physics education phd programs

PhD in Physics: Physics Education

Program requirements and policies.

• Graduate TA should register on SIS for PHY 405; Graduate RA should register on SIS for PHY 406.
• Students who are working on a thesis or dissertation project for their doctoral degree should also register for PHY 502 FT (Doctoral Degree Continuation) in each semester.

Required Degree

Completion of all the requirements for the MS in Physics: Physics Education

Demonstrated proficiency in four core fields:

• Classical mechanics
• Classical electromagnetism
• Statistical mechanics
• Quantum mechanics

Students can demonstrate proficiency through:

• A final grade of A- or better in PHY 131: Advanced Classical Mechanics meets the proficiency requirement for classical mechanics.
• A final grade of A- or better in PHY 145: Classical Electromagnetic Theory I meets the proficiency requirement for classical electromagnetism.
• A final grade of A- or better in PHY 153: Statistical Mechanics meets the proficiency requirement for statistical mechanics.
• A final grade of A- or better in PHY 163: Quantum Theory I meets the proficiency requirement for quantum mechanics.
• An average combined final grade of A- or better in PHY 131: Classical Mechanics and PHY 145 - Classical electromagnetic Theory I meets the proficiency requirements for both classical mechanics and classical electromagnetism.
• An average combined final grade of A- or better in PHY 153: Statistical Mechanics and PHY 163: Quantum Theory I meets the proficiency requirements for both statistical mechanics and quantum mechanics.
• Passing a written qualifying exam in the subject(s).

Proficiency Assessment Policy

Oral qualifying examination

By the end of the third year, the student must complete an oral qualifying examination in his/her chosen specialized field.

By the end of the third year the student must take an oral qualifying examination in his/her chosen specialized field. The purpose of the oral qualifying examination is threefold:

• to provide the student with an opportunity to apply his/her fundamental knowledge of physics to a specific topic in his/her field of interest;
• to evaluate the student's ability to carry that skill forward into his/her dissertation research, and
• to provide practice in the presentation of scientific material.

The topic should be selected by the student in consultation with his/her research advisor, in order best to advance that student's progress. It could be a review of research relevant to the student's intended research project, a proposal for a possible research topic, or another topic in the general area of the student's research, but not directly related to that research. It should be sufficiently well defined that the student can achieve substantial mastery and depth of understanding in a period of 4-6 weeks. In general, depth is more important than breadth.

The student shall prepare and deliver a public presentation of 30-45 minutes duration, with the expectation that during that period the audience and guidance committee will freely ask questions. The form of the presentation will be determined by the student's advisor and guidance committee, but regardless of the format, the student must be prepared to depart from the prepared material to answer questions.

Following the presentation and an open question period, the audience will be asked to leave, and the student's guidance committee will pose additional questions. While some questions will be directly related to the topic of the presentation, others will probe fundamental physics underlying or related to the topic. The student's ability to respond appropriately, exhibiting both understanding of the relevant physics and the ability to apply it to the topic at hand, is at least as important as the prepared presentation.

While the primary function of the examination is educational rather than evaluative, if the guidance committee does not find the student's performance to be satisfactory, it may:

• Fail the student, resulting in his/her administrative withdrawal from the doctoral program;
• Require the student to submit to another oral examination covering the same or different material;
• Require other remedial work, which may include preparing and presenting a written or oral explanation of some topic, or such other steps as the committee deems appropriate.

In cases (2) and (3), the requirement must be completed successfully within two months after the original examination, but no later than the beginning of the student's fourth year. In no case will the student receive a third opportunity to fulfill the requirement.

Dissertation proposal

The student must complete a written dissertation proposal and an oral presentation of this proposal to the student's advisory committee. This is ordinarily completed in the fourth year.

Independent research

After completion of the dissertation proposal, the candidate undertakes a program of independent research under the guidance of their research advisor, culminating in the preparation and defense of a doctoral dissertation. Students must register for one credit of PHY 0297: Graduate Research and one credit of PHY 0298: Graduate Research in their final two semesters of the program.

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Physics Education Research

Learn more about PER at CU Boulder!

Meet the PER group members here!

The Physics Education Research Group at Colorado (PER@C) is one of largest research programs in physics education research (PER) in the nation. Our research group develops and studies: uses of technology in physics education, assessments (conceptual, epistemological, and belief-oriented), theoretical models of students' learning physics, social and contextual foundations of student learning, examination of successful educational reforms and replication studies of such reforms, and student problem solving in physics. We sponsor a number of educational reforms in physics, which range from pre-college to faculty and institutional change. The research group includes faculty, staff, and students from both the Department of Physics and the School of Education.

Featured Project: Remote Course-based Undergraduate Research Experience

Course-based undergraduate research experiences (CUREs) involve students in authentic research by engaging students in inquiries where neither the students nor the instructor know the answer. During the Fall 2020 term, when faced with the challenge of instructing a large (400+ student), introductory physics lab virtually, Heather Lewandowski, Alexandra Werth, and Colin West redesigned the course to create a unique experience for the students in this very unique situation--a CURE. They partnered with Dr. James Mason at Laboratory for Atmospheric and Space Physics (LASP) to study the relationship between the power of solar flares and their frequency. CU Boulder's Physics 1140 students engaged in a 16-week-long course which allowed them to work and contribute to this research project. Students worked in teams of 3-4 students over Zoom to choose a flare from the Space Weather Data Portal, do a background correction, and report the total power of the flare. The students then pulled all the individual flare data together to determine the relationship between flare power and frequency. The project resulted in a publication in the Astrophysical Journal with all students included as authors. Research on the impacts of this CURE is ongoing, but results so far suggest that the course played a crucial role in helping students develop a sense of community and engage in authentic teamwork.

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Graduate studies, commencement 2019.

The Harvard Department of Physics offers students innovative educational and research opportunities with renowned faculty in state-of-the-art facilities, exploring fundamental problems involving physics at all scales. Our primary areas of experimental and theoretical research are atomic and molecular physics, astrophysics and cosmology, biophysics, chemical physics, computational physics, condensed-matter physics, materials science, mathematical physics, particle physics, quantum optics, quantum field theory, quantum information, string theory, and relativity.

Our talented and hardworking students participate in exciting discoveries and cutting-edge inventions such as the ATLAS experiment, which discovered the Higgs boson; building the first 51-cubit quantum computer; measuring entanglement entropy; discovering new phases of matter; and peering into the ‘soft hair’ of black holes.

Our students come from all over the world and from varied educational backgrounds. We are committed to fostering an inclusive environment and attracting the widest possible range of talents.

We have a flexible and highly responsive advising structure for our PhD students that shepherds them through every stage of their education, providing assistance and counseling along the way, helping resolve problems and academic impasses, and making sure that everyone has the most enriching experience possible.The graduate advising team also sponsors alumni talks, panels, and advice sessions to help students along their academic and career paths in physics and beyond, such as “Getting Started in Research,” “Applying to Fellowships,” “Preparing for Qualifying Exams,” “Securing a Post-Doc Position,” and other career events (both academic and industry-related).

We offer many resources, services, and on-site facilities to the physics community, including our electronic instrument design lab and our fabrication machine shop. Our historic Jefferson Laboratory, the first physics laboratory of its kind in the nation and the heart of the physics department, has been redesigned and renovated to facilitate study and collaboration among our students.

Members of the Harvard Physics community participate in initiatives that bring together scientists from institutions across the world and from different fields of inquiry. For example, the Harvard-MIT Center for Ultracold Atoms unites a community of scientists from both institutions to pursue research in the new fields opened up by the creation of ultracold atoms and quantum gases. The Center for Integrated Quantum Materials , a collaboration between Harvard University, Howard University, MIT, and the Museum of Science, Boston, is dedicated to the study of extraordinary new quantum materials that hold promise for transforming signal processing and computation. The Harvard Materials Science and Engineering Center is home to an interdisciplinary group of physicists, chemists, and researchers from the School of Engineering and Applied Sciences working on fundamental questions in materials science and applications such as soft robotics and 3D printing.  The Black Hole Initiative , the first center worldwide to focus on the study of black holes, is an interdisciplinary collaboration between principal investigators from the fields of astronomy, physics, mathematics, and philosophy. The quantitative biology initiative https://quantbio.harvard.edu/  aims to bring together physicists, biologists, engineers, and applied mathematicians to understand life itself. And, most recently, the new program in  Quantum Science and Engineering (QSE) , which lies at the interface of physics, chemistry, and engineering, will admit its first cohort of PhD students in Fall 2022.

