chemistry phd time

PhD Program

Professor Wender discusses chemistry with his graduate students.

Doctoral study in chemistry at Stanford University prepares students for research and teaching careers with diverse emphases in basic, life, medical, physical, energy, materials, and environmental sciences.

The Department of Chemistry offers opportunities for graduate study spanning contemporary subfields, including theoretical, organic, inorganic, physical, biophysical and biomedical chemistry and more. Much of the research defies easy classification along traditional divisions; cross-disciplinary collaborations with Stanford's many vibrant research departments and institutes is among factors distinguishing this world-class graduate program.

The Department of Chemistry is committed to providing academic advising in support of graduate student scholarly and professional development.  This advising relationship entails collaborative and sustained engagement with mutual respect by both the adviser and advisee.

• The adviser is expected to meet at least monthly with the graduate student to discuss on-going research.
• There should be a yearly independent development plan (IDP) meeting between the graduate student and adviser. Topics include research progress, expectations for completion of PhD, areas for both the student and adviser to improve in their joint research effort.
• A research adviser should provide timely feedback on manuscripts and thesis chapters.
• Graduate students are active contributors to the advising relationship, proactively seeking academic and professional guidance and taking responsibility for informing themselves of policies and degree requirements for their graduate program.
• If there is a significant issue concerning the graduate student’s progress in research, the adviser must communicate this to the student and to the Graduate Studies Committee in writing.  This feedback should include the issues, what needs to be done to overcome these issues and by when.

Academic advising by Stanford faculty is a critical component of all graduate students' education and additional resources can be found in the  Policies and Best Practices for Advising Relationships at Stanford  and the  Guidelines for Faculty-Student Advising at Stanford .

Learn more about the program through the links below, and by exploring the research interests of the  Chemistry Faculty  and  Courtesy Faculty .

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Ph.D. in Chemistry

Graduate students earn a Ph.D. through independent research in collaboration with one or more faculty members . A modest amount of graded coursework ensures a thorough grounding in the fundamentals of the chosen field, as well as breadth of knowledge in the chemical sciences. The median time to complete all requirements for the Ph.D. is about five years. Students are required to pass oral examinations in their area of specialization. There are no pre-entrance or qualifying exams.

For complete details about our doctoral program, see the pages below:

• First Year of Study
• Ph.D. Degree Requirements
• Ph.D. Degree Timeline
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• General Exam Instructions (pdf)
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Chemistry, PhD

Zanvyl krieger school of arts and sciences.

Johns Hopkins University was the first American institution to emphasize graduate education and to establish a PhD program in chemistry. Founding Chair Ira Remsen initiated a tradition of excellence in research and education that has continued until this day. The Hopkins graduate program is designed for students who desire a PhD in chemistry while advancing scientific knowledge for humankind.

The graduate program provides students with the background and technical expertise required to be leaders in their field and to pursue independent research.

Graduate students’ advancement is marked by entrance exams, coursework, teaching, seminars, oral examinations, and an individual research project that culminates in a thesis dissertation. The thesis research project represents an opportunity for graduate students to make a mark on the world. Working in conjunction with a faculty member or team, individually tailored thesis projects enable students to think independently about cutting-edge research areas that are of critical importance. Thesis research is the most important step toward becoming a PhD scientist, and our program provides an outstanding base with a proven track record of success.

Graduate students make up the heart of the Chemistry Department, and the department strives to support students’ individual needs. Each student is carefully advised and classes are traditionally quite small. Multidisciplinary research and course offerings that increase scientific breadth and innovation are hallmarks of the program.  In addition to academic and technical development, our department also offers several outlets for professional and social development.

