Designing a survey instrument for assessing physics programs' culture around inclusivity and systemic change

Physics programs strive to better meet students' needs in areas such as (1) teaching and pedagogy and (2) recruitment and retention of marginalized students. However, implementing evidence-based instruction and broadening student participation are challenging and require transformational change, a dramatic change in the department's operational framework. APS and other disciplinary organizations have developed support and resources to help physics programs advance inclusion and organizational change. In this study, we design a survey instrument to measure physics departments' culture around inclusion and organizational change. This work sets the foundation for conducting population studies that measure the state of progress of the physics community along these cultural dimensions. We designed a series of collaborative design sessions with multiple key stakeholders to inform the survey design and tailor the instrument to the emerging needs of the physics community. In this poster, we will describe the novel approach to the survey design process and outcomes from the co-design sessions, share the survey constructs that are designed to assess inclusiveness and systemic change and discuss how evidence gathered in this project will feed back to APS change initiatives and committees to inform holistic programmatic changes in physics.