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The Department of Physics offers graduate programs leading to the Master of Science (ScM) degree and the Doctor of Philosophy (PhD) Degree.  For more information on admission and program requirements, please visit the following website:  http://www.brown.edu/academics/gradschool/programs/physics

Master of Science (ScM)

The Sc.M. degree recognizes a significant level of academic achievement beyond an undergraduate degree. A total of 8 credits in 2000-level courses form the main requirement for the Sc.M. degree in Physics. Of the eight required courses, four will be selected from the six core courses of the Ph.D. program (PHYS 2010, 1720 or 2020**, 2040, 2050, 2060, 2140). Four additional credits at the 2000 level are required. These courses are to be selected from the remaining core courses or the large number of other upper-level Physics courses. With pre-approval of the DMP, up to two of these additional credits, also at the 2000 level, can be taken in another department. Preparation of a Master’s thesis is recommended, as it forms an important pillar of professional training.

**Please note: 2030 can be taken instead of 1720 or 2020 if the student has passed the entrance exam. 

Students with less rigorous physics backgrounds will be advised to take a mixture of 1000-level and 2000-level courses during their course of study, necessitating a 3- or 4-semester track to completion.

Course selection and registration for recently admitted students are held in September after a faculty advising session during orientation. Registration remains open for the first two weeks as a 'shopping period' during which students can make final course decisions. 

Core Courses

Four additional credits at the 2000 level are required.  These courses are to be selected from the remaining core courses or the large number of other upper level physics courses.  Up to two of these can be taken in research, or taken in another department with prior approval of the program director.

Doctor of Philosophy (PhD)

Beyond the core courses, PhD candidates are expected to pass four additional advanced courses. At least one of the courses must fall outside the student’s research area. These courses are to be selected from the following: 

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He always wanted a Ph.D. in physics. He finally earned it at 89

Bill Chappell

Manfred Steiner, 89, recently earned his Ph.D. in physics from Brown University. Nick Dentamaro/Brown University hide caption

Manfred Steiner, 89, recently earned his Ph.D. in physics from Brown University.

Manfred Steiner had a successful and productive career as a doctor, helping generations of medical students learn about hematology. But all along, he had a nagging feeling he should be doing something else: studying physics. At age 89, he has finally fulfilled that dream, earning his Ph.D. in physics from Brown University.

"It's my third doctorate, but this one I really cherish a lot. That I made it — and made it at this age," said Steiner, who is weeks from turning 90, in an interview with NPR.

"I am really on top of the world," Steiner said in a news release from the college , as it announced his successful defense of his dissertation (title: "Corrections to the Geometrical Interpretation of Bosonization").

A love for physics took hold at an early age

"I always had this dream: Gee, someday I would like to become a physicist," Steiner told NPR.

Steiner grew up in Vienna — and his Austrian accent has stayed with him. As he noted, "My students at Brown usually said, 'He talks like the Terminator.' "

Steiner was a teenager when World War II ended. By then, he was fascinated with physics. On the advice of his family, he decided to pursue a medical career instead. But during his studies in Vienna, physics still tugged at him.

"When I was a medical student in the early '50s, I used to sneak into the physical institute, which was very close by the medical school," he said, "and listen to some talks there because I was so interested in quantum physics, particularly quantum physics, the new stuff at that time."

13.7: Cosmos And Culture

The puzzle of quantum reality.

When asked what it was about physics that he enjoyed, Steiner replied quickly: precision.

"I was always amazed that the laws that go for the quantum area, where you talk about distances of femtometers" — or quadrillionths of a meter — also apply to astronomy, with measures of light years, he said.

"Yet the physical laws exactly were the same, holding for the two extremes," he added, "and that precision really always fascinated me. And of course, I always liked mathematics, which is sort of the language of physics."

Steiner says he's happy to have spent so much of his life in academic medicine. "But in medicine, there are too many variables and, you know, too much imprecision," he adds.

Steiner's medical career blossomed in the U.S.

When Steiner moved permanently to the U.S. from Vienna, he focused on medicine and hematology, training at Tufts University and MIT. He then became a professor at Brown and led the hematology section in the university's medical school.

Book Reviews

From poverty to stanford, memoir tells a physicist's remarkable tale.

It was only after Steiner retired from his career in medicine in 2000 that he was finally able to scratch the physics itch. He started taking classes at MIT.

"I had to do a lot of physics classes at MIT" before being allowed to start graduate studies, he said. He transferred to Brown, to minimize his commute.

Steiner worked slowly — he's a grandfather who likes to spend with his family, and health issues have been a concern — but the credits kept piling up. And before long, Steiner was eyeing yet another Ph.D.

"You know, it took a long time," he said. "There were medical problems in between that were very serious. But fortunately, I'm here now and I've overcome these problems."

You can read more on the Brown website about Steiner's dissertation on a prickly problem in theoretical physics: expanding the understanding of bosonization.