Admission Requirements

Application materials include:

• Academic transcripts
• Three letters of recommendation
• Statement of Purpose
• The GRE General Test is required.  However, this requirement can be waived for individuals for whom personal circumstances make it difficult or impossible to access the GRE General Test at this present time.  If so, please let the Academic Affairs Administrator (information below) be aware of these circumstances, and the application will be given full consideration.
• The GRE Chemistry Subject is Test is recommended, but not required.
• The application fee is $75. However, fee waivers may be requested for applicants that have documentation showing they are a part of SACNAS, MARCC, oSTEM and many other organizations. To access the full list to see if you qualify, go to the  Krieger Graduate Admission and Enrollment  page.

Assistance with the application process is available. Candidates with questions about the application process, or requests for a GRE General Test waiver (or on other matters related to the application) should contact the Admissions Committee’s Academic Affairs Administrator ( [email protected] ).

There are no fixed requirements for admission. Undergraduate majors in chemistry, biology, earth sciences, mathematics, or physics may apply as well as all well-qualified individuals who will have received a BA degree before matriculation. A select number of applicants will be invited to visit campus to tour our facilities and interact with our faculty members and their lab members over a weekend in March.

For further information about graduate study in chemistry visit the Chemistry Department website . 

Program Requirements

Normally, the minimum course requirement for both the M.A. and the Ph.D. degrees is six one-semester graduate courses in chemistry and related sciences. Exceptionally well-prepared students may ask for a reduction of these requirements.

Requirements for the Ph.D. degree include a research dissertation worthy of publication, and a knowledge of chemistry and related material as demonstrated in an oral examination. Each student must teach for at least one year.

Below is a list of the core Chemistry courses for graduate level students.

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Survey of Ph.D. Programs in Chemistry

By Joel Shulman

How does your chemistry Ph.D. program compare to others in terms of department size and student demographics? Requirements for the degree? Graduate student progression and support? Developing skills that go beyond knowledge of chemistry? Answers to these questions and many others can be gleaned from the Survey of Ph.D. Programs in Chemistry recently reported by the ACS Committee on Professional Training (CPT) . Highlights of the survey are given here.

View the full report

The primary objective of the CPT is to facilitate the maintenance and improvement of the quality of chemical education at the postsecondary level. Not only does the Committee develop and administer the guidelines that define high-quality undergraduate education, but it also produces resources such as the ACS Directory of Graduate Education and publishes data on undergraduate and graduate education. Approximately every ten years, CPT fields a survey of Ph.D. programs. The latest survey solicited data from all 196 Ph.D. programs in chemistry and received usable information (base year, 2007) from 139 of these programs.

Figure 1. Size Distribution of Ph.D. Programs

Program size and demographics of students

The 139 reporting Ph.D. programs are divided for purposes of comparison into three groups of approximately equal size according to the total number of graduate students in the program: 44 small (defined as 0 to 40 total graduate students), 46 medium (41 to 105 graduate students), and 49 large programs (106+ graduate students). The number of students in Ph.D. programs ranges from 0 to 394 (see Figure 1) with a total of 13,280 students. Eighteen departments have more than 200 students, accounting for more than one-third (4,460) of the total graduate students in chemistry. The 30 largest programs account for almost 50% of graduate students. The average program size is 96 students (and 23 faculty), while the median program size is 67 students.

Of the doctoral students in responding programs, 27.4% are women, 5.2% are underrepresented minorities, and 42.3% are international students (Table 1). Small programs tend to have a higher percentage of underrepresented minority students (averaging 7.8%), while large programs have a higher percentage of women (28.5%) and a lower percentage of international students (37.3%).

Table 1. Demographics of Graduate Students by Program Size

Requirements for degree (table 2).

Of course, a doctoral dissertation is required by all Ph.D. programs. Most (71%) graduate programs require entering graduate students to take placement exams, although this requirement tends to be less prevalent as program size increases. The average program requires a minimum of 20 credits (semester hours, corrected for programs on the quarter system) of coursework, a number that does not vary significantly by program size. In addition to course work and dissertation, 96% of programs require at least one of the following: cumulative examinations (58%), an oral preliminary exam (54%), a comprehensive oral exam (50%), and/or a comprehensive written exam (31%). All four of these exams are required by 7% of programs; 17% of programs require three; 43% of programs require two; and 28% require only one. Large programs require cumulative exams less often and oral exams more often than small or medium programs. Only four programs (3%) require students to pass a language exam for the Ph.D.

