The following definition is taken from “Strategic Programs for Innovations in Undergraduate Physics: Project Report,” American Association of Physics Teachers (http://www.aapt.org/Projects/upload/SPIN-UP-Final-Report.pdf), p. 72.

1. The number of majors is stable at a level that the department and the administration consider satisfactory or shows significant and sustained growth toward that number.
2. Morale is high for both faculty and students. They are engaged with physics, and the atmosphere within the department is collegial. Faculty regularly evaluate and respond to the changing needs of their students both majors and students in service courses, and work to enhance their skills as teachers. They seek to improve the experiences they offer their undergraduate students by constantly updating the departments’ curriculum and by involving undergraduate colleagues in research.
3. Graduates find good jobs or obtain admission to graduate programs both in physics and in other fields. The department actively supports the professional development of its students by activities such as making information available about diverse careers, arranging for internships, or working with industries in an industrial advisory committee.
4. The college or university in which the department is situated respects the department, and all students find its programs attractive. Here "all" includes students enrolled in service and general education courses as well as physics majors and minors.
5. The department faculty work as a team to provide excellent undergraduate education. The majority of the faculty consider undergraduate teaching very important and honor their colleagues who do it even if they personally are not actively involved. The department invests resources not only in major courses but also in service and general education courses.
6. The department regards both undergraduate students and staff members as important members of the departmental team. Their voices are heard in making departmental decisions.
7. The department attracts and retains minorities and women as physics majors.
8. The department recognizes its responsibility to promote excellence in physics education for all K–12 students. This responsibility may be expressed through a variety of activities, for example: direct education of pre-service teachers; supportive involvement in physics or physical science courses or curricula for pre-service teachers (whether or not these courses are not taught by the physics department); in-service programs for local teachers; or outreach activities for local teachers and students.

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