The newly minted physicist looks back

Despite fulfilling a long-held dream of becoming a physicist, Steiner says he doesn't regret spending most of his life in academic medicine.

"I was reconciled to the fact that I couldn't do physics, and I tried to make the best of what I could do with medicine, and that was to go into research. I liked research."

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He also has some advice to offer: "All the young people, if they have a dream, follow that dream. Don't give up on it." If it doesn't work out, he said, they can go into something else.

"But first, follow your dream."

The physicists who worked with Steiner say his latest achievement is both affirming and inspiring. For his part, Steiner is working on publishing a version of his dissertation (it runs to more than 150 pages), and he wants to continue his research.

"I would like to continue with it as long as my mind says OK, I'm going to do some studies with theoretical physics," he said. "I don't need a lab. I just need a computer, and I need paper and pencil."

Graduate Programs

Request more info.

Brown University’s one or two year, on-campus master’s in physics offers focused training and the opportunity to engage in cutting-edge research in contemporary physics.

Designed to cultivate professional physicists, the master’s in physics program emphasizes a comprehensive mastery of the discipline's fundamental principles, methods and intellectual tools — complemented by opportunities to engage in original research.

The program prepares you for professional advancement and further graduate study through a rigorous yet flexible curriculum. You’ll develop a solid and broad base of physics through the core curriculum, while upper-level courses and topical research seminar series provide more specialized exposure.

This program offers the following degree: 

• Master of science (Sc.M.): Coursework and thesis option

You can complete the degree in two, three or four semesters of full-time enrollment, with part-time options available for eligible candidates.

Upon completion of this degree, you’ll be well-prepared to excel in your career or pursue further academic goals. Additionally, the department actively informs and advises about fellowship opportunities as they become available.

Additional Information

Brown undergraduates can apply to this program as a fifth-year master’s degree .

Attend an Info Session

Application Information

Applicants are expected to have a strong background in physics or closely related subjects at the undergraduate level.

If you have any questions regarding the application process for this program, please email  [email protected] .

Application Requirements

Gre subject:.

Not required

GRE General:

Toefl/ielts:.

Required for any non-native English speaker who does not have a degree from an institution where English is the sole language of instruction or from a University in the following countries: Australia, Bahamas, Botswana, Cameroon, Canada (except Quebec), Ethiopia, Ghana, Ireland, Kenya, Lesotho, Liberia, Malawi, New Zealand, Nigeria, Zimbabwe, South Africa, Sierra Leone, Swaziland, Tanzania, Gambia, Uganda, United Kingdom (England, Scotland, Northern Ireland, Wales), West Indies, Zambia). Students from mainland China may submit the TOEFL ITP Plus exam. The TOEFL iBT Special Home Edition and the IELTS Indicator exam are accepted. Minimum scores: 90 TOEFL/6.5 IELTS

Official Transcripts:

Required. All applicants may upload unofficial transcripts for application submission. Official transcripts are ONLY required for enrolling students before class start. An international transcript evaluation (WES, ECE, or SpanTran) is required for degrees from non-U.S. institutions before enrollment.

Letters of Recommendations:

Three (3) recommendations required

Personal Statement:

1000-1500 word personal statement that gives your reasons to pursue graduate work in the field of your study. The statement should include examples of your past work in your chosen field, your plans for study at Brown, issues and problems you'd like to address in your field and your professional goals.

Dates/Deadlines

Application deadline, 5 th year deadline, tuition and funding.

Graduate Tuition & Fees: Please visit the S tudent Financial Services Office for up-to-date tuition rates.

Scholarships: Not available for this program.

Completion Requirements

A total of 8 credits, or courses, at the 2000 level form the main requirement for a ScM degree in Physics, including completion of a Master's thesis. Of the eight required courses, four will be selected from the six core courses of the PhD program. Preparation of a Master's thesis is highly recommended as it forms an important pillar of the professional training. Therefore, up to two of the eight courses may be Thesis Preparation. With approval of the program director, up to two credits may be 2000 level courses offered by another department.

Contact and Location

Department of physics, mailing address.

• Program Faculty
• Graduate School Handbook
• Program Handbook

The courses of study are flexible in subject matter and are conducted by means of lectures, seminars, laboratories and colloquia. Undergraduate as well as graduate students have opportunities to carry out research in fields of current interest.

The department aims to develop in its students a comprehensive grasp of the principles of physics, enabling them to become productive researchers, critical thinkers and efficient problem solvers.

Current academic year courses.

All Physics Courses

Introductory Physics Courses

Science concentrators beginning college physics in their junior or senior year, particularly premedical students, should generally take Physics 30 and 40. Some, wishing a deeper course, may want to consider Physics 50 and 60. People with A.P. credit for high school physics should certainly consider this alternative, as well as the possibilities of Physics 70 and/or 160.

