Rethinking Physics: Building a Diverse Foundation for Engineering's Future

Physics, that venerable gatekeeper of the sciences, often carries a reputation, doesn't it? For many aspiring engineers, it’s not just a challenging subject; it can feel like a formidable hurdle, almost designed to narrow the field rather than broaden it. Especially for students from underrepresented backgrounds, these foundational courses, vital as they are, can inadvertently become a barrier. But what if we flipped that script entirely? What if physics, instead of being a roadblock, became the very cornerstone of diversity in engineering?

That's precisely the ambitious vision unfolding at Duke's Pratt School of Engineering. People like Professor Leslie Collins, who chairs Electrical and Computer Engineering (ECE), and Professor Lisa Miller from Physics, have keenly observed how traditional physics instruction, while rigorous, sometimes pushes talented students away. It's a sobering thought, really, when a core subject meant to illuminate the world ends up dimming a student's enthusiasm for a whole career path.

Enter Benyamin "Beni" Ammar, a teaching professor in ECE with a unique vantage point. Beni spent years teaching physics before moving into engineering, and he saw firsthand how some students, despite their potential, struggled to connect with the material. "The problem wasn't necessarily their intelligence or capability," he might tell you, "but often the way the material was presented—abstract, theoretical, sometimes devoid of immediate, real-world application." He noticed it particularly impacted students from marginalized groups, who might not have had the same foundational exposure or might feel less confident navigating such a high-stakes, intimidating environment.

So, Beni, along with colleagues like ECE professors Ben Lee and Shyni Varghese, decided to tackle this head-on. They set about redesigning ECE 102, a crucial introductory course focusing on the foundations of electrical and computer engineering. Their big idea? Instead of presenting physics concepts in isolation, they started weaving them directly into compelling engineering problems from day one. Imagine learning about circuits not just as abstract equations, but as the pulsating heart of a medical device, or understanding electromagnetism by exploring how your smartphone wirelessly charges. It makes a difference, you know?

This isn't just a tweak; it's a fundamental shift in pedagogy. The redesigned course actively connects physics principles to students' everyday experiences and, crucially, to their burgeoning engineering interests. It helps them see the immediate relevance, transforming a potentially dry topic into a vibrant toolset for innovation. It's about showing them, early on, how these concepts are applied, how they solve real problems, and how they build the world around us. This approach naturally makes the learning more engaging and, frankly, more meaningful.

And it's working. We've seen success stories, for example, with the Duke-Durham Bridge Program (DDBP). This fantastic initiative prepares talented local students for the rigors of college-level engineering. Beni Ammar was deeply involved, crafting a hands-on physics course that gave these students not just a solid academic grounding, but also a huge boost in confidence before they even stepped onto the main campus. It proves that with the right support and the right pedagogical approach, what once felt like an insurmountable obstacle can become a stepping stone.

The overall goal is pretty clear: to cultivate a more inclusive, supportive, and ultimately more effective learning environment. By making physics less of a barrier and more of a welcoming foundation, Duke's Pratt School, under the leadership of Dean Jerome Lynch and Senior Associate Dean Ann Saterbak, is actively working to encourage a broader, more diverse range of students to not just pursue engineering, but to thrive in it. As Dr. Rizzoni from Ohio State, who's been pushing similar efforts, might agree, it's about making sure that the future of engineering reflects the rich diversity of the world it seeks to build.

Ultimately, this isn't just about tweaking a curriculum; it's about reshaping the culture of engineering education itself. It's about transforming physics from a hurdle to a launching pad, ensuring that every bright mind, regardless of background, has the opportunity to contribute to the next generation of technological breakthroughs. And frankly, that's a future we can all get excited about.