Part I Introduction
¶What to teach, when, how, where, whom and why to teach are questions that anyone who teaches answers in the act of teaching. Making changes in those answers can be difficult, whether self-initiated or imposed. This is the story of a faculty's decision, about twenty years ago, to radically modify the content, timing, pedagogical approach, setting, student population, and underlying philosophy of their upper-level physics courses to form the Paradigms in Physics Program. This also is the story of the program's evolution during the subsequent two decades. In addition, this study reports on ‘what happened next’ as the faculty re-envisioned the content, structure, and pedagogy of the program during 2016, implemented the proposed changes during 2016–2017, and subsequently monitored and refined the changes underway.