Most other students should take courses above the level of Physics 40. This specifically includes those who plan (or wish to retain the option) to concentrate in any physical science, and/or most who for any reason take physics as freshmen or sophomores, particularly if they have studied physics previously. Such people should begin with Physics 50, unless they have completed a year of both physics and calculus, in which case Physics 70 should be seriously considered. Those who limit their college physics to two semesters may conclude with either Physics 60 or Physics 160. Specific recommendations for particular concentrations are available from Concentration Advisors or the contact people mentioned below.

Those who wish the strongest available foundation in physics, including but not limited to those contemplating physics or physics-related concentrations, should follow Physics 50 or 70 with Physics 160 and Physics 470.

For First-Year Students

First-year seminars.

Several First-Year Seminars are offered each year by the Department. Non-science concentrators, particularly those wishing to minimize the role of mathematics, are best served by the First-Year Seminars.

Math Courses for Physics Concentrators

Ian dell'antonio.

Mathematics is an indispensable part of the structure of physics. Since mathematics provides the logical framework where physical laws can be precisely formulated and their predictions quantified, students with highly developed mathematical skills tend to have a greater advantage in a physics course. It is therefore strongly recommended that students begin their mathematical studies at Brown as soon as possible, and at the highest level consistent with their mathematics background.

Most entering students take either MATH 190 or 350 in the fall semester, depending on their background (note that 190 is preferred over 170), followed by MATH 200 or 520 or 540 (the latter two following 350). It is strongly recommended that all sophomores take PHYS 720, “Methods of Mathematical Physics”, which will provide students with the essentials of linear algebra, Fourier analysis and differential equations, in a form most appropriate for advanced Physics courses. Note that PHYS 720 can be taken with no previous knowledge of linear algebra (the subject matter of MATH 520 and 540).

Students earning an Sc.B. in Physics must take one additional Math or Applied Math course beyond those listed above. Courses in ordinary and partial differential equations, Fourier analysis and complex analysis are highly recommended. Probability and statistics, group theory, topology and differential geometry are also good choices.

For clarification or advice on individual cases, please consult the Physics Concentration Advisor or the course instructors.

Fall Courses on CAB

Fall semester courses.

View a list of graduate and undergraduate courses on Courses@Brown, updated each semester.

Fall Physics Courses

Quantum and AI Schools

2024 ai winter workshop, the ai winter workshop, hosted by the center for the fundamental physics of the universe, brown university/department of physics in january 2024. , 2020 quantum winter school.

The Library wishes you a nice holiday break. Buildings will be closed from 12/23/22 to 12/31/22. For a full list of closing and opening times, please visit the library hours page.

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Brown University Theses and Dissertations

Brown University Library archives dissertations in accordance with the Brown Graduate School policy .

For dissertations published prior to 2008, please consult the following Dissertation LibGuide

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"A Tale of 2-Spheres": How Conformal Symmetry, Chaos, and Some Elementary Algebra Led to Insights in Black Holes and Quantum Cosmology

3D Neutron Diffraction Studies on the Vortex Lattice

A Bayesian Approach to 21 cm Power Spectrum Estimation

A Measurement of the Top Quark Mass in the Lepton + Jets Channel using the Ideogram Technique at D\O\

A Multi-Dimensional Approach to the Characterization of Exoplanetary Atmospheres

A Next Generation Analysis Pipeline for 21cm Epoch of Reionization Studies

A Novel Swarming Bacterial Strain Exhibits Unique Biophysical and Probiotic Properties

A Pedagogical Demonstration/Lecture Plan for the Introduction of Gravitational Wave Astronomy

A Position-Sensitive Liquid Xenon Time-Projection Chamber for Direct Detection of Dark Matter: The XENON10 Experiment

A Search for Exotic Particles that Decay into a Higgs Boson and a Photon with the CMS Detector at the CERN LHC

A Search For Heavy Charged Higgs Bosons in the CMS Experiment

A search for long-lived particles that stop in the CMS detector and decay to muons

A vortex shedding model for unsteady fluid dynamics

Amorphous Germanium Nanostructures: Optical Characterization and Applications for Improved Photodetector Performance

An Absolute Calibration of Sub-1 keV Nuclear Recoils in Liquid Xenon Using D-D Neutron Scattering Kinematics in the LUX Detector

Analysis of brain signals with machine learning and information-theoretic methods

Analysis of Systematic Signals in the Epoch of Reionization Data from MWA

Analytic Quantum Chromodynamics: An Exact, Finite, Non-Perturbative, Gauge-Invariant, Realistic Model of QCD, with A Particular Choice of Renormalization with Applications to High Energy Elastic Proton-Proton Scattering.

Analytical Framework to Uncover Structural Signatures from All-Atom Molecular Dynamics Simulations

Anodic alumina as a scalable platform for structural coloration and optical rectification

Graduate School

Doctoral and select master’s programs.

