Psychometric evaluation of the culture around systemic change survey: A tool for assessing facets of departmental culture in physics

Physics programs are continually evolving to better support student learning and meet the diverse needs of their students. Achieving many of these goals requires not only structural adjustments but also fundamental shifts in departmental culture. Recognizing this, disciplinary organizations in physics have placed systemic change and equity at the center of reform efforts, identifying them as essential pillars of meaningful and sustainable change. Yet, tools for assessing departmental culture around educational change remain limited. In this study, we introduce the (CSCS), designed to assess departmental culture around pursuing any program-level change (undergraduate and/or graduate) aimed at improving student experience or outcomes (e.g., curriculum revisions, instructional practices, and efforts to strengthen departmental climate). This new instrument measures faculty and staff perceptions of their department’s “current” and “ideal” states with respect to their typical approaches to leading change efforts. Using responses from the “current” scale only ( <a:math xmlns:a="http://www.w3.org/1998/Math/MathML" display="inline"> <a:mi>N</a:mi> <a:mo>=</a:mo> <a:mn>111</a:mn> </a:math> participants across 33 departments), we conducted a psychometric evaluation of the CSCS. Exploratory factor analysis supported a five-factor structure, including open-mindedness (OM), student involvement (SI), collective interpretation of evidence (CIE), sustainability (S), and disruption of systemic injustices (DSI). As survey development is an iterative process, future work will focus on refinement and confirmatory analysis. This work sets the foundation for conducting population studies that assess the state of progress of the physics community along an equitable and systemic culture to pursuing educational change.