Table 2. Requirement in Ph.D. Program

Graduate student progression and support (table 3).

The mean time to the Ph.D. is 5.1 years, a number that varies neither by program size nor by public vs. private institution (data not shown). Most programs place a limit on the amount of time allowed to achieve a Ph.D. (average of 7.8 years) as well as on the number of years of departmental support allowed a student (average of 5.9 years). More than 80% of students choose a research advisor within six months of entering graduate school. A significant number of programs either require or permit laboratory rotations before a final advisor is selected.

Monetary support for Ph.D. students comes from teaching assistantships more often than from research assistantships at small and medium programs, while the reverse is true in large programs. There is wide variation in TA stipends, depending on both program size and geographic location. Most programs have a range of stipends, which on average run from $18,000 to about $20,000 per year. Teaching assistants at larger programs are more likely to teach discussion (recitation) sections than those in small or medium programs.

Table 3. Student Progression and Support in Ph.D. Programs

Developing student skills.

In addition to chemistry knowledge and laboratory skills, it is important that all Ph.D. chemists develop skills in areas such as critical thinking, oral and written communication, and teamwork. Toward this end, 74% of all programs require students to create and defend an original research proposal (Table 2). All but six programs require students to make presentations (exclusive of the thesis defense) to audiences other than their research group; the average number of required presentations is 2.4, with little variation by program size. When asked whether any graduate students receive student-skills training outside of formal course work, 67% responded that at least some students receive specific training in communications; 59% in ethics/scientific integrity; 43% in grant writing; 37% in mentoring; 37% in intellectual property/patents; and 18% in business/economics. Students in large programs are more likely to receive some training in these skill areas than are students in other programs.

The data from this CPT survey provide a snapshot of graduate student demographics, requirements for the degree, and progression and support in chemistry Ph.D. programs. Survey results highlight similarities and differences among small, medium, and large programs across the country.

Dr. Joel I. Shulman retired as The Procter & Gamble Company's Manager of Doctoral Recruiting and University Relations in 2001 and is now an adjunct professor of chemistry at the University of Cincinnati. He serves the ACS as a consultant for the Office of Graduate Education and the Department of Career Management and Development and as a member of the Committee on Professional Training.

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Johns Hopkins University was the first American institution to emphasize graduate education and to establish a PhD program in chemistry. Founding Chair Ira Remsen initiated a tradition of excellence in research and education that has continued until this day. The Hopkins graduate program is designed for students who desire a PhD in chemistry while advancing scientific knowledge for humankind.

The graduate program provides students with the background and technical expertise required to be leaders in their field and to pursue independent research.

Graduate students’ advancement is marked by entrance exams, coursework, teaching, seminars, oral examinations, and an individual research project that culminates in a thesis dissertation. The thesis research project represents an opportunity for graduate students to make a mark on the world. Working in conjunction with a faculty member or team, individually tailored thesis projects enable students to think independently about cutting-edge research areas that are of critical importance. Thesis research is the most important step toward becoming a PhD scientist, and our program provides an outstanding base with a proven track record of success.

Graduate students make up the heart of the Chemistry Department, and the department strives to support students’ individual needs. Each student is carefully advised and classes are traditionally quite small. Multidisciplinary research and course offerings that increase scientific breadth and innovation are hallmarks of the program.  In addition to academic and technical development, our department also offers several outlets for professional and social development.