We support and encourage interdisciplinary research and simultaneous applications to two departments is permissible. Prospective students may thus wish to apply to the following departments and programs in addition to Physics:

• Department of Astronomy
• Department of Chemistry
• Department of Mathematics
• John A. Paulson School of Engineering and Applied Sciences (SEAS)
• Biophysics Program
• Molecules, Cells and Organisms Program (MCO)

If you are a prospective graduate student and have questions for us, or if you’re interested in visiting our department, please contact  [email protected] .

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Physics Education Research

Physics Education Research (PER) is the study of how people learn physics and how to improve the quality of physics education. Researchers use the tools and methods of science to answer questions about physics learning that require knowledge of physics. Researchers focus on developing objective means of measuring the outcomes of educational interventions. How do we know whether our courses and interventions are successful?

One such approach is the design of diagnostic assessments and surveys. While many instructors develop questions to assess student learning, diagnostic research assessments undergo rigorous design, testing, and validation processes to facilitate objective comparisons between students and methods of instruction. These assessments are like detectors that must be carefully crafted and calibrated to ensure we understand what they are measuring.

The Cornell Physics Education Research Lab has a large focus on studying and developing learning in lab courses. Researchers are collecting data to evaluate the efficacy of lab courses in achieving various goals, from reinforcing physics concepts to fostering student attitudes and motivation to developing critical thinking and experimentation skills. They are designing innovative teaching methods to harness the affordances of lab courses, namely, working with messy data, getting hands on materials, troubleshooting equipment, and connecting physical models to the real world and data. There are many open research questions related to understanding how students learn these ideas.

This work will be facilitated by a research Active Learning Initiative grant from the Cornell University College of Arts and Sciences led by Natasha Holmes (PI). This grant will facilitate the renewal of the physics lab elements of the two calculus-based introductory physics course sequences. In addition to redesigning the instructional materials, this project will involve significant attention on understanding how instructional materials get passed down between instructors and sustained over time, how teaching assistants are trained to support the innovative designs, and many open research questions to evaluate students’ experience and learning in these courses.

The recent Cornell University Physics Initiative in Deliberate practice (CUPID) was a 5-year project to renew the introductory, calculus-based physics course sequence for Engineering and Physics majors. This project, led by Jeevak Parpia and Tomás Arias and involving more than 8 other faculty and lecturers in the department, applied results of PER to improve the teaching and learning in Cornell University courses, and to test the generalizability of results observed elsewhere. By collecting assessment, survey, and exam data across the duration of the course implementation, the group demonstrated significant improvements in student learning and attitudes. They are now in the process of monitoring how the course materials get passed on to new faculty. There are many opportunities to study differences in various forms of active learning.

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physics education PhD Projects, Programmes & Scholarships

Physics ph.d., phd research project.

PhD Research Projects are advertised opportunities to examine a pre-defined topic or answer a stated research question. Some projects may also provide scope for you to propose your own ideas and approaches.

Funded PhD Project (Students Worldwide)

This project has funding attached, subject to eligibility criteria. Applications for the project are welcome from all suitably qualified candidates, but its funding may be restricted to a limited set of nationalities. You should check the project and department details for more information.

PHD MATHEMATICAL SCIENCES

Funded phd programme (students worldwide).

Some or all of the PhD opportunities in this programme have funding attached. Applications for this programme are welcome from suitably qualified candidates worldwide. Funding may only be available to a limited set of nationalities and you should read the full programme details for further information.

China PhD Programme

A Chinese PhD usually takes 3-4 years and often involves following a formal teaching plan (set by your supervisor) as well as carrying out your own original research. Your PhD thesis will be publicly examined in front of a panel of expert. Some international programmes are offered in English, but others will be taught in Mandarin Chinese.

Technologies for optogenetic neural interfacing

Funded phd project (uk students only).

This research project has funding attached. It is only available to UK citizens or those who have been resident in the UK for a period of 3 years or more. Some projects, which are funded by charities or by the universities themselves may have more stringent restrictions.

Photo-chemical adaptive integrated circuits for next generation neuromorphic computing

Optoelectronic neural probes for in vivo manipulation of neural circuits, neuromorphic photonic-electronic integrated circuits for fast and efficient spike-based information processing (spikepro), innovative and manufacturable approaches to exploiting low cost-per-watt diode-laser pumping of ti:sapphire, super-macro-particles to improve in particle-in-cell codes, competition funded phd project (students worldwide).

This project is in competition for funding with other projects. Usually the project which receives the best applicant will be successful. Unsuccessful projects may still go ahead as self-funded opportunities. Applications for the project are welcome from all suitably qualified candidates, but potential funding may be restricted to a limited set of nationalities. You should check the project and department details for more information.

Bayes factor surface for searches for new physics

Multi-physics optimization of control valve structure – an integrated approach with approximation assisted models, coupling of fluid flow with multiple physics, what time can tell us about space: using time-resolved observations of young stars to explore the circumstellar environment beyond what direct resolution can achieve, self-funded phd students only.

This project does not have funding attached. You will need to have your own means of paying fees and living costs and / or seek separate funding from student finance, charities or trusts.

PhD positions on research with the IceCube neutrino telescope

Department of health technology and informatics, hong kong phd programme.

A Hong Kong PhD usually takes 3-4 years; the exact length may depend on whether or not a student holds a Masters degree. Longer programmes begin with a probation period involving taught classes and assessments. Eventually all students produce an original thesis and submit it for examination in an oral ‘viva voce’ format. Most programmes are delivered in English, but some universities also teach in Mandarin Chinese.

Study of zero-order processes in Quantum Electrodynamics with unstable vacuum via asymptotic methods

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Doctoral Program (Ph.D.)

• Graduate Programs

The Physics Ph.D. program provides students with opportunities to perform independent research in some of the most current and dynamic areas of physics. Students develop a solid and broad physics knowledge base in the first year through the core curriculum, departmental colloquia, and training.

Upper-level courses and departmental seminar series subsequently provide more specialized exposure. Armed with the core knowledge, doctoral students join a research group working in an area of particular interest. This research is performed in very close collaboration with one or more faculty whose interests span a wide range of physics fields.

Applicants are expected to have a strong background in physics or closely related subjects at the undergraduate level. All applications are evaluated holistically to assess the applicant's preparation and potential for graduate coursework and independent research, which can be demonstrated in multiple ways.

Submitting General and Physics GRE scores is recommended (but not required), especially for non-traditional students (this includes applicants with a bachelor's degree outside of physics or applicants who have taken a long gap after completing their bachelor's degree).

Three recommendation letters from faculty or others acquainted with the applicant's academic and/or research qualifications are required.

If you have submitted an application and need to make changes or add to the application, do not send the materials to the Physics department. The department is unable to alter or add to your application. Contact the  Graduate School staff  for all changes.  

Ph.D. Program Milestones and Guideposts

• Work toward joining a research group
• Pass 3 courses per semester if a TA or 4 courses per semester if a Fellow with at least 50% B's or better
• Complete 6 core courses (PHYS 2010, 2030, 2040, 2050, 2060, 2140)
• Begin research
• Complete PHYS2010 (or other core courses) if not taken during Year 1
• Complete at least 2 advanced courses
• Pass qualifying exam
• Complete 2nd Year Ethics Training
• Identify prelim committee
• Continue research
• Complete remaining advanced courses
• Pass preliminary exam and advance to candidacy
• Complete thesis research
• Write and defend thesis

Ph.D. Resources

• Ph.D. Program Student Handbook
• Graduate Core Course Listing
• Finding a Research Group
• Comprehensive Exam Information
• Ph.D. Second Year Ethics Training Requirement
• Ph.D. Preliminary Exam Requirements and Guidelines
• Ph.D. Prelim Form
• Physics Department Defense Form
• Ph.D. Dissertation Defense Requirements and Guidelines
• Ph.D. Course Waiver/Permission Form

Physics: Physics Education

The MS in Physics: Physics Education combine curriculum from the Department of Physics and Astronomy and the Department of Education. Students participate in a larger community of discipline-based education research in STEM fields through the Institute for Research on Learning and Instruction . 

Program Outcomes

As a student in the Physics Education master's program, you'll develop graduate-level understanding in physics and in research on learning and instruction, mainly through coursework, with opportunities for experiences conducting original research. The program prepares graduates for a variety of possible roles, including teaching, work in education-related organizations. Some of our graduates also go on to further graduate study in doctoral programs. 

Application Requirements

• Application fee
• Personal statement
• Official TOEFL, IELTS, or Duolingo English Test, if applicable
• Transcripts
• Three letters of recommendation

Tuition and Financial Aid

See Tuition and Financial Aid information for GSAS Programs. Note: This program is eligible for federal loans and Tufts tuition scholarships.

