arXiv subjects

Tom Rice

Publications and source records attributed to Tom Rice.

4 recordsLinked to original sources

arXiv2026

Recommendations for the Astronomy Graduate Admissions Process

As the AAS Working Group on Graduate Admissions (WGGA) we are sharing brief recommendations for improving and standardizing key elements of the graduate admissions process in astronomy. Most astronomy graduate programs have large areas of overlap in their admissions processes; however, the existing small variations in requirements and mismatches in communication and transparency make admissions more challenging for students and programs alike. To improve this situation, and building on the work presented in the AAS Graduate Admissions Task Force (GATF) report we recommend a few simple and straightforward changes for application content, communication, and timelines. These include an application format that consists of 1) two 500-word recommendation letters, 2) one 1500-word application essay, 3) an applicant CV, and 4) unofficial transcripts; and an admissions timeline that includes effective and transparent communication from programs and encouraging an April 1st "down-select date" for applicants.

astro-ph.IM↗

arXiv2026

The Landscape of Undergraduate Astronomy and Astrophysics Degree Requirements

In this document we summarize the results of a survey of undergraduate degree-granting programs conducted by the 2024-2025 American Astronomical Society Education Committee's Subcommittee on UndeRgraduate and Graduate Education (SURGE). Individuals from 78 institutions completed the survey, representing approximately 1000 majors annually and a majority of undergraduate Astronomy and Astrophysics degree-granting institutions. Information collected from participants include: degree names, degree types, course requirements, elective course options, and learning goals. Our report presents 9 key findings and 10 recommendations, and these are summarized in the preamble to the report. The recommendations are directed primarily to degree-granting departments and the American Astronomical Society, as the principal relevant professional organization, though we earnestly invite all members of the Astronomy and Astrophysics community to contribute to a broader discussion about these findings and recommendations. Appendix A of the report contains detailed descriptions of survey data analyses. Appendices B and C contain recommended undergraduate course requirements and learning goals, respectively. Our survey results show clearly that there is not currently community consensus about what knowledge and competencies an undergraduate Astronomy or Astrophysics degree should instill. This lack of cohesion is a problem for our community, as it dilutes the significance and interpretability of the credential for employers and graduate schools. We view this report as just the beginning of an important dialog, and we look forward to engaging with the Astronomy and Astrophysics community about our findings and recommendations through our feedback form at bit.ly/49c4FYb.

physics.ed-ph↗

arXiv2025

Applying the Principles of Universal Design to Make Astronomy More Accessible

Universal Design (UD), an approach to accessibility that was first conceptualized in architecture to make buildings physically accessible, has since been applied to curriculum design to make classrooms accessible for a larger range of learning needs. In this paper, we illustrate how the concepts of UD are relevant outside of architecture and the creation of curricula by highlighting examples of norms that exist in the field of astronomy that create barriers for disabled folks. we discuss ways the foundations of UD can be applied more generally to department culture, conferences, outreach events, and academia as a whole to make STEM fields more inclusive. In order to implement UD in these sectors, one must create multiple pathways or options for folks to engage with and show their success in astronomy. While UD is critical for disabled folks, it can easily be expanded to include the promotion of people whose backgrounds and/or identities are currently underrepresented or under-supported in STEM. Lastly, we introduce guiding questions and tools for departments and institutions to evaluate the accessibility of their activities and traditions to disabled individuals. In summary, we aim to show the importance of increased accessibility and provide some strategies to make STEM more inclusive to disabled people by using the mindset and principles of UD.

astro-ph.IM↗

arXiv2025

AAS Graduate Admissions Task Force: Final report and recommendations

In March of 2024 the AAS formed our Graduate Admissions Task Force (GATF), asking us to produce recommendations aimed at improving the state of graduate admissions in astronomy. The task was a timely one, as the past decade has seen dramatic shifts that are currently being exacerbated by rapidly-shifting funding and policy challenges. The GATF surveyed recent applicants to astronomy graduate school and admissions leaders in degree-granting graduate programs, held in-depth conversations with select programs, and explored how other fields approach admissions. Based on this work, we have quantified recent changes in the astronomy graduate admissions landscape, addressed mismatches between perception and reality, and identified several key ways to address some of our current challenges. In this report we summarize the results of this work and the four main recommendations we believe the AAS should take to make lasting positive changes. We emphasize that the goal of our report, and the GATF's work, is not to help programs select students, or to help applicants get into graduate school. Instead, we have focused on ways to make the admissions process itself more streamlined, fair, and efficient for everyone involved.

astro-ph.IM↗