For more information, contact the Director of Graduate Studies. Dr. Art Bragg Office: Remsen 221 410-516-5616 [email protected]

Ph.D. Requirements

Requirements Coursework Seminar Presentation Qualifying Exam Candidacy UCB Graduate Division website

Requirements

The Ph.D. program is designed towards developing within each student the ability to do creative scientific research. Accordingly, the single most important facet of the curriculum for an individual is his or her own research project. A graduate student spends a good deal of time during the first week of the first semester at Berkeley talking to various faculty members about possible research projects, studying pertinent literature references, and choosing an individual project. New graduate students meet shortly after their arrival with a faculty adviser. From the faculty adviser the student obtains a list of faculty members whose research may interest the student. After visiting these and additional faculty, if necessary, the student chooses a research director, with the consent of the faculty member and the graduate adviser. By the end of the first semester most students have made a choice and are full-fledged members of research group. Thereafter, all students become involved in library research on their projects and many begin actual experimental or theoretical work.

In keeping with the goal of fostering an atmosphere of scholarly, independent study, formal course requirements are minimal and vary among disciplines; advisor's tailor course requirements to best prepare the student for the chosen research field. For example, a student who chooses to specialize in physical chemistry is normally expected to take two courses per semester during the first year and one or two additional semesters of coursework sometimes during the second year. These may include topics such Quantum Mechanics, Statistical Mechanics, Group Theory, Interactions of Radiation with Matter, and many more. At the other extreme, a student specializing in inorganic chemistry will concentrate more heavily on special topics seminars and take fewer courses. The course offerings in the University are varied so that individual students have the opportunity to take other courses which serve their own needs. Such as, a student working on nuclear chemistry will probably elect additional graduate physics courses, while a student working on biophysical or bio-organic problems may take courses offered by the Biochemistry Department.

Seminars are an important part of the curriculum. Because of the size and diversity of the Berkeley faculty, there are many seminars on a variety of topics which students may choose to attend. There are regular weekly seminars in several major areas, including biophysical, physical, nuclear, organic, theoretical, solid state, and inorganic chemistry. These seminars are presented by members of the Berkeley faculty, as well as distinguished visitors to the campus. These seminars allow the students to become aware of the most important current research going on in the field. In addition to these regular seminars, there are several regular department seminars devoted to presentations by graduate students. One of the doctoral program requirements is that each student delivers a departmental seminar known as a graduate research conference during the second year. Individual research groups also hold regular research seminars. The format of these small, informal seminars varies. In some cases, graduate students discuss their own current research before the other members of the research group. On other occasions, the group seminars may be devoted to group discussions of recent papers which are of interest to the particular research group. In any event, small group seminars are one of the most important ways in which students learn by organizing and interpreting their own results before their peers.

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Registration requirements for Ph.D. students are relatively informal. Each student during their first year in the program must see an academic advisor during the Enrollment period each semester to work out a schedule that best suits the student's individual needs. There is flexibility in the choice of courses that a student may take, particularly after the first year. See suggested course sequences for first year students in various sub-disciplines of chemistry below. In addition to lecture courses, there are three kinds of courses you can get course credit for. These are:

Seminar (Chemistry 298- sections 1-8): Student can register for up to 3 seminars for 1 unit only, every semester. Enrollment in a seminar means regular attendance at (a) seminars given by outside speakers and Berkeley faculty appropriate to a student's area of specialization, (b) student seminars in at least one of the two divisions of the graduate program, and (c) group seminar organized by a student's research group. Enrollment is on a satisfactory/unsatisfactory (S/U) basis.

Research (Chemistry 299): Since the Ph.D. is a research degree, each student in the Ph.D. program is expected to show progress in research every semester. In the first semester each student should choose a field of interest and a research director. Since new students do not have a research director when registering for the first time, they will normally sign up for research under the Department Chair's name. (Chemistry 299-section 1). Once a research director has been chosen, students should sign up for research units under their research advisor. Research is always variable in the number of units, ranging from 1-9 and must be taken for a letter grade.

A student's load of formal classes and seminars will determine the number of research units that he/she will sign up for each semester, i.e., sign up for formal classes and seminars, then fill up your schedule with as many Chemistry 299 units are you need to bring your schedule up to 12 units. All students are required to carry a total of 12 units each semester, while in the program.

