Advancing the Advanced Lab: Opportunities and Challenges post-BFYIII

In the last five years, the American Association of Physics Teachers (AAPT) has approved recommendations for both the undergraduate laboratory curriculum and for computational physics in the undergraduate curriculum. These recommendations along with the Phys 21 report from the APS and AAPT Joint Task Force on Undergraduate Physics Programs emphasize the need for physics programs to help students develop a range of transferrable skills and knowledge that prepares them for diverse job and graduate school opportunities post-graduation. The undergraduate laboratory is a place where many of these experimental, technical, analytical, modeling, and communication skills are addressed. In July 2018, the Third Conference on Laboratory Instruction Beyond the First Year (BFY III) brought together advanced laboratory instructors for a three-day conference with the theme of developing laboratory experiences that integrate experimentation, computation, and theory. Through hands-on workshops, plenary sessions, poster sessions, and small group discussions, participants considered how to transform their upper-level laboratory curricula to include high-impact experiences through which students can build this desired skill-set, develop good laboratory practices, and enrich their understanding of physics and the applications of physics across disciplines. This talk will address the recommended outcomes of the laboratory curriculum, things learned at BFY III, and challenges and opportunities for the advanced lab community in fostering the development of critical skills and competencies through authentic and engaging laboratory experiences.