David Hammer

Research/Areas of Interest: Research on learning and instruction. My research is on learning and teaching in STEM fields (mostly physics) across ages from young children through adults. Much of my focus has been on intuitive "epistemologies," how instructors interpret and respond to student thinking, and resource-based models of knowledge and reasoning.

Pierre-Hugues Beauchemin

Research/Areas of Interest: Experimental High Energy Physics My research focuses on the discovery of new fundamental particles of nature, as well as on the understanding of the behavior of the known particles. To do this, I participate in the ATLAS experiment, one of the two general-purpose detectors at the Large Hadron Collider at CERN. My work currently consists in analyzing data in order to: Perform precision measurements leading to a better understanding of the strong interaction within the QCD theoretical framework; Search for new physics in events involving large amount of missing energy, typical signature of new particles that interact very weakly with normal matter such as dark matter candidate; Develop and estimate the performance of the ATLAS trigger system. This last aspect of my work also involves software development and a participation in the detector operation. I'm focusing my efforts on the Missing Energy trigger. The Standard Model of particle physics, despite being very successful, cannot be the end of the story. It contains a certain number of theoretical dissatisfactions. Of all the possibilities, I believe that dark matter is one of our best guess. Its existence is based on experimental facts, and the mass scale of dark matter particles, in the case where it is the right explanation, should be accessible at the LHC. Its existence would be inferred by the observation of missing energy in subset of all collected events. Looking for excesses of events involving large amount of missing energy over expectations is a promising way to look for dark matter at the LHC. My approach is to carry such search by performing precision measurements of Standard Model quantities, to optimize the sensitivity of the analysis to such new particles. Predictions using quantum chromodynamics (QCD) implies many approximations, assumptions or simplifications at various levels. These could lead to large systematic uncertainties on various Standard Model predictions, possibly leading to significant limits in our sensitivity to new phenomena. My research try to determine which of the simplifications and approximations are acceptable at the level of precision needed for a new physics discovery. To this end, I investigate events that contain a vector boson and jets, as they are sensitive to such physics and yet provide a clean enough environment to allow for high precision measurements. These are also the most important background to a wide range of new physics signature. As a side, I am also interested in the philosophy of physics, focusing on epistemological aspects of experiments and simulations as used in High Energy Physics.

Timothy Atherton

Research/Areas of Interest: Condensed Matter Physics, Soft materials, Colloids, Liquid Crystals, Computational Physics, Physics Education Soft matter physics is the study of matter that is all around us in everyday life: soaps, oil, foods, sand, foams, and biological matter. All of these are readily deformable at room temperature and combine properties of both fluids and solids. Despite their ubiquity, these materials are extremely complicated. Unlike simple fluids like water, they have rich internal structure; unlike crystalline solids they are typically not periodically ordered. Moreover, they exist in long-lived metastable states far from equilibrium and respond to stimuli such as applied electric and magnetic fields, temperature and pressure. My work seeks to understand how these materials respond to shape: how they self-organize on curved surfaces or in complex geometries and how this knowledge can be used both to sculpt desirable shapes at the microscopic scale and create shape changing systems like soft robots. We use high performance computing to simulate and predict these behaviors and work closely with experimentalists at Tufts and beyond.

Research/Areas of Interest: Physics Education Research: Scientists are professional learners who employ a range of skills and qualities to learn new things. Why should it be any different for students in how they advance in their understanding of scientific concepts? My current research focuses on how learners come to engage in the practices of science in their efforts to learn new things. To make progress on the question, I have studied how learners' views of knowledge (personal epistemologies) impact their scientific engagement in the contexts of introductory physics, quantum mechanics, and science teacher education. I have also studied the interaction of personal epistemology with emotions that come up in the doing of science (epistemic affect). Most recently, I have looked at how personal epistemology interconnects with social caring and epistemic empathy. These studies help outline some paths to progress in equity and inclusion in STEM fields, and inform my approaches to teaching.

Hugh Gallagher

Research/Areas of Interest: Experimental particle physics, neutrino oscillations, neutrino interaction physics, neutrino astrophysics, computer simulations of neutrino-nucleus interactions. The main thrust of my research is the study of the neutrino. Through neutrino oscillation experiments, we are gaining insights into neutrino masses and mixing parameters. Precise measurements of these quantities may allow us to uncover the reason behind the matter-antimatter asymmetry in the universe, or point the way to a theory beyond the standard model. Precise measurements of oscillation parameters require good models of neutrino-nucleus interactions. I work on experiments that are studying neutrino oscillations (NOvA and DUNE), on experiments that are providing new data on neutrino-nucleus interactions (MINERvA), and on a widely-used software package (GENIE) that is used to simulate neutrino-nucleus interactions.

Roger Tobin

Research/Areas of Interest: Experimental condensed matter physics; physics education For most of my career, my primary physics research area has been experimental surface science. In my lab at 574 Boston Ave., my students and I have studied what happens when foreign atoms and molecules form chemical bonds with metal surfaces. Our research has had implications for a range of potential applications including catalysis, chemical sensing, and the growth of thin films and nanoparticles on surfaces. In recent years my focus has shifted towards physics education, at both the college and, especially, at the elementary school level. Together with collaborators at a local nonprofit organization and at other universities, I have helped to develop and study curriculum materials and professional development strategies for the study of matter and energy in grades 3-5. In my own classes at Tufts, I have implemented and studied a range of instructional approaches aimed at more effective and equitable learning.

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Stem education.

PhD Program

Graduate student guide -- updated for 2024-25, expected progress of physics graduate student to ph.d..

This document describes the Physics Department's expectations for the progress of a typical graduate student from admission to award of a PhD.  Because students enter the program with different training and backgrounds and because thesis research by its very nature is unpredictable, the time-frame for individual students will vary. Nevertheless, failure to meet the goals set forth here without appropriate justification may indicate that the student is not making adequate progress towards the PhD, and will therefore prompt consideration by the Department and possibly by Graduate Division of the student’s progress, which might lead to probation and later dismissal.

Course Work

Graduate students are required to take a minimum of 38 units of approved upper division or graduate elective courses (excluding any upper division courses required for the undergraduate major).  The department requires that students take the following courses which total 19 units: Physics 209 (Classical Electromagnetism), Physics 211 (Equilibrium Statistical Physics) and Physics 221A-221B (Quantum Mechanics). Thus, the normative program includes an additional 19 units (five semester courses) of approved upper division or graduate elective courses.  At least 11 units must be in the 200 series courses. Some of the 19 elective units could include courses in mathematics, biophysics, astrophysics, or from other science and engineering departments.  Physics 290, 295, 299, 301, and 602 are excluded from the 19 elective units. Physics 209, 211 and 221A-221B must be completed for a letter grade (with a minimum average grade of B).  No more than one-third of the 19 elective units may be fulfilled by courses graded Satisfactory, and then only with the approval of the Department.  Entering students are required to enroll in Physics 209 and 221A in the fall semester of their first year and Physics 211 and 221B in the spring semester of their first year. Exceptions to this requirement are made for 1) students who do not have sufficient background to enroll in these courses and have a written recommendation from their faculty mentor and approval from the head graduate adviser to delay enrollment to take preparatory classes, 2) students who have taken the equivalent of these courses elsewhere and receive written approval from the Department to be exempted. 

If a student has taken courses equivalent to Physics 209, 211 or 221A-221B, then subject credit may be granted for each of these course requirements.  A faculty committee will review your course syllabi and transcript.  A waiver form can be obtained in 378 Physics North from the Student Affairs Officer detailing all required documents.  If the committee agrees that the student has satisfied the course requirement at another institution, the student must secure the Head Graduate Adviser's approval.  The student must also take and pass the associated section of the preliminary exam.  Please note that official course waiver approval will not be granted until after the preliminary exam results have been announced.  If course waivers are approved, units for the waived required courses do not have to be replaced for PhD course requirements.  If a student has satisfied all first year required graduate courses elsewhere, they are only required to take an additional 19 units to satisfy remaining PhD course requirements.  (Note that units for required courses must be replaced for MA degree course requirements even if the courses themselves are waived; for more information please see MA degree requirements).

In exceptional cases, students transferring from other graduate programs may request a partial waiver of the 19 elective unit requirement. Such requests must be made at the time of application for admission to the Department.