• Application Information

The following information is for applicants to all doctoral and MFA programs. 

Applicants also are strongly urged to visit the websites of the departments to which they are applying, as those sites offer detailed information about those departments' graduate programs.

Admission Inquiry Form

The Application

The online application offers tools for collecting and submitting all documents and information required for the application. Departments may require additional information, so please check their listings. 

Online application

In general, though, applicants are responsible for submitting the following: 

Personal Statement

While most applicants must submit a personal statement regarding their interests and/or intended areas of study, some programs ask applicants to respond to short-answer questions instead of a personal statement. Some programs ask applicants to address specific questions in their personal statements (they are provided in the prompt).

Ph.D. Requirements

Master’s requirements, transcripts.

We strongly encourage applicants to submit a scanned image of the transcript at the time of application, which can speed processing; however, a final, official transcript will be required of all admitted students who matriculate. Applicants who have attended international institutions must submit transcripts or certified attestations of study, with certified English translations. Once translated, the original transcript and the certified translations are to be sent to the Graduate School admission office. College seniors should submit current transcripts, followed by a final official transcript showing the award of the baccalaureate degree prior to matriculation, as is required and mentioned above. 

Letters of Recommendation

The Graduate School requires three letters of recommendation by persons well qualified to speak from first-hand knowledge about the applicant's potential for graduate study. All letters should comment on an applicant’s ability to do research and perform in the program’s required coursework. At least two of these letters should be from faculty at the institution of current study or, if the applicant is not in school at the time of application, at the institution most recently attended. Letters of recommendation for applicants to master’s programs may be from academic or non-academic sources; please consult individual program listings for details. Letters of recommendation must be submitted online. If you are using Interfolio please refer to their website for instructions on submitting your recommendations electronically.

Applicants to programs requiring the Graduate Record Examination must have their results to the Graduate School or, if applying to one of the programs in the School of Public Health, to a separate Brown University code. Please refer to our GRE page and individual listings for the Ph.D. or master’s program for details. 

GRE Information

Toefl/ielts.

All international applicants whose native language is not English must ensure that the Graduate School receives their official score from the Test of English as a Foreign Language (TOEFL), TOEFL ITP Plus for China or International English Language Testing System (IELTS).

Language Proficiency: TOEFL or IELTS

All international applicants whose native language is not English must submit an official Test of English as a Foreign Language (TOEFL) or International English Language Testing System (IELTS) score.

Application Fee and Waivers

A non-refundable fee of $75 is charged for processing each application received by the Graduate School. This fee must be paid when the application is submitted. An application will not be processed unless the fee is paid. Applicants who want to be evaluated by more than one graduate program must submit separate applications to each program for which they would like to be considered. The Graduate School is not responsible for errors made by applicants during the application process. There are no application-fee refunds. Application-fee waivers are available under certain circumstances. Applicants to Brown's graduate programs who can demonstrate financial need may apply for an application-fee waiver.

Application-Fee Waivers

Paper Credentials and Other Documentation

All materials related to an application that are not submitted electronically as part of the online application should be mailed to the Graduate School admission office:

47 George St., Box 1867 Brown University Providence, R.I. 02912.

Do  not  send any application materials directly to the program you are applying to as this will only slow the progress of your application. Material submitted in support of the application, including transcripts and writing samples, will not be returned to the applicant. 

Criteria for Admission

Admission to the Graduate School is determined at the program level with oversight by the Graduate School. Each program, in consultation with the dean of the Graduate School, sets its own admission criteria. The individual academic programs evaluate applications for admission. Admission decisions are made after a full review of the materials in the application. Programs consider previous records, test scores, and recommendations and look for clear evidence of the ability to do advanced work of the highest quality. The admission decisions are final. There is no appeals process.

Notification

Applicants should expect to be notified within four to eight weeks of the application deadline for their programs (February or March for a January 1 deadline). Whether or not applications that are submitted after a program's stated deadline will be reviewed is at the discretion of each program. While individual academic programs evaluate applicants for admission, offers of admission are only binding when made in writing by the Dean of the Graduate School. Admission may, in some cases, be deferred; aid offers cannot be deferred. 

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The Graduate School follows Brown's policy on Equal Opportunity, Nondiscrimination and Affirmative Action.

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2024-2025 Graduate Student Required Tuition and Fees

• Student account charges are billed per semester. The Student Health Insurance Plan (SHIP) is the only fee that is charged on an annual basis.
• See Student Accounts and EBill Schedule  for billing and due dates.
• Refer to the description of fees for details regarding the mandatory fees.

Masters Students: Cost of Attendance

Total charges at Brown involve a number of components. We encourage prospective students to consult the Office of Financial Aid's resources to estimate the total cost of attendance for Masters students .

