Graduate program reform in one department of physics and astronomy: From tragedy to more progressive policies and an evolving culture

In 2017 the University of Utah experienced a tragedy which catalyzed already active changes in the department. In the aftermath, admissions to the graduate program was paused while new policies were developed and implemented. This article outlines this change process through the perspectives and accounts of those involved. Through in-depth interviews with students, staff, faculty, and administrators the process of change was found to be a complex path that involved robust practices of gathering input. This input was considered by a centralized group (the executive committee) advising the department chair and administrators. Findings indicated that the collective desire to reopen the program inspired most faculty to work together to find solutions, while some stakeholders did not fully buy in to large-scale programmatic changes. Further, interviews revealed the persistence of deep cultural challenges after the development and implementation of new policies. A new metaphor for this change is suggested to be a bonfire, as a tragedy sparked the fire of change structures which had already been built, and continual fuel is needed to sustain these changes. Moving forward the department is extending their graduate reform into undergraduate initiatives and normalizing evidence-based teaching practices. Content warning: This paper discusses the death by suicide of a graduate student.

Figure 1

Short timeline of change elements that occurred before the tragedy that sparked larger policy change.

Figure 2

Detailed timeline of change after tragedy.

Figure 3

Four types of change strategies. Adapted from Henderson, Beach, and Finkelstein [22]; image credit to Alexis Knaub.

Figure 4

Flow diagram of the change process.

Figure 5

Visual description of the bonfire metaphor.