The majority of first year graduate students are Graduate Student Instructors (GSIs) with a 20 hour per week load (teaching, grading, and preparation).  A typical first year program for an entering graduate student who is teaching is:

First Semester

• Physics 209 Classical Electromagnetism (5)
• Physics 221A Quantum Mechanics (5)
• Physics 251 Introduction to Graduate Research (1)
• Physics 301 GSI Teaching Credit (2)
• Physics 375 GSI Training Seminar (for first time GSI's) (2)

Second Semester

• Physics 211 Equilibrium Statistical Physics (4)
• Physics 221B Quantum Mechanics (5)

Students who have fellowships and will not be teaching, or who have covered some of the material in the first year courses material as undergraduates may choose to take an additional course in one or both semesters of their first year.

Many students complete their course requirements by the end of the second year. In general, students are expected to complete their course requirements by the end of the third year. An exception to this expectation is that students who elect (with the approval of their mentor and the head graduate adviser) to fill gaps in their undergraduate background during their first year at Berkeley often need one or two additional semesters to complete their course work.

Faculty Mentors

Incoming graduate students are each assigned a faculty mentor. In general, mentors and students are matched according to the student's research interest.   If a student's research interests change, or if (s)he feels there is another faculty member who can better serve as a mentor, the student is free to request a change of assignment.

The role of the faculty mentor is to advise graduate students who have not yet identified research advisers on their academic program, on their progress in that program and on strategies for passing the preliminary exam and finding a research adviser.  Mentors also are a “friendly ear” and are ready to help students address other issues they may face coming to a new university and a new city.  Mentors are expected to meet with the students they advise individually a minimum of once per semester, but often meet with them more often.  Mentors should contact incoming students before the start of the semester, but students arriving in Berkeley should feel free to contact their mentors immediately.

Student-Mentor assignments continue until the student has identified a research adviser.  While many students continue to ask their mentors for advice later in their graduate career, the primary role of adviser is transferred to the research adviser once a student formally begins research towards his or her dissertation. The Department asks student and adviser to sign a “mentor-adviser” form to make this transfer official.  

Preliminary Exams

In order to most benefit from graduate work, incoming students need to have a solid foundation in undergraduate physics, including mechanics, electricity and magnetism, optics, special relativity, thermal and statistical physics and quantum mechanics, and to be able to make order-of-magnitude estimates and analyze physical situations by application of general principles. These are the topics typically included, and at the level usually taught, within a Bachelor's degree program in Physics at most universities. As a part of this foundation, the students should also have formed a well-integrated overall picture of the fields studied.

The preliminary examination, also called “prelims”, is designed to ensure that students have a solid foundation in undergraduate physics to prepare them for graduate research. The exam is made up of four sections.  Each section is administered twice a year, at the start of each semester.  

For a longer description of the preliminary exam, please visit Preliminary Exam page

Start of Research

Students are encouraged to begin research as soon as possible. Many students identify potential research advisers in their first year and most have identified their research adviser before the end of their second year.  When a research adviser is identified, the Department asks that both student and research adviser sign a form (also available from the Student Affairs Office, 378 Physics North) indicating that the student has (provisionally) joined the adviser’s research group with the intent of working towards a PhD.  In many cases, the student will remain in that group for their thesis work, but sometimes the student or faculty adviser will decide that the match of individuals or research direction is not appropriate.  Starting research early gives students flexibility to change groups when appropriate without incurring significant delays in time to complete their degree.

Departmental expectations are that experimental research students begin work in a research group by the summer after the first year; this is not mandatory, but is strongly encouraged.  Students doing theoretical research are similarly encouraged to identify a research direction, but often need to complete a year of classes in their chosen specialty before it is possible for them to begin research.  Students intending to become theory students and have to take the required first year classes may not be able to start research until the summer after their second year.  Such students are encouraged to attend theory seminars and maintain contact with faculty in their chosen area of research even before they can begin a formal research program. 

If a student chooses dissertation research with a supervisor who is not in the department, he or she must find an appropriate Physics faculty member who agrees to serve as the departmental research supervisor of record and as co-adviser. This faculty member is expected to monitor the student's progress towards the degree and serve on the student's qualifying and dissertation committees. The student will enroll in Physics 299 (research) in the co-adviser's section.  The student must file the Outside Research Proposal for approval; petitions are available in the Student Affairs Office, 378 Physics North.   

Students who have not found a research adviser by the end of the second year will be asked to meet with their faculty mentor to develop a plan for identifying an adviser and research group.  Students who have not found a research adviser by Spring of the third year are not making adequate progress towards the PhD.  These students will be asked to provide written documentation to the department explaining their situation and their plans to begin research.  Based on their academic record and the documentation they provide, such students may be warned by the department that they are not making adequate progress, and will be formally asked to find an adviser.  The record of any student who has not identified an adviser by the end of Spring of the fourth year will be evaluated by a faculty committee and the student may be asked to leave the program. 

Qualifying Exam

Rules and requirements associated with the Qualifying Exam are set by the Graduate Division on behalf of the Graduate Council.  Approval of the committee membership and the conduct of the exam are therefore subject to Graduate Division approval.  The exam is oral and lasts 2-3 hours.  The Graduate Division specifies that the purpose of the Qualifying Exam is “to ascertain the breadth of the student's comprehension of fundamental facts and principles that apply to at least three subject areas related to the major field of study and whether the student has the ability to think incisively and critically about the theoretical and the practical aspects of these areas.”  It also states that “this oral examination of candidates for the doctorate serves a significant additional function. Not only teaching, but the formal interaction with students and colleagues at colloquia, annual meetings of professional societies and the like, require the ability to synthesize rapidly, organize clearly, and argue cogently in an oral setting.  It is necessary for the University to ensure that a proper examination is given incorporating these skills.”

Please see the  Department website for a description of the Qualifying Exam and its Committee .   Note: You must login with your Calnet ID to access QE information . Passing the Qualifying Exam, along with a few other requirements described on the department website, will lead to Advancement to Candidacy.  Qualifying exam scheduling forms can be picked up in the Student Affairs Office, 378 Physics North.   

The Department expects students to take the Qualifying Exam two or three semesters after they identify a research adviser. This is therefore expected to occur for most students in their third year, and no later than fourth year. A student is considered to have begun research when they first register for Physics 299 or fill out the department mentor-adviser form showing that a research adviser has accepted the student for PhD work or hired as a GSR (Graduate Student Researcher), at which time the research adviser becomes responsible for guidance and mentoring of the student.  (Note that this decision is not irreversible – the student or research adviser can decide that the match of individuals or research direction is not appropriate or a good match.)  Delays in this schedule cause concern that the student is not making adequate progress towards the PhD.  The student and adviser will be asked to provide written documentation to the department explaining the delay and clarifying the timeline for taking the Qualifying Exam.

Annual Progress Reports

Graduate Division requires that each student’s performance be annually assessed to provide students with timely information about the faculty’s evaluation of their progress towards PhD.  Annual Progress Reports are completed during the Spring Semester.  In these reports, the student is asked to discuss what progress he or she has made toward the degree in the preceding year, and to discuss plans for the following year and for PhD requirements that remain to be completed.  The mentor or research adviser or members of the Dissertation Committee (depending on the student’s stage of progress through the PhD program) comment on the student’s progress and objectives. In turn, the student has an opportunity to make final comments. 

Before passing the Qualifying Exam, the annual progress report (obtained from the Physics Student Affairs Office in 378 Physics North) is completed by the student and either his/her faculty mentor or his/her research adviser, depending on whether or not the student has yet begun research (see above).  This form includes a statement of intended timelines to take the Qualifying Exam, which is expected to be within 2-3 semesters of starting research.  

After passing the Qualifying Exam, the student and research adviser complete a similar form, but in addition to the research adviser, the student must also meet with at least one other and preferably both other members of their Dissertation Committee (this must include their co-adviser if the research adviser is not a member of the Physics Department) to discuss progress made in the past year, plans for the upcoming year, and overall progress towards the PhD.  This can be done either individually as one-on-one meetings of the graduate student with members of the Dissertation Committee, or as a group meeting with presentation. (The Graduate Council requires that all doctoral students who have been advanced to candidacy meet annually with at least two members of the Dissertation Committee. The annual review is part of the Graduate Council’s efforts to improve the doctoral completion rate and to shorten the time it takes students to obtain a doctorate.)

Advancement to Candidacy

After passing the Qualifying Examination, the next step in the student's career is to advance to candidacy as soon as possible.  Advancement to candidacy is the academic stage when a student has completed all requirements except completion of the dissertation.  Students are still required to enroll in 12 units per semester; these in general are expected to be seminars and research units.  Besides passing the Qualifying Exam, there are a few other requirements described in the Graduate Program Booklet. Doctoral candidacy application forms can be picked up in the Student Affairs Office, 378 Physics North.

