This study explored two components of a recently reformed graduate program in physics and astronomy: (1) how the reform (change) happened in the department and (2) the experiences of newly matriculated graduate students in the reformed program. This project employed in-depth conversational interviews with 33 participants and the written response of one participant who were involved or impacted by the change. Additionally, 20 more interviews were conducted with graduate students entering the reformed program. The results indicated significant support of the changes, in order to save the graduate program, and overall positive student experiences within the structures of the new policies.

The change process in the department was leadership led, but continually informed by community input. A central executive committee (EC) was created to report to a newly appointed chair following the death of a student by suicide in the department. This death prompted a one-year pause of new graduate student admissions into the program, and a comprehensive program reform effort undertaken broadly by faculty and staff within the department. The EC continually sought input from department committees and community members in town hall settings, faculty meetings, and meetings with students. Beyond these formal channels, the EC also received informal input from e-mails and hallway conversations. Through this iterative process, the EC was able to pass new policies to recreate and rebuild the graduate program. Though the vast majority of participants reported favorable views of the policies, some concerns remained. In particular, some faculty and students were concerned that the internal climate within specific research groups may have not shifted significantly during the reforms.

Student experiences in the newly formed graduate program were largely positive. The implementation of new practices, such as having students meet with their research committees with and without their dissertation chair, provided space for important dialogue about their experiences and progress within the program. However, some confusion remained about some program components, including advising processes for first-year graduate students who had not yet formed dissertation committees. In addition, roughly half of the interviewed students reported positive experiences with the first-semester comprehensive exam, while the other half found it to be difficult and unnecessary to prove their physics content knowledge. Lastly, the newly revised teaching assistant training provided to the students in the summer was experienced as being long and exhausting, but full of important pedagogical information.  

Through this study we build a model (image attached) of how the change process unfolded, and student experiences within it. A metaphor of a bond fire was also created to explain the change process. The spark that lit the fire was a tragedy, but the fire only burned because it was fueled by existing ideas and concerns (image attached). Largely, the success of the changes can be viewed as related to the imminent need of faculty to come together to save the graduate program. Despite the new policies and practices, cultural issues remain within the department and individual research groups. These changes, too, are ongoing. The program continues to be iteratively evaluated and improved to support student retention and success. 

Last Modified: 09/07/2021
Modified by: Ramon Barthelemy