Chemistry Department Template Syllabus for Chem 299  (approved by COCI, October 2023):

• Download Template Syllabus Chem 299 (PDF)
• Download Template Syllabus Chem 299 (DOCX)

Students: Please check with the instructor of your Chem 299 section to confirm if they are using the template or a modified form of the syllabus.

Teaching (Chemistry 300): Students enroll for 2 units of Chemistry 300 during the semesters in which they serve as teaching assistants. Student must enroll for a letter grade in the Chemistry 300 section for the course they are teaching.

For a detailed list of graduate courses and their description, please see the online Berkeley Bulletin .

Seminar Presentation

All second year graduate students are required to present a short seminar at the weekly Graduate Research Seminar (GRS) or Graduate Research Conference (GRC) about two to three weeks prior to their qualifying examination. The seminar is presented to a general audience of graduate students, postdoctoral fellows and faculty. Usually each student will give a 20-25 minute talk (including time for discussion /Q&A) on their PhD research project and its general chemistry background. The seminar is presented at a level that most of first- and second- year graduate students will not have difficulty following. The faculty serving on the qualifying exam will be present and will give written assessment of the seminar. This assessment will be considered in the graduate student's final evaluation at the time of their qualifying examination.

Ph.D. Qualifying Exam

The Qualifying Examination is one of the requirements for a PhD degree mandated by the UCB Graduate Division. The following are some excerpts from a document entitled: "Policy Statement Approved by the Graduate Council Regarding Qualifying Examinations for the Doctoral Degree". The full text of this document can be found at the following UCB web address:  http://grad.berkeley.edu/policy/degrees-policy/#f26-qualifying-examination

The Purpose of the Examination: The examiners should satisfy themselves, by unanimous vote, that the student is clearly expert in those areas of the discipline that have been specified for the examination, and that he or she can in all likelihood design and produce an acceptable dissertation. The examination will ordinarily consider a number of studies and points of view and the criteria by which they may be evaluated.

The Oral Component: The oral examination of candidates for the doctorate serves important professional functions. Not only teachings, but the formal interaction with one's students and colleagues at colloquia, annual meetings of professional societies and the like, often require the ability to synthesize rapidly, organize clearly, and argue cogently in an oral setting. To fulfill his or her professional responsibility adequately, the holder of the doctorate will frequently be called upon to display these skills, and it is consequently necessary for the University to ensure that a proper examination is given incorporating them.

Consistent with these guidelines, our qualifying exams are oral. (In the Synthetic Program, a written proposal is also required.) Exams are taken in front of a four-member committee; no slides or overheads are allowed, but a chalkboard will be available. They consist of two parts (described in more detail below) in which student's knowledge of his/her major research area, and of an "outside area" in chemistry, are examined. To provide sufficient time to cover both areas, the exam is scheduled for 3 hours, but may take less.

The qualifying exam committee consists of three chemistry faculty members and one additional UCB faculty from another department who represents an area of science related to the research topic. According to the Department of Chemistry regulations, a student's research advisor cannot also be a member of that person's qualifying exam committee. Examination committees are appointed by the Vice-Chair in charge of the program (physical or synthetic) in consultation with the student. Specifically, students are asked to suggest the names of the four members of their examination committees. These suggestions should be made after consultation with the research advisor and should be guided, as much as possible, to achieve a good overlap between the suggested professors' research interests and expertise and the student's PhD research topic. This overlap is likewise the first criterion used by the Vice-Chair in considering these suggestions and appointing the qualifying exam committee.

Preparation for the qualifying exam should reinforce rather than interrupt your research. Disappearing from you research group for a long period of time to prepare for your exam is strongly discouraged.