Completion of Dissertation Work

The expected time for completion of the PhD program is six years.  While the Department recognizes that research time scales can be unpredictable, it strongly encourages students and advisers to develop dissertation proposals consistent with these expectations.  The Berkeley Physics Department does not have dissertation defense exams, but encourages students and their advisers to ensure that students learn the important skill of effective research presentations, including a presentation of their dissertation work to their peers and interested faculty and researchers.

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Doctoral Program in Physics

The Department of Physics and Astronomy at UC Irvine offers a program of graduate study leading to a Ph.D. degree in Physics. Our graduate course curriculum provides a foundation in fundamental physics and elective courses in a broad range of topical areas. Graduate students carry out original research in diverse areas of experimental and theoretical physics and astrophysics , under the guidance of members of our departmental faculty .  We also offer a graduate program in Chemical and Materials Physics as a joint program with the UCI Department of Chemistry . Graduates of our Ph.D. program are well prepared for careers in scientific research, teaching, and industry. See the links below for detailed information about our program, the applications process, and campus resources for graduate students.

Graduate Program Open House for Prospective Applicants, November 19, 2022 (Click for link)

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PhD Program

A PhD degree in Physics is awarded in recognition of significant and novel research contributions, extending the boundaries of our knowledge of the physical universe. Selected applicants are admitted to the PhD program of the UW Department of Physics, not to a specific research group, and are encouraged to explore research opportunities throughout the Department.

Degree Requirements

Typical timeline, advising and mentoring, satisfactory progress, financial support, more information.

Applicants to the doctoral program are expected to have a strong undergraduate preparation in physics, including courses in electromagnetism, classical and quantum mechanics, statistical physics, optics, and mathematical methods of physics. Further study in condensed matter, atomic, and particle and nuclear physics is desirable. Limited deficiencies in core areas may be permissible, but may delay degree completion by as much as a year and are are expected to remedied during the first year of graduate study.

The Graduate Admissions Committee reviews all submitted applications and takes a holistic approach considering all aspects presented in the application materials. Application materials include:

• Resume or curriculum vitae, describing your current position or activities, educational and professional experience, and any honors awarded, special skills, publications or research presentations.
• Statement of purpose, one page describing your academic purpose and goals.
• Personal history statement (optional, two pages max), describing how your personal experiences and background (including family, cultural, or economic aspects) have influenced your intellectual development and interests.
• Three letters of recommendation: submit email addresses for your recommenders at least one month ahead of deadline to allow them sufficient time to respond.
• Transcripts (unofficial), from all prior relevant undergraduate and graduate institutions attended. Admitted applicants must provide official transcripts.
• English language proficiency is required for graduate study at the University of Washington. Applicants whose native language is not English must demonstrate English proficiency. The various options are specified at: https://grad.uw.edu/policies/3-2-graduate-school-english-language-proficiency-requirements/ Official test scores must be sent by ETS directly to the University of Washington (institution code 4854) and be received within two years of the test date.

For additional information see the UW Graduate School Home Page , Understanding the Application Process , and Memo 15 regarding teaching assistant eligibility for non-native English speakers.

The GRE Subject Test in Physics (P-GRE) is optional in our admissions process, and typically plays a relatively minor role.  Our admissions system is holistic, as we use all available information to evaluate each application. If you have taken the P-GRE and feel that providing your score will help address specific gaps or otherwise materially strengthen your application, you are welcome to submit your scores. We emphasize that every application will be given full consideration, regardless of whether or not scores are submitted.

Applications are accepted annually for autumn quarter admissions (only), and must be submitted online. Admission deadline: DECEMBER 15, 2024.

Department standards

Course requirements.

Students must plan a program of study in consultation with their faculty advisor (either first year advisor or later research advisor). To establish adequate breadth and depth of knowledge in the field, PhD students are required to pass a set of core courses, take appropriate advanced courses and special topics offerings related to their research area, attend relevant research seminars as well as the weekly department colloquium, and take at least two additional courses in Physics outside their area of speciality. Seeking broad knowledge in areas of physics outside your own research area is encouraged.

The required core courses are:

In addition, all students holding a teaching assistantship (TA) must complete Phys 501 / 502 / 503 , Tutorials in Teaching Physics.

Regularly offered courses which may, depending on research area and with the approval of the graduate program coordinator, be used to satisfy breadth requirements, include:

• Phys 506 Numerical Methods
• Phys 555 Cosmology & Particle Astrophysics
• Phys 507 Group Theory
• Phys 557 High Energy Physics
• Phys 511 Topics in Contemporary Physics
• Phys 560 Nuclear Theory
• Phys 520 Quantum Information
• Phys 564 General Relativity
• Phys 550 Atomic Physics
• Phys 567 Condensed Matter Physics
• Phys 554 Nuclear Astrophysics
• Phys 570 Quantum Field Theory

Graduate exams

Master's Review:   In addition to passing all core courses, adequate mastery of core material must be demonstrated by passing the Master's Review. This is composed of four Master's Review Exams (MREs) which serve as the final exams in Phys 524 (SM), Phys 514 (EM), Phys 518 (QM), and Phys 505 (CM). The standard for passing each MRE is demonstrated understanding and ability to solve multi-step problems; this judgment is independent of the overall course grade. Acceptable performance on each MRE is expected, but substantial engagement in research allows modestly sub-par performance on one exam to be waived. Students who pass the Master's Review are eligible to receive a Master's degree, provided the Graduate School course credit and grade point average requirements have also been satisfied.

General Exam:   Adequate mastery of material in one's area of research, together with demonstrated progress in research and a viable plan to complete a PhD dissertation, is assessed in the General Exam. This is taken after completing all course requirements, passing the Master's Review, and becoming well established in research. The General Exam consists of an oral presentation followed by an in-depth question period with one's dissertation committee.

Final Oral Exam:   Adequate completion of a PhD dissertation is assessed in the Final Oral, which is a public exam on one's completed dissertation research. The requirement of surmounting a final public oral exam is an ancient tradition for successful completion of a PhD degree.

Graduate school requirements

Common requirements for all doctoral degrees are given in the Graduate School Degree Requirements and Doctoral Degree Policies and Procedures pages. A summary of the key items, accurate as of late 2020, is as follows:

• A minimum of 90 completed credits, of which at least 60 must be completed at the University of Washington. A Master's degree from the UW or another institution in physics, or approved related field of study, may substitute for 30 credits of enrollment.
• At least 18 credits of UW course work at the 500 level completed prior to the General Examination.
• At least 18 numerically graded UW credits of 500 level courses and approved 400 level courses, completed prior to the General Examination.
• At least 60 credits completed prior to scheduling the General Examination. A Master's degree from the UW or another institution may substitute for 30 of these credits.
• A minimum of 27 dissertation (or Physics 800) credits, spread out over a period of at least three quarters, must be completed. At least one of those three quarters must come after passing the General Exam. Except for summer quarters, students are limited to a maximum of 10 dissertation credits per quarter.
• A minimum cumulative grade point average (GPA) of 3.00 must be maintained.
• The General Examination must be successfully completed.
• A thesis dissertation approved by the reading committee and submitted and accepted by the Graduate School.
• The Final Examination must be successfully completed. At least four members of the supervisory committee, including chair and graduate school representative, must be present.
• Registration as a full- or part-time graduate student at the University must be maintained, specifically including the quarter in which the examinations are completed and the quarter in which the degree is conferred. (Part-time means registered for at least 2 credits, but less than 10.)
• All work for the doctoral degree must be completed within ten years. This includes any time spend on leave, as well as time devoted to a Master's degree from the UW or elsewhere (if used to substitute for credits of enrollment).
• Pass the required core courses: Phys 513 , 517 , 524 & 528 autumn quarter, Phys 514 , 518 & 525 winter quarter, and Phys 515 , 519 & 505 spring quarter. When deemed appropriate, with approval of their faculty advisor and graduate program coordinator, students may elect to defer Phys 525 , 515 and/or 519 to the second year in order to take more credits of Phys 600 .
• Sign up for and complete one credit of Phys 600 with a faculty member of choice during winter and spring quarters.
• Pass the Master's Review by the end of spring quarter or, after demonstrating substantial research engagement, by the end of the summer.
• Work to identify one's research area and faculty research advisor. This begins with learning about diverse research areas in Phys 528 in the autumn, followed by Phys 600 independent study with selected faculty members during winter, spring, and summer.
• Pass the Master's Review (if not already done) by taking any deferred core courses or retaking MREs as needed. The Master's Review must be passed before the start of the third year.
• Settle in and become fully established with one's research group and advisor, possibly after doing independent study with multiple faculty members. Switching research areas during the first two years is not uncommon.
• Complete all required courses. Take breadth courses and more advanced graduate courses appropriate for one's area of research.
• Perform research.
• Establish a Supervisory Committee within one year after finding a compatible research advisor who agrees to supervise your dissertation work.
• Take breadth and special topics courses as appropriate.
• Take your General Exam in the third or fourth year of your graduate studies.
• Register for Phys 800 (Doctoral Thesis Research) instead of Phys 600 in the quarters during and after your general exam.
• Take special topics courses as appropriate.
• Perform research. When completion of a substantial body of research is is sight, and with concurrence of your faculty advisor, start writing a thesis dissertation.
• Establish a dissertation reading committee well in advance of scheduling the Final Examination.
• Schedule your Final Examination and submit your PhD dissertation draft to your reading committee at least several weeks before your Final Exam.
• Take your Final Oral Examination.
• After passing your Final Exam, submit your PhD dissertation, as approved by your reading committee, to the Graduate School, normally before the end of the same quarter.

