Understanding How Introductory Physics Course Offerings Differ Across U.S. Universities 

Introductory physics courses play a key role in preparing students for advanced study in STEM fields, yet their structure varies widely across institutions. These differences can influence who has access to, and who ultimately succeeds in, physics. This study examines how introductory physics courses differ across large U.S. universities, with a focus on course structure, mathematical and high school physics prerequisites, and the intended student audience. Our team collected data from publicly available course syllabi, institutional listings, and faculty surveys to compare how universities design their introductory physics sequences. By identifying national patterns in how introductory physics courses are organized, this project aims to provide insight into how curriculum can be differentiated to better support students with varying levels of math preparation and intended major. The results will inform future efforts to transform introductory physics courses.