In view of the guidelines of the Graduate Division, the goals of the qualifying exam can be summarized as follows:

• To test the student's understanding of the major scientific goals of her/his PhD project, and of the various strategies and approaches developed to achieve these goals. To this end, the student should be able to convince the committee that she/he is already in reasonable control of the major element of the PhD project.
• To test the student's understanding of the background materials at the level necessary to successfully continue her/his research. The student is expected to show good command of the material typically covered in undergraduate chemistry textbooks in the broadly defined area of their research. Naturally, the committee's expectations in regard to the quality of that command can be expected to increase with the proximity of the various background topics to the student's research area.
• To test the student's ability to discuss and debate, in a professional manner, a range of scientific issues related to his/her current and future research with the members of the committee acting in the role of professional peers. To paraphrase, the student is expected to demonstrate scientific maturity and to show his or her ability to organize, synthesize and articulate thoughts in a clear and precise manner; the student should also be able to argue and defend his or her own points of view in verbal exchanges with the committee members.

The two parts of the exam are:

(A) Candidate's Research Topic The first part of the exam focuses on the student's research as described in his or her GRC or GRS presentation. The student should come to the exam prepared to provide a five-minute summary of their research project at the beginning of the exam. Following this, the questions generally focus both on detailed aspects of the research project as well as on the related background materials as discussed above. The student should discuss these areas with the committee chair well in advance.

(B) Outside Research Topic in the Physical Chemistry Program In order to assess student's ability to critically evaluate the research literature and to encourage a broader approach to research, the students are required to present an appraisal of an outside research topic. "Outside" means that the topic should not be one that the student would not ordinarily encounter in her/his own research, although it may be in the same general research area (e.g., chemical physics, biophysical chemistry). Students generally choose a paper from a recent issue of a major journal as the centerpiece of this part of the exam. The selected paper should represent a thoughtful analysis and critique of the work. The resulting discussion during the exam can, and often does, go well beyond the specific research in the paper to examine, for example, student's background. Students are expected to be conversant with the general area of research the paper represents. It is anticipated that the outside topic appraisal will demonstrate the student's ability to think clearly and to be constructively critical. For example, students may be asked how they would improve on the research described in the paper. The choice of an appropriate outside topic must be discussed with and approved by the chair of the qualifying exam committee.

(B) Outside Research Topic in the Synthetic Chemistry Program Students in the synthetic chemistry program are required to write and defend a research proposal. The goal of this exercise is to test the student's creativity and imagination, and to assess their ability to think critically in an area of chemistry outside of their own research. The idea behind the proposal must be novel and the student should avoid suggesting ideas that are simple derivatives of known chemistry.

What constitutes an appropriate research area? As a rule, the topic should not be in the same subdivision of chemistry that the student is conducting research. It should require the student to learn new chemistry, along with the techniques and methods appropriate to its study.

A few weeks before the examination, the student should discus potential ideas for the proposal with the Chair of his or her committee. The Chair's main responsibility is to ensure that the subject area is appropriate and, in particular, that it is not too close to the student's current research topic. Some Chairs will also comment specifically on the idea itself, and may offer suggestions for improvement.

The written proposal must be given to each member of the committee at lease one week in advance of the examination. Students will be provided with written guidelines regarding the length, format, and other particulars concerning the proposal before the start of their second year. Questions regarding any general issues should be addressed to the Vice-Chair for Synthetic Chemistry.

In the qualifying examination, after discussing their research, the student will usually be given 60-90 minutes to discuss the proposal. Questions from the committee may address issues specific to the proposed chemistry, but can also cover peripheral areas of chemistry of a more general nature.

To be advanced to candidacy for the doctoral degree in chemistry, a student must:

• successfully pass the Qualifying Examination;
• have no more than two courses graded Incomplete;
• have a minimum GPA of 3.0 in all upper division and graduate course work taken in graduate standing, as required to hold a GSR or GSI appointment.

Once a student has successfully passed their qualifying examination they will be given an "Application for Advancement to Candidacy". As a part of the advancement application, the dissertation committee must be chosen. In consultation with their research advisor, student's proposes three members of the Berkeley Academic Senate as readers of their dissertation. This committee is made up of the student's research advisor, as the dissertation chair, one other member in the students department, and one member from outside the student's department.