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Total charges at Brown involve a number of components, which are outlined. We encourage prospective students to consult the Office of Financial Aid's resources to estimate the total cost of attendance for Masters students .

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James Brindle, PhD, DABR

Associate Professor of Radiation Oncology

[email protected]

Gene Cardarelli, PhD, MPH, DABR

Clinical Associate Professor of Radiation Oncology

Eric Carver, PhD

Assistant Professor of Radiation Oncology, Clinician Educator

Nobuhiko Hata, PhD

Professor of Radiology, Brigham and Women's Hospital

Eric Klein, PhD, FASTRO, FAAPM

Director, Medical Physics Graduate Program, Chief of Medical Physics, Lifespan, Professor of Radiation Oncology

Ulrich Langner, PhD

Assistant Professor of Radiation Oncology

Qiongge Li, PhD

Michael Oumano

Adjunct Professor of Radiation Oncology

Mark Rivard, PhD, DABMP, FAAPM, FABS

Professor of Radiation Oncology

Neil Sarkar, PhD, MLIS, FACMI

Director of the Center for Biomedical Informatics, Associate Professor of Medical Science, Associate Professor of Health Services, Policy and Practice

Michelle Schwer, MS, DABR

Christopher Tien, PhD, DABR

Adjunct Associate Professor of Radiation Oncology

Edward Walsh, PhD

Assistant Director, Medical Physics Graduate Program, Associate Professor (Research) in the Robert J. & Nancy D. Carney Institute for Brain Science

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Social Networks Key to LGBTQ+ Physics Students Making It Through Grad School

Physics is often idealized as an objective science whose practitioners use facts and data to derive the rules by which the Universe behaves. As such, human biases should have no impact on the field—the laws by which a proton moves should be the same regardless of who measures the particle. But, as with other areas of science, and of life, prejudices abound among those who practice physics, leading to harassment and discrimination against physicists with certain identities. These actions can create marginalization and negative workplace climates and impact the retention of certain groups of people (see Viewpoint: Making Physics Inclusive to LGBTQ+ Folks ).

Now Justin Gutzwa, who uses the pronouns they/them, and their colleagues present findings that show how women and LGBTQ+ physicists navigate this discrimination by finding or creating social groups where their identities are celebrated [ 1 ]. The researchers says that their findings indicate that to combat oppressive behaviors, such as sexism, heterosexism, and transphobia, physicists need to embrace identity differences rather than shun them. “Physics is often considered as a field where identity doesn’t belong, [meaning] that who you are as a person has no influence on what you can achieve. We know that’s not true,” says Gutzwa, who studies problems related to systemic minoritization in educational settings at Michigan State University. “Who a person is matters, as do their experiences, and both factors are just as important for success as a person’s formal education.”

For their study, Gutzwa and their colleagues interviewed 100 women and LGBTQ+ folks with physics PhDs, recruited through personal connections and email campaigns. Roughly a third of the participants had stayed in academia after graduating, while the others had moved to industry or government jobs. The team interviewed each person about their graduate school experiences, asking questions that probed the environments where the interviewees had studied and explored how the interviewees had navigated their time as students.

Most of the interviewees—89 out of 100—reported graduate school as having been a negative experience, with many sharing being gaslit, harassed, or minoritized. Many also described that faculty tried to erase their identities by repeatedly stating that who they were was irrelevant when it came to being a researcher. Interviewees said that such interactions led them to compartmentalize their social and professional selves. “I’ve been very bluntly told that who I am as a person doesn’t matter in the physics classroom,” said study-participant Sequoia (all the interviewees were given pseudonyms to protect their identities), who identifies as a white, nonbinary, queer woman.

Ignoring identity—an approach known as identity neutrality—is problematic for several reasons, Gutzwa says. “When a person is told that their identity doesn’t matter, it is often because there is a certain identity that pervades that space and that pervasive identity is different from the one the person has,” they say. In most physics and astronomy departments, the prevailing culture upholds the idea that the archetypal physicist is a white, cisgender man. When a woman or a queer person joins a research group full of archetypal physicists, for example, the experiences of this new person get dismissed as non-normative. The new person is then isolated and left feeling like they have failed in some way. “There is gatekeeping in physics” said study-participant Priyanka (pseudonym), a South Asian physicist who identifies as a heterosexual woman. “I am frustrated by [the] million microaggressions that I received as a woman.”

Some of the interviewees also reported experiences that crossed from marginalizing to abusive. Gutzwa says that they heard stories that were so distressing that they felt physically sick listening to participants share what had happened. The account of Sam (pseudonym) was particularly harrowing.