This typical timeline for competing the PhD applies to students entering the program with a solid undergraduate preparation, as described above under Admissions. Variant scenarios are possible with approval of the Graduate Program coordinator. Two such scenarios are the following:

• Students entering with insufficient undergraduate preparation often require more time. It is important to identify this early, and not feel that this reflects on innate abilities or future success. Discussion with one's faculty advisor, during orientation or shortly thereafter, may lead to deferring one or more of the first year required courses and corresponding Master's Review Exams. It can also involve taking selected 300 or 400 level undergraduate physics courses before taking the first year graduate level courses. This must be approved by the Graduate Program coordinator, but should not delay efforts to find a suitable research advisor. The final Master's Review decision still takes place no later than the start of the 3rd year and research engagement is an important component in this decision.
• Entering PhD students with advanced standing, for example with a prior Master's degree in Physics or transferring from another institution after completing one or more years in a Physics PhD program, may often graduate after 3 or 4 years in our program. After discussion with your faculty advisor and with approval of the Graduate Program coordinator, selected required classes may be waived (but typically not the corresponding Master's Review Exams), and credit from other institutions transferred.
• Each entering PhD student is assigned a first year faculty advisor, with whom they meet regularly to discuss course selection, general progress, and advice on research opportunities. The role of a student's primary faculty advisor switches to their research advisor after they become well established in research. Once their doctoral supervisory committee is formed, the entire committee, including a designated faculty mentor (other than the research advisor) is available to provide advice and mentoring.
• The department also has a peer mentoring program, in which first-year students are paired with more senior students who have volunteered as mentors. Peer mentors maintain contact with their first-year mentees throughout the year and aim to ease the transition to graduate study by sharing their experiences and providing support and advice. Quarterly "teas" are held to which all peer mentors and mentees are invited.
• While academic advising is primarily concerned with activities and requirements necessary to make progress toward a degree, mentoring focuses on the human relationships, commitments, and resources that can help a student find success and fulfillment in academic and professional pursuits. While research advisors play an essential role in graduate study, the department considers it inportant for every student to also have available additional individuals who take on an explicit mentoring role.
• Students are expected to meet regularly, at a minimum quarterly, with their faculty advisors (either first year advisor or research advisor).
• Starting in the winter of their first year, students are expected to be enrolled in Phys 600 .
• Every spring all students, together with their advisors, are required to complete an annual activities report.
• The doctoral supervisory committee needs to be established at least by the end of the fourth year.
• The General Exam is expected to take place during the third or fourth year.
• Students and their advisors are expected to aim for not more than 6 years between entry into the Physics PhD program and completion of the PhD. In recent years the median time is close to 6 years.

Absence of satisfactory progress can lead to a hierarchy of actions, as detailed in the Graduate School Memo 16: Academic Performance and Progress , and may jeopardize funding as a teaching assistant.

The Department aims to provide financial support for all full-time PhD students making satisfactory progress, and has been successful in doing so for many years. Most students are supported via a mix teaching assistantships (TAs) and research assistantships (RAs), although there are also various scholarships, fellowships, and awards that provide financial support. Teaching and research assistanships provide a stipend, a tuition waiver, and health insurance benefits. TAs are employed by the University to assist faculty in their teaching activities. Students from non-English-speaking countries must pass English proficiency requirements . RAs are employed by the Department to assist faculty with specified research projects, and are funded through research grants held by faculty members.

Most first-year students are provided full TA support during their first academic year as part of their admission offer. Support beyond the second year is typically in the form of an RA or a TA/RA combination. It is the responsibility of the student to find a research advisor and secure RA support. Students accepting TA or RA positions are required to register as full-time graduate students (a minimum of 10 credits during the academic year, and 2 credits in summer quarter) and devote 20 hours per week to their assistantship duties. Both TAs and RAs are classified as Academic Student Employees (ASE) . These positions are governed by a contract between the UW and the International Union, United Automobile, Aerospace and Agricultural Implement Workers of America (UAW), and its Local Union 4121 (UAW).

Physics PhD students are paid at the "Assistant" level (Teaching Assistant or Research Assistant) upon entry to the program. Students receive a promotion to "Associate I" (Predoctoral Teaching Associate I or Predoctoral Research Associate I) after passing the Master's Review, and a further promotion to "Associate II" (Predoctoral Teaching Associate II or Predoctoral Research Associate II) after passing their General Examination. (Summer quarter courses, and summer quarter TA employment, runs one month shorter than during the academic year. To compendate, summer quarter TA salaries are increased proportionately.)

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Graduate education in physics offers you exciting opportunities extending over a diverse range of subjects and departments. You will work in state-of-the-art facilities with renowned faculty and accomplished postdoctoral fellows. The interdisciplinary nature of the program provides you with the opportunity to select the path that most interests you. You will be guided by a robust academic advising team to ensure your success.

You will have access to Jefferson Laboratory, the oldest physics laboratory in the country, which today includes a wing designed specifically to facilitate the study and collaboration between you and other physics graduate students.

Students in the program are doing research in many areas, including atomic and molecular physics, quantum optics, condensed-matter physics, computational physics, the physics of solids and fluids, biophysics, astrophysics, statistical mechanics, mathematical physics, high-energy particle physics, quantum field theory, string theory, relativity, and many others.

Graduates of the program have secured academic positions at institutions such as MIT, Stanford University, California Institute of Technology, and Harvard University. Others have gone into private industry at leading organizations such as Google, Facebook, and Apple. 

Additional information on the graduate program is available from the Department of Physics , and requirements for the degree are detailed in Policies . 

Areas of Study

Engineering and Physical Biology | Experimental Astrophysics | Experimental Physics | Theoretical Astrophysics | Theoretical Physics | Unspecified

Admissions Requirements

Please review the admissions requirements and other information before applying. You can find degree program-specific admissions requirements below and access additional guidance on applying from the Department of Physics .

Academic Background

Applicants should be well versed in undergraduate-level physics and mathematics. Typically, applicants will have devoted approximately half of their undergraduate work to physics and related subjects such as mathematics and chemistry. It is desirable for every applicant to have completed at least one year of introductory quantum mechanics classes. An applicant who has a marked interest in a particular branch of physics should include this information in the application. If possible, applicants should also indicate whether they are inclined toward experimental or theoretical (mathematical) research. This statement of preference will not be treated as a binding commitment to any course of study and research. In the Advanced Coursework section of the online application, prospective students must indicate the six most advanced courses (four in physics and two in mathematics) they completed or will complete at their undergraduate institution.

Personal Statement

Not Accepted

Standardized Tests

GRE General: Optional GRE Subject Test: Optional

Theses and Dissertations

Theses & Dissertations for Physics

See list of Physics faculty

APPLICATION DEADLINE

Questions about the program.

Ph.D. program

The Applied Physics Department offers a Ph.D. degree program; see  Admissions Overview  for how to apply.  

1.  Courses . Current listings of Applied Physics (and Physics) courses are available via  Explore Courses . Courses are available in Physics and Mathematics to overcome deficiencies, if any, in undergraduate preparation. It is expected the specific course requirements are completed by the  end of the 3rd year  at Stanford.

Required Basic Graduate Courses.   30 units (quarter hours) including:

• Basic graduate courses in advanced mechanics, statistical physics, electrodynamics, quantum mechanics, and an advanced laboratory course. In cases where students feel they have already covered the materials in one of the required basic graduate courses, a petition for waiver of the course may be submitted and is subject to approval by a faculty committee.
• 18 units of advanced coursework in science and/or engineering to fit the particular interests of the individual student. Such courses typically are in Applied Physics, Physics, or Electrical Engineering, but courses may also be taken in other departments, e.g., Biology, Materials Science and Engineering, Mathematics, Chemistry. The purpose of this requirement is to provide training in a specialized field of research and to encourage students to cover material beyond their own special research interests.​

​ Required Additional Courses .  Additional courses needed to meet the minimum residency requirement of 135 units of completed course work. Directed study and research units as well as 1-unit seminar courses can be included. Courses are sometimes given on special topics, and there are several seminars that meet weekly to discuss current research activities at Stanford and elsewhere. All graduate students are encouraged to participate in the special topics courses and seminars. A limited number of courses are offered during the Summer Quarter. Most students stay in residence during the summer and engage in independent study or research programs.