If committee co-chairs are requested and one of the co-chairs is outside the Department, a fourth committee member must be selected from outside the Department. Approval of this committee will be granted provided the qualifications of the proposed member satisfies the requirements of the Graduate Division

The application for advancement of candidacy should be filed by the end of the semester following the one in which the student passed the examination. This form can be found at the following Graduate Division Web Site ( http://www.grad.berkeley.edu/policies/forms.shtml ) or in the Chemistry Graduate Office, 419D Latimer Hall. The Chair of the Dissertation Committee and the Head Graduate Advisor (Chair of the Chemistry Department or his appointed staff) must sign the application. The application fee is $90 and is submitted to the Graduate Division Degree Office in 318 Sproul Hall.

For more information go to the UCB Graduate Division website

Timeline to Degree

Ph.d. in chemistry timeline.

The time to complete the Ph.D. in Chemistry program is four to six years, with a typical student finishing in five years.

"A great thing about our program is the breadth of our research. You can explore many different areas of Chemistry." - Dean Tantillo, Professor

• Take and pass four ACS Entrance Exams at the 50th percentile or better  or  any prescribed undergraduate courses with a grade of "B" or better.
• Meet with faculty and join a research group by the end of the Fall quarter.
• Take up to six graduate courses (one to three per quarter) based on your chosen research area.
• Take any remaining required graduate courses.
• Take your  Qualifying Examination  (QE) either in Winter or Spring quarter, after all coursework is completed.
• Nominate your dissertation committee and Advance to Candidacy with the Office of Graduate Studies.
• Present your research project to your dissertation committee and peers in a  seminar , either in Winter or Spring quarter.
• Continue with research, write your dissertation and file to graduate.

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• PhD Program

Chemistry PhD Program

The University of Pennsylvania is an internationally renowned research institution that attracts the best students from the United States and around the globe. The Graduate Program is designed for students who wish to earn a Ph.D. in Chemistry while undertaking cutting edge research. The program provides students with the necessary theoretical background and hands-on training to become independent and highly successful scientists.  Graduate students achieve mastery of advanced chemistry topics through courses in different subdisciplines. Broad exposure to current research also occurs via four weekly departmental seminar programs and many interdisciplinary, university-wide lecture series.

Currently, faculty, students, and postdoctoral associates in Chemistry work in the fields of bioinorganic chemistry, bioorganic chemistry, chemical biology, biophysical chemistry, bioinformatics, materials science, laser chemistry, health related chemistry, structural and dynamical studies of biological systems, X-ray scattering/diffraction, NMR spectroscopy, applications of computing and computer graphics, as well as investigations of chemical communication and hormone-receptor interactions. Many research groups combine different techniques to explore frontier areas, such as nanomaterials applied to biology, photoactive biomolecules, and single-molecule imaging. Novel synthetic procedures are under constant development for targets ranging from super-emissive nanoparticles to highly specialized drug molecules and giant dendrimers, which are being explored, for example, as drug-delivery systems. The Research Facilities in the Department of Chemistry provide a strong technology base to enable the highest level of innovation. Graduate students are a driving, integral force at Penn Chemistry.

Graduate Programs

Chemistry phd.

The goal of the Chemistry PhD is to prepare students for careers in science as researchers and educators by expanding their knowledge of chemistry while developing their ability for critical analysis, creativity, and independent study. A high graduation rate in an average of just over five years can be attributed to the quality of applicants admitted, the flexibility of our program of study, the opportunity for students to begin research in the first year, and the affordability of education made possible by our generous financial support policies.

Program Overview

Programs of study are tailored to the needs of individual students, based on their prior training and research interests. However, progress to a degree is generally similar for all students. During the first year, students take courses, begin their teaching apprenticeships, choose research advisors, and embark on their thesis research; students whose native language is not English must pass an English proficiency examination. Beginning the first summer, the emphasis is on research, although courses of special interest may be taken throughout a student's residency. In the second year, there is a departmental examination which includes a written research proposal and an oral defense of the research proposal. In the third year, students advance to candidacