and progress.
Charting impact
Four powerful questions that require reflection about what really matters - results.
What is the organization aiming to accomplish?
Our vision is to be the leader in physics education. We are committed to providing the most current resources and up-to-date research needed to enhance a physics educator's professional development. The results are not only a deeper appreciation of the teaching profession, but most importantly, more enthusiastic involvement from their students.
Goal 1. Create a vibrant community to support those interested in enhancing the understanding and appreciation of physics through teaching.
Goal 2. Enhance professional development opportunities utilizing AAPT products, journals, programs/conferences to disseminate knowledge about the understanding of physics, physics education research, and effective physics teaching practices.
Goal 3. Enhance the visibility and role of AAPT in physics and STEM education communities to effectively influence policy and practice.
Goal 4. Enrich the field by increasing the number and diversity of physics students and teachers at all levels, including those from ethnically and linguistically diverse backgrounds, those with diverse abilities, and those from the LGBT+ community
What are the organization's key strategies for making this happen?
Strategies for Goal 1:
Support physics educators and physics education researchers through opportunities for professional development, research, and publications.
Develop programs, products, and services that meet the needs and pique the interest of physics educators throughout their careers.
Engage students and early career professionals with special programs and offerings.
Publicize widely the value and benefits of AAPT membership and the opportunities available at National Meetings.
Utilize technology to engage those interested in physics teaching in professional development activities.
Enhance local and regional community building opportunities among physics educators.
Establish programs that help develop the next generation of leaders within AAPT.
Strategies for Goal 2
Develop and maintain a portfolio of print and electronic resources that support the physics teaching community.
Provide and support professional development for physics educators and physics education researchers locally, regionally, and nationally.
Continue to develop programs, products, and services that support physics teachers, physics departments, and administrators in adopting best practices related to physics education.
Support physics related outreach and informal education experiences.
Strategies for Goal 3
Support and develop position statements that can help inform public policy as it relates to physics education.
Advocate for funding and policies that promote excellence in physics teaching and physics learning.
Continue to develop relationships with organizations, nationally and internationally, that will increase support for physics education.
Serve as a forum for disseminating information on policy related to physics education.
Provide and support programmatic and policy recommendations for physics departments, schools, and administrators.
Strategies for Goal 4
Develop and support programs to increase the number of physics students in high school and college courses, opportunities for physics teacher preparation, and opportunities for teaching physics at all levels.
Support the development, dissemination, and implementation of best practices in recruiting, retaining, and teaching under-represented and marginalized students in physics to enhance their success in learning and practicing physics.
Enhance the diversity of AAPT and the physics education community by recruiting and supporting members from all groups, including those currently under-represented and marginalized in physics education.
Support best practices in in the preparation of physics teachers to teach students from all academic, socio-economic, and cultural backgrounds.
What are the organization's capabilities for doing this?
AAPT has a small national office supported by volunteers across the spectrum of physics educators from K-12 through post graduate physics education, including physics education research with eighteen area committees providing intellectual content and and service to the physics education community as a whole.
What have they accomplished so far and what's next?
Portions for each strategic goal have been accomplished. However with the changes in the Next Generation Science Standards there is still work to be accomplished as the objectives for physics education are evolving.
Financials
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Operations
The people, governance practices, and partners that make the organization tick.
Connect with nonprofit leaders
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Connect with nonprofit leaders
SubscribeBuild relationships with key people who manage and lead nonprofit organizations with GuideStar Pro. Try a low commitment monthly plan today.
- Analyze a variety of pre-calculated financial metrics
- Access beautifully interactive analysis and comparison tools
- Compare nonprofit financials to similar organizations
Want to see how you can enhance your nonprofit research and unlock more insights? Learn More about GuideStar Pro.
American Association of Physics Teachers
Board of directorsas of 11/15/2018
Gordon Ramsey
AAPT President
Term: 2018 - 2019
Karen Jo Matsler
University of Texas - Arlington
Gary D. White
AAPT/The George Washington University
Wolfgang Christian
Davidson College
Dyan Jones
Mercyhurst University
Beth A. Cunningham
AAPT Executive Officer
Gordon P Ramsey
Loyola University - Chicago
Mel Sabella
Loyola University - Chicago
Chandralekha Singh
University of Pittsburgh
Thomas L. O'Kuma
Lee College
George Amann
David E. Sturm
University of Maine
Daniel M. Crowe
Loudoun Academy of Science
Arlisa L. Richardson
Chandler-Gilbert Community College
Richard H. Price
Massachusetts Institute of Technology
Board leadership practices
GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.
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Board orientation and education
Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? Yes -
CEO oversight
Has the board conducted a formal, written assessment of the chief executive within the past year ? Yes -
Ethics and transparency
Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Yes -
Board composition
Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Yes