Sam is a white, nonbinary, queer woman who said that they had an extremely negative relationship with their PhD supervisor. During their studies, Sam’s advisor sent them email after email in which they detailed Sam’s failures as a person and a scientist. Sam embodied so much trauma from these emails, as well as from other interactions with their advisor, that they went on to suffer many of the symptoms commonly experienced by those who survive severe emotional domestic abuse. These symptoms included memory loss, anxiety, flashbacks, and emotional numbness. “[Sam’s] interview was one of the hardest I have ever conducted, and I’ve been doing this for a long time,” Gutzwa says. “I found it very hard to keep it together emotionally; it was absolutely heartbreaking to hear what happened to them.”

So, what got Sam and the other interviewees through their PhDs? The study shows it was through supportive relationships they formed with peers or faculty or from interactions with social groups that they joined outside of their research groups or departments. While these groups and relationships varied in their memberships and goals, they all had one thing in common—participants could be their whole true self without fear of harassment or hostility. Gutzwa notes that being part of these groups did not stop the harassment the interviewees experienced, but it did provide them with opportunities to be seen and heard by their peers, and, importantly, to feel safe. For example, for Ethan (pseudonym), who identifies as a white, queer man, being part of an affinity group provided friendship and “everything that comes with, including emotional support,” he said.

Having learned about the support and validation these groups provided to the study participants, Gutzwa and their colleagues would like to see physics departments put money and resources into creating these spaces. So often diversity is thought of as a numbers game, with departments trying to attract women, People of Color, or LGBTQ+ folks so that they can claim they have “diversity,” Gutzwa says. But the culture of the department remains unchanged. Gutzwa would like to see the script flipped. “Just because a department has more women, for example, doesn’t mean the sexism has disappeared and it’s all sunshine and rainbows for every single one of those women,” they say. “But if we can create an environment where everyone can thrive, regardless of their identity, we will see a rise in the breadth and beauty of demonstrably talented physicists. That should be the goal.”

–Katherine Wright

Katherine Wright is the Deputy Editor of Physics Magazine .

• J. A. Gutzwa et al. , “How women and lesbian, gay, bisexual, transgender, and queer physics doctoral students navigate graduate education: The roles of professional environments and social networks,” Phys. Rev. Phys. Educ. Res. 20 , 020115 (2024) .

How women and lesbian, gay, bisexual, transgender, and queer physics doctoral students navigate graduate education: The roles of professional environments and social networks

Justin A. Gutzwa, Ramón S. Barthelemy, Camila Amaral, Madison Swirtz, Adrienne Traxler, and Charles Henderson

Phys. Rev. Phys. Educ. Res. 20 , 020115 (2024)

Published September 12, 2024

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Introduction.

This CAMPEP-accredited Medical Physics Certificate program is a two-semester program for individuals with a PhD degree  or enrolling in a PhD program in Physics, Engineering or a related field wishing to transition to a career in medical physics. Students will acquire a broad knowledge in medical physics, including radiation physics, radiobiology, radiation safety, medical imaging and the modern practice of radiation oncology, through both coursework and hands-on clinical experience. This non-degree program is designed to meet all the recommendations in Report 197S of the American Association of Physicists in Medicine. At the completion of this program applicants will be eligible to take the Part 1 of the ABR exam and will be eligible to enter CAMPEP-accredited medical physics residency programs.

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Applicants are required either to be currently enrolled in a PhD program or to hold a PhD degree already in Physics, Engineering or equivalent with a minimum 3.3 GPA and demonstrate fluency in English. In order to obtain the certificate, the applicants must have the equivalent of a minor in physics which requires a two-semester calculus based introductory physics course and three upper-level physics courses as described in Audit Standards for Initial Certification document. This is a part of the requirement both for entering into the CAMPEP residencies and taking the ABR Part I certification exam.

Application must include completed application form, current CV, and transcripts. Applicant, whose PhD degree is from outside the United States, must also submit a Test of English as a Foreign Language (TOEFL) score with your application.

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In addition to the required courses, students will be given a variety of other learning opportunities in ethics and error correction /management/analysis , clinical rotations, journal club, morning seminars and ground rounds.

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Graduate students after their fifth semester in the program are supported by a research group as Research Assistants​. In addition to standard research groups run by individual faculty, the Department also hosts five Research Centers (Bartol Research Institute, Center for Spintronics and Biodetection, Delaware Astero​seismic Research Center, Center for Advanced Magnetics, and Center for Space Radiation Effects) which allow qualified students to become Research Assistants during their first year in Delaware.​​

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Science: Physics PGCE

London, Bloomsbury

This is the programme information for 2024 entry

If you require details of this year's programme, Science: Physics PGCE (2025), click here

The Physics PGCE prepares students to develop the professional knowledge and skills they need to teach all aspects of the science curriculum to pupils in the 11-16 range. Students are also supported to develop their knowledge and understanding of teaching Physics at A-Level. We are committed to creative and interactive approaches to teaching science to promote engagement and learning.

UK tuition fees (2024/25)

Overseas tuition fees (2024/25), programme starts, applications accepted.

Applications closed

Early application is advised as programmes may close as soon as places are filled. Applicants should check the government website for the latest vacancy information.