The list of the PhD degree core coursework is listed in the bulletin here:  https://bulletin.stanford.edu/programs/APLPH-PHD .

3.  Dissertation Research.   Research is frequently supervised by an Applied Physics faculty member, but an approved program of research may be supervised by a faculty member from another department.

4.  Research Progress Report.   Students give an oral research progress report to their dissertation reading committee during the winter quarter of the 4th year.

5.  Dissertation.

6.  University Oral Examination .  The examination includes a public seminar in defense of the dissertation and questioning by a faculty committee on the research and related fields.

Most students continue their studies and research during the summer quarter, principally in independent study projects or dissertation research. The length of time required for the completion of the dissertation depends upon the student and upon the dissertation advisor. In addition, the University residency requirement of 135 graded units must be met.

Rotation Program

We offer an optional rotation program for 1st-year Ph.D. students where students may spend one quarter (10 weeks) each in up to three research groups in the first year. This helps students gain research experience and exposure to various labs, fields, and/or projects before determining a permanent group to complete their dissertation work. 

Sponsoring faculty members may be in the Applied Physics department, SLAC, or any other science or engineering department, as long as they are members of the Academic Council (including all tenure-line faculty). Rotations are optional and students may join a group without the rotation system by making an arrangement directly with the faculty advisor. 

During the first year, research assistantships (RAs) are fully funded by the department for the fall quarter; in the winter and spring quarters, RAs are funded 50/50 by the department and the research group hosting the student. RAs after the third quarter are, in general, not subsidized by the rotation program or the department and should be arranged directly by the student with their research advisor.

How to arrange a rotation

Rotation positions in faculty members’ groups are secured by the student by directly contacting and coordinating with faculty some time between the student’s acceptance into the Ph.D. program and the start of the rotation quarter. It is recommended that the student’s fall quarter rotation be finalized no later than Orientation Week before the academic year begins. A rotation with a different faculty member can be arranged for the subsequent quarters at any time. Most students join a permanent lab by the spring quarter of their first year after one or two rotations.  When coordinating a rotation, the student and the sponsoring faculty should discuss expectations for the rotation (e.g. project timeline or deliverables) and the availability of continued funding and permanent positions in the group. It is very important that the student and the faculty advisor have a clear understanding about expectations going forward.

What do current students say about rotations?

Advice from current ap students, setting up a rotation:.

• If you have a specific professor or group in mind, you should contact them as early as possible, as they may have a limited number of rotation spots.
• You can prepare a 1-page CV or resume to send to professors to summarize your research experiences and interest.
• Try to tour the lab/working areas, talk to senior graduate students, or attend group meeting to get a feel for how the group operates.
• If you don't receive a response from a professor, you can send a polite reminder, stop by their office, or contact their administrative assistant. If you receive a negative response, you shouldn't take it personally as rotation availability can depend year-to-year on funding and personnel availability.
• Don't feel limited to subfields that you have prior experience in. Rotations are for learning and for discovering what type of work and work environment suit you best, and you will have several years to develop into a fully-formed researcher!

You and your rotation advisor should coordinate early on about things like: 

• What project will you be working on and who will you be working with?
• What resources (e.g. equipment access and training, coursework) will you need to enable this work?
• How closely will you work with other members of the group? 
• How frequently will you and your rotation advisor meet?
• What other obligations (e.g. coursework, TAing) are you balancing alongside research?
• How will your progress be evaluated?
• Is there funding available to support you and this project beyond the rotation quarter?
• Will the rotation advisor take on new students into the group in the quarter following the rotation?

About a month before the end of the quarter, you should have a conversation with your advisor about things like:

• Will you remain in the current group or will you rotate elsewhere?
• If you choose to rotate elsewhere, does the option remain open to return to the present group later?
• If you choose to rotate elsewhere, will another rotation student be taken on for the same project?
• You don't have to rotate just for the sake of rotating! If you've found a group that suits you well in many aspects, it makes sense to continue your research momentum with that group.

Application process

View Admissions Overview View the Required Online Ph.D. Program Application  

Contact the Applied Physics Department Office at  [email protected]  if additional information on any of the above is needed.

Physics Doctor of Philosophy (Ph.D.) Degree

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RIT’s physics Ph.D. combines our interdisciplinary approach, renowned faculty, and cutting-edge facilities to empower you to excel in your research and shape the future of physics.

Overview for Physics Ph.D.

Physics plays a crucial role in advancing various scientific and technological fields. Through experimentation, observation, and mathematical analysis, physicists strive to unravel the mysteries of the universe and contribute to the advancement of scientific knowledge.

The physics Ph.D. program fosters a creative and innovative approach to physics education and knowledge expertise. Graduates of the physics Ph.D. become leaders in their field, shaping and improving the world with the knowledge gained at RIT.

Ph.D. Program in Physics at RIT

RIT's physics Ph.D. program offers various research areas, allowing students to pursue their passion and delve into cutting-edge scientific investigations. As a physics doctoral student, you will have the opportunity to work alongside world-class faculty members at the forefront of their respective fields. Our distinguished professors are dedicated to mentorship, ensuring each student receives personalized guidance and support throughout their academic journey.

The physics Ph.D. program offers a comprehensive and rigorous curriculum designed to provide you with a deep understanding of fundamental physics principles, advanced research skills, and specialized knowledge in your chosen areas of focus. The program combines core courses, electives, research work, and professional development activities.

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A significant component of the physics doctorate involves conducting original research under the guidance of faculty advisors. You will work on research projects aligned with your interests, contributing to the advancement of scientific knowledge. This research culminates in completing a doctoral dissertation, which involves original findings and a written thesis.

You will have abundant access to innovative and exciting research. We know that involvement in original research helps prepare our students for their future careers. The physics Ph.D. program offers a diverse range of research areas, allowing students to explore and specialize in various fields of physics.

Physics Research Areas:

• Faculty: Mishkat Bhattacharya , Edwin Hach III , Gregory Howland , Nicola Lanata , Stefan Preble
• Faculty: Jairo Diaz Amaya , Moumita Das , Scott Franklin , Michael Kotlarchyk , Lishibanya Mohapatra , Shima Parsa , Poornima Padmanabhan , George Thurston
• Faculty: Michael Cromer , Pratik Dholabhai , Nicola Lanata , Casey Miller , Michael Pierce , Steven Weinstein , Ke Xu
• Faculty: Manuela Campanelli , Joshua Faber , Jeyhan Kartaltepe , Carlos Lousto , Richard O’Shaughnessy , John Whelan , Michael Zemcov , Yosef Zlochower
• Faculty: Seth Hubbard , Santosh Kurinec , Parsian Mohseni , Michael Pierce , Patricia Taboada-Serrano , Ke Xu
• Faculty: Donald Figer , Edwin Hach III , Gregory Howland , Seth Hubbard , Stefan Preble
• Faculty: Scott Franklin , Benjamin Zwickl
• Faculty: Pratik Dholabhai , Seth Hubbard , Santosh Kurinec , Nishant Malik
• Faculty: Charles Bachmann , Gregory Howland , Stefan Preble , Jie Qiao

You will have the opportunity to collaborate with faculty members and engage in cutting-edge research projects aligned with your interests and career aspirations. The physics program encourages interdisciplinary research and the exploration of new frontiers in physics, fostering innovation and scientific discovery.

Seth Hubbard

Mishkat Bhattacharya

Moumita Das

Shima Parsa

Lishibanya Mohapatra

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Curriculum for 2024-2025 for Physics Ph.D.

Current Students: See Curriculum Requirements

Physics, Ph.D. degree, typical course sequence

Physics (or closely-related) Electives*

* This list is representative and not exhaustive.

Students are also interested in

• Materials Science and Engineering MS

Admissions and Financial Aid

This program is available on-campus only.

Full-time study is 9+ semester credit hours. International students requiring a visa to study at the RIT Rochester campus must study full‑time.

