University of Utah Cuts History and Philosophy of Science Major: What It Means for Students Amid Political Turmoil

Public universities in Utah are facing significant challenges after losing $60 million in funding from the state. To regain some of this money, schools must focus on high-demand majors that align with job market needs. This requirement emphasizes a shift toward practical, job-oriented education.

Cynthia Stark, chair of the Philosophy Department at the University of Utah, addresses concerns about this approach in an essay for Inside Higher Ed. She highlights the elimination of the History and Philosophy of Science major, which was popular among students, especially those double majoring in STEM fields. Stark argues that cutting this program limits student opportunities and won’t save any money since it relies on existing staff and courses.

The funding cuts have broader implications. Stark notes that faculty members in her department will see no salary increases this year. This loss affects not just academics but also the quality of education that students receive.

In addition, Stark discusses various contentious changes at the university, many prompted by recent state legislation. For instance, an “anti-DEI” bill could lead to the closure of significant resource centers, including those for women and LGBTQ+ students. There’s also a "bathroom bill" that mandates transgender students use facilities corresponding to their sex assigned at birth.

Other shifts include a requirement for all public university students in Utah to study Western civilization and Christianity, and new policies that allow return missionaries from the Church of Jesus Christ of Latter-day Saints to earn college credits for their service.

These changes have created a wave of administrative challenges. Deans and department chairs are now expected to manage an increasing number of initiatives while balancing their existing duties.

Data from surveys indicate that such legislative actions are causing concern among faculty and students alike. In a recent poll, 72% of university staff expressed anxiety over the impacts of funding cuts on the educational environment.

These developments reflect a larger trend in the U.S., where universities are increasingly being pushed to prioritize job-centered education over traditional liberal arts programs. As higher education evolves, the balance between practical skills and broad intellectual development remains a poignant debate.

For more details on this topic, you can read Stark’s full essay here.

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