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• Entry requirements

First degree

A minimum of a lower second-class UK Bachelor’s degree or an overseas qualification of an equivalent standard in Physics or a Physics-related subject.

Subject Knowledge Enhancement (SKE) tests

A Subject Knowledge Enhancement course in physics may be recommended as a condition of being offered a place on the course, for which there is usually a cost to the applicant.

No specific subjects required.

English Language and Mathematics at grade C or 4. We do not accept "applied" or "additional" GCSE subjects. Applicants who do not offer a GCSE in English Language or Mathematics may demonstrate an equivalent standard by completing a test via Equivalency Testing or A Star Equivalency and achieving at least a grade 4. For Mathematics, equivalency tests in Mathematics Foundation or Mathematics Higher with grade 4 are accepted. BTEC, Functional Skills or Access course qualifications are not accepted in place of GCSEs.

School experience

We recommend that you aim to gain some experience in a classroom prior to interview.

Skills tests

Trainees will be assured against a set of fundamental Mathematics and English skills by the end of their teacher training.

Relevant experience and background

Applicants whose degree qualifications are below a lower second-class standard may be admitted if they can demonstrate an appropriate academic background at Master's level and above and/or significant postgraduate experience in the relevant field.

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website .

International applicants can find out the equivalent qualification for their country by selecting from the list below. Please note that the equivalency will correspond to the broad UK degree classification stated on this page (e.g. upper second-class). Where a specific overall percentage is required in the UK qualification, the international equivalency will be higher than that stated below. Please contact Graduate Admissions should you require further advice.

The English language level for this programme is: Level 2

Further information can be found on our English language requirements page.

This programme is suitable for international students on a Student visa - study must be full-time, starting September.

DBS and occupational health

If you are made an offer you will be required to successfully complete Occupational Health and Disclosure Barring Service (DBS) Enhanced Disclosure checks. The Occupational Health Check is £90, and depending on your DBS requirements, there may be an additional fee of £15.00 if you can submit your DBS Enhanced Disclosure check via a UK Post Office. These checks are required to ensure you meet the Department for Education’s requirements for physical and mental health to teach, as well as assessing your suitability for access to children and vulnerable adults. More details can be found on the Entry requirements page.

About this course

Students will acquire a critical understanding of current debates and issues relating to science education, and will be guided and supported in developing their subject knowledge. We expect students to engage with reading and research into science education and to regularly reflect upon their own progress teaching across the 11-16 age range.

The Physics programme will feature four ‘Intensive Teaching & Practice’ (ITAP) sequences designed to establish and develop students’ Physics teaching through the year. Closely linking theory and practice, and enabling students to observe, deconstruct, plan, practice and progress in specific areas of teaching, these focus on:

• Behavioural expectations and establishing a positive learning environment;
• How to use models and analogies in Science education to develop and evaluate conceptual understanding in Science;
• Teaching Science skills and ideas through practical work;
• Fieldwork in Science learning.

It will also consider teaching for social justice, facilitating small group discussion, meeting pupils' special needs, and assessment. Our facilities include a suite of laboratories.

Who this course is for

The Secondary PGCE full-time programme is suited to those wishing to gain Qualified Teaching Status (QTS) for teaching in a UK maintained (state-funded) school and who have fulfilled the appropriate entry requirements.

What this course will give you

Students on the Physics PGCE work with a team of expert subject tutors who have all previously been classroom teachers and are actively involved with science education research, curriculum development and consultancy.

During teaching practice, student teachers benefit from the support of subject specialist mentors within our network of over 300 schools throughout Greater London and beyond, ensuring each has the opportunity to become a skilled and confident teacher.

Our approach to ITAP is proudly subject-specific. Our ITAP sequences are embedded through the Physics programme and will give students the opportunity to build their practice and confidence in pivotal areas of Physics-specific pedagogy.

The Physics PGCE offers unique opportunities to plan and teach science outside the classroom (e.g. at museums and Kew Gardens). This develops students' understanding of how learning happens beyond the classroom environment.

The teacher you want to be

Graduates of the Secondary PGCE programme are highly employable and sought after by schools and colleges in London and further afield. Almost all student teachers secure their first teaching post by the time they complete the programme. Many graduates become a head of department or head of year within 2-5 years, frequently progressing to senior leadership in schools. Several are now headteachers. Others have developed their careers by becoming lead teachers in the classroom, engaging in further study and research or by writing, blogging and advising other teachers.

 Overall, the Secondary PGCE Programme aims to provide a springboard into a rewarding career as a skilled subject-specialist teacher and future educational leader.

The tools of a great educator

• Understanding of theory and subject or phase pedagogy
• Creating a successful climate for learning, including behaviour management
• Planning and teaching classes that engage pupils
• Using assessment to inform planning
• Working with the wider school community, including parents

Employability

Graduates of this programme are currently working across schools in London and around the UK as teachers, heads of departments and heads of year. Some graduates decide to pursue an academic science education route by pursuing Master's or doctoral level study.