Application Details

To be considered for admission to the Physics Ph.D. program, candidates must fulfill the following requirements:

• Complete an online graduate application .
• Submit copies of official transcript(s) (in English) of all previously completed undergraduate and graduate course work, including any transfer credit earned.
• Hold a baccalaureate degree (or US equivalent) from an accredited university or college in the physical sciences or engineering.
• A recommended minimum cumulative GPA of 3.0 (or equivalent).
• Satisfy prerequisite requirements and/or complete foundation courses prior to starting program coursework.
• Submit a current resume or curriculum vitae.
• Submit a statement of purpose for research which will allow the Admissions Committee to learn the most about you as a prospective researcher.
• Submit two letters of recommendation .
• Entrance exam requirements: GRE, both General and Physics, are optional. No minimum score requirement.
• Writing samples are optional.
• Submit English language test scores (TOEFL, IELTS, PTE Academic), if required. Details are below.

English Language Test Scores

International applicants whose native language is not English must submit one of the following official English language test scores. Some international applicants may be considered for an English test requirement waiver .

International students below the minimum requirement may be considered for conditional admission. Each program requires balanced sub-scores when determining an applicant’s need for additional English language courses.

How to Apply   Start or Manage Your Application

Cost and Financial Aid

An RIT graduate degree is an investment with lifelong returns. Ph.D. students typically receive full tuition and an RIT Graduate Assistantship that will consist of a research assistantship (stipend) or a teaching assistantship (salary).

The School is committed to a diverse applications pool and alleviating any financial burden of application. For information, please contact the Program Director.

Additional Information

Foundation courses.

Physics forms the backbone of many scientific and engineering disciplines, thus candidates from diverse backgrounds are encouraged to apply. However, applicants to the doctoral program are typically expected to have some undergraduate preparation in physics, including courses in electromagnetism, classical and quantum mechanics, statistical physics, and mathematical methods of physics. If applicants have not taken the expected background coursework, the program director may require the student to successfully complete foundational courses prior to matriculating into the Ph.D. program. A written agreement between the candidate and the program director will identify the required foundation courses, which must be completed with an overall B average before a student can matriculate into the graduate program. Note that this can lead to a delay in degree completion by as much as a year.

September 4

Physics Colloquium: An unusual journey from Mumbai to NASA to the White House

Graduate Program

Excellence in graduate education.

Our department’s faculty and students are published and featured in numerous publications, hold high-level positions at major experiments around the world, and over half are Fellows of the American Physical Society.

Our research specialties include experimental particle physics, particle astrophysics, theoretical particle physics and cosmology, molecular biophysics, experimental biophysics, experimental condensed matter physics, theoretical quantum condensed matter physics, statistical physics, polymer physics and computational physics. There are numerous interdisciplinary opportunities, particularly with the School of Engineering and the Center for Photonics Research. Major resources include the Scientific Instrument Facility, the Electronics Design Facility, and the supercomputer clusters in the Center for Computational Science.

We have over 70 graduate students, with a typical incoming class of 10 to 20 students. The department provides full tuition scholarships, stipends, and student medical insurance for essentially all graduate students through a combination of teaching fellowships, research assistantships, and university fellowships.

The Physics Department is centrally located on Boston University’s main Charles River Campus. Boston is a major metropolitan center of cultural, scholarly, scientific and technological activity. There are many major academic institutions in the area, providing students an array of opportunities with which to supplement their education at BU.

Explore Programs

Physics and applied physics - doctorate (phd).

DEGREE OVERVIEW

The objective of graduate work in physics is to prepare the student for continued professional and scholarly development as a physicist. The Doctor of Philosophy in physics and applied physics program combines the traditional elements of a science doctoral program with courses in specifically applied topics and internships in technological environments. It is designed to produce highly trained professionals with a broad perspective of the subject that prepares them equally well for careers in academia or in government or industrial laboratories.

ABOUT THE PROGRAM

The Doctor of Philosophy in physics and applied physics program combines the traditional elements of a science doctoral program with courses in specifically applied topics and internships in technological environments. It is designed to produce highly trained professionals with a broad perspective of the subject that prepares them equally well for careers in academia or in government or industrial laboratories.

• Admissions requirements and degree curriculum
• Degree information in the University Catalog
• Physics faculty
• Program accreditation

CAREER OPPORTUNITIES

• Postsecondary Physics Teachers:

Ph.D. program graduates have a good understanding of not only how to conduct labs, but they are also able to assist students in conducting their own research in an effective manner.

• Biophysicists

Students who have obtained a Ph.D. will be well-versed in how things should work within a laboratory setting, and this advanced degree can qualify them to conduct independent research in the field.

• Physicists and Astronomers

A Ph.D. in physics can meet the typical minimum requirement for research careers in this field.

• Natural Sciences Managers

They set standards for both research and development and ensure that these same standards are met by staff members. Furthermore, they oversee the hiring of staff members related to a given project and give them guidance when necessary, as well as review all work being conducted to ensure its accuracy. Having worked in the lab continuously on their way to a Ph.D., recent graduates will have a good idea of how to manage research in such a setting.

• Petroleum Engineers

The Ph.D. graduate might also use their advanced knowledge to determine which sites could yield the greatest return on investment. Individuals with a Ph.D. in physics and an engineering background have the ability to work in research and development in this industry.

• By obtaining a Ph.D. in physics, graduates acquire the education, skills, and hands-on experience necessary to access several careers within the field of physics. Options include teaching at the college level and conducting independent research in the corporate or academic sectors.

WHY CHOOSE US?

• The Department of Physics has outstanding undergraduate and graduate programs from B.S. through the Ph.D. The Physics Department has a faculty committed to teaching excellence while vigorously pursuing nationally and internationally recognized research in many areas.
• Students at the undergraduate and graduate levels are encouraged to participate with our outstanding faculty in these research programs.
• Diverse physics research areas: Astrophysics, Biomedical Physics, Center for Nanostructured Materials, Chaos & Nonlinear Physics, Theoretical and Experimental Condensed Matter Physics, High Energy and Nuclear Physics, High Energy Physics Group, Neutrino Physics Group, Neutrinos and Rare Event Searches, Medical Bio Physics, Nano-Bio Physics, Nanostructured Magnetic Materials, Nanostructured Materials, and Space Physics. and Theoretical Condensed Matter Physics.
• U.S. News & World Report’s 2021 “Best Graduate Schools” list ranks the College of Science’s graduate program in physics No. 119.
• Marketable skills gained: gathering information, using original sources, applying theoretical approaches to problems, establishing hypotheses and defining problems, synthesizing and analyzing information, and experiment design, testing, and validation.

GET STARTED

Take the next step toward investing in yourself by learning more about our Physics and Applied Physics - Doctorate (PhD) program.

Apply Today

If you're ready, so are we. The next step is to apply. Applying for admission is easy, and we're here to work with you every step of the way.

PROGRAM CONTACT

Name: Dr. Qiming Zhang

Phone: 817-272-2020

Email: [email protected]

Learn more about this program on the Department or College website.

Department of Physics

College of Science

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UNIVERSITY CATALOG

Check out the University Catalog for more information.

If you wish to apply follow this link.

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Physics Programs

Studying physics at SRU will provide you with quantitative, analytical and problem solving skills that will open doors to many career options. Students in the physics program at SRU can choose from three options to earn a degree in Physics. The department also offers a minor in Physics option.

Contact Information

Physics 724.738.2074 [email protected]

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Voronezh State University of Engineering Technologies

Revolution Avenue, 19, Voronezh

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• Public Status
• High Research Output
• 4,770 Total Students
• 288 Faculty
• 457 Int'l Students
• UNDERGRADUATE
• POSTGRADUATE

Located in the large city of Voronezh, Voronezh Oblast, is the non-profit public higher education institution Voronezh State University of Engineering Technology.

Voronezh’s population in 2019 was estimated to be 1,054,111 and is the 14th most populated city in the country. Voronezh region is one of Russian regional leader in agriculture and food production, chemistry, airplane industry, electronics and machinery. 

Founded in 1930, Voronezh State University of Engineering Technology is officially accredited and/or recognized by the Ministry of Science and High Education of the Russian Federation. More than 20 000 international students from 74 countries were graduated from university. Food and chemical technologies, IT, economy and management are most popular educational programs.

Today 700 students get their training at Undergraduate, graduate and PhD degrees programs at Voronezh State University of Engineering Technology.

The city of Voronezh has seven theaters, 12 museums, a number of movie theaters, a philharmonic hall, and a circus. Locals, visitors, and students alike can also enjoy the annual International Platonov Arts Festival in June.

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• STUDENTS & STAFF
• EECA University Rankings #401-450

EECA University Rankings

• 2019 #251-300
• 2020 #301-350
• 2021 #351-400
• 2022 #401-450

Student & Staff

Total students 4,770, international students 457, total faculty staff 288, similar universities.

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