My University Joined the List of Deactivated Physics and Astronomy Programs. Why lt Matters.

Ancient Greek mythology says that Prometheus saw humanity from the heavens living in caves without any warmth. Feeling sympathy, he gave humanity fire and knowledge so that we could move beyond our origins. His gift ignited human curiosity about the cosmos and nature, leading to the first state-funded science: astronomy. The physical sciences soon followed. Integrating forward a little, the SPS chapter at Valdosta State University (VSU) was installed on April 22, 1968.

VSU’s astronomy program is unique in Georgia—offering a bachelor’s of science degree in the subject. Many students choose VSU specifically for that degree, later discovering they can double major in physics. We have created a supportive environment for students passionate about science and the universe, fostering personal connections and professional growth.

Unfortunately, in 2024 Valdosta State University decided to deactivate our astronomy, physics, and mathematics degree programs, ending nearly a century of physics at the university.

The deactivation of these programs at VSU parallels an anecdotal trend in higher education that the SPS council is currently gathering data on. As reported in APS News, at least four other universities have closed their physics degree programs in the last year.

Many universities facing economic pressures and shifting priorities are racing to streamline academic offerings, often at the expense of relatively lower-enrolling programs like physics and astronomy. In VSU’s case, departmental restructuring and outside consulting firms influenced decisions that prioritized financial viability over the value these programs give to the university and the greater community.

Many in the higher education industry are also concerned about the “enrollment cliff,” an expected drop in college enrollment resulting from declining birth rates beginning around 2008. This is starting to impact universities like VSU, which are already struggling with low enrollment and graduation rates.

Universities are now grappling with a critical question: How do prospective undergraduates perceive their academic programs?

As students increasingly prioritize degrees that promise job security and financial stability, institutions must demonstrate that programs in fields like physics and astronomy do this. Our experience reveals that the administration really struggled to communicate the relevance and skills a scientific education offers job-seeking undergraduates.

The essential skills our administration wishes to cultivate in programs include novel problem-solving, manipulating and understanding large data sets, programming for data analysis, applying theory to real-world problems, and working in and managing small teams. They fail to see that physics and astronomy degree programs already cultivate these skills, and to promote that to prospective students.

Astronomy, for instance, has long been rooted in data analytics. At its core, physics emphasizes innovative problem-solving to understand the universe, and our coursework often involves collaborative projects that apply theoretical concepts to practical problems. The mathematical training alone is highly sought after by employers for modeling trends and data.

This lack of understanding—and, in some cases, a reluctance by the administration to engage with these programs—places physics and astronomy programs in a challenging position that hampers their ability to thrive.

As we confront the deactivation of programs like ours, it’s hard not to wonder what Prometheus would think. Human hope for a better future and curiosity about the cosmos have driven astronomy and physics for millennia. To abandon these fields now, in pursuit of fleeting economic trends and buzzwords, would be to squander those gifts. If we lose our programs, we risk dimming the very flame that has illuminated human progress since the dawn of science itself.