Accreditation

Students who successfully complete this programme will be recommended for Qualified Teacher Status (QTS).

The programme is taught through a mix of face-to-face and online sessions, (including keynote lectures and debates, presentations, discussions, and classroom group tasks), and a practical teaching element based in two schools. Students are required to read widely and to carry out written assignments in their own time. 

Students will also take part in specific activities that provide the opportunity to focus on specific, pivotal areas of our curriculum. These opportunities (totalling 20 days of ITAP) will strengthen the link between theory and practice and provide students with specific feedback to support their progress in these pivotal areas. 

We have identified four placement days for ITAP. The remaining 16 days for ITAP will take place during IOE timetabled time.  

Assessment is through practical teaching, two 5000 word written assignments and portfolio tasks.

The PGCE Physics course is a full-time programme.

During university taught sessions, students are expected to be present all day. Students spend a minimum of 124 days on school placement and will be required to attend for full and entire school days, including pre- and post-teaching sessions as expected of a normal, full-time teacher at their placement school.

You will undertake two modules at level 7 (Masters level) of 30 credits each and one Professional Practice module at level 6. The level 7 credits can be carried forward onto some full Masters programmes at IOE (check individual programme requirements).

When you are not undertaking face-to-face teaching at IOE, you will be undertaking at least 124 days of teaching practice in various Partnership Schools.

Throughout the year, you will also participate in specific activities at IOE and in school that focus on important areas of our curriculum. These activities (totalling 20 days with at least 4 days in school) will help you to better understand links between theory and practice. They will also involve feedback from experts so that your progress is supported in these pivotal areas. These days form part of your 124 days on placement.

Compulsory modules

Please note that the list of modules given here is indicative. This information is published a long time in advance of enrolment and module content and availability are subject to change. Modules that are in use for the current academic year are linked for further information. Where no link is present, further information is not yet available.

Upon successful completion of 60 credits and the Professional Practice module, you will be awarded a PGCE in Physics.

School placements

Students will undertake at least two placements at a school or college, during which time their teaching practice will be supported by a school subject mentor. During school placements students may teach: Key Stage 3: science (including elements of physics, chemistry, biology) Key Stage 4: science (all areas) or physics (depending on school placement) Key Stage 5: A level physics (if available in placement school)

The Professional Practice module is assessed through these placements, associated tasks and a portfolio.

Students on the programme should note that not all Secondary school settings are accessible or have parking available for Students to use. During placement periods Students should be prepared to travel to and from each school placement.

We ensure your placement will provide fulfilling and valuable experiences through:

• A dedicated team who will identify the best schools for your placements
• Support and guidance from your university tutor and your school-based mentor
• School experience that allows you to progress at an appropriate pace for you
• Reasonable travel times from your home to your school

Making the most of your placement

Teaching is a demanding profession and student teachers can feel nervous about school placements or anxious about the workload. Your tutor and school-based mentor will help you navigate your school experience, ensuring that you have the input you need. Empathetic feedback and discussion about your developing professional practice will support you to be successful.

Accessibility

Details of the accessibility of UCL buildings can be obtained from AccessAble accessable.co.uk . Further information can also be obtained from the UCL Student Support and Wellbeing Services team .

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Are you interested in a career in teaching? Join our virtual events to find out more about Teacher Training at UCL, including admissions and student funding information.

Fees and funding

Fees for this course.

The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary. Where the programme is offered on a flexible/modular basis, fees are charged pro-rata to the appropriate full-time Master's fee taken in an academic session. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Students website: ucl.ac.uk/students/fees .

Additional costs

For some IOE sessions you will need to bring your own lab coat (£15-30).

Students are responsible for funding their travel to and from placements and to offsite teaching sessions organised by the programme in the London area.

If purchasing a lab coat presents difficulties, please consult your tutor or subject lead.

For more information on additional costs for prospective students please go to our estimated cost of essential expenditure at Accommodation and living costs .

Funding your studies

Students may be eligible to receive a training bursary for living costs. For Secondary, the amount depends on your PGCE subject and your degree classification or highest relevant academic qualification.

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the UCL Scholarships and Funding website .

IOE-Clarke Scholarships

Deadline: 3 May 2024 Value: Tuition fees, return flights and stipend (1 year) Criteria Based on both academic merit and financial need Eligibility: EU, Overseas

IOE-ISH Centenary Masters Scholarships

Deadline: 3 May 2024 Value: Tuition fees and accommodation (1 year) Criteria Based on both academic merit and financial need Eligibility: EU, Overseas

Application and next steps

Students are advised to apply as early as possible due to competition for places. Those applying for scholarship funding (particularly overseas applicants) should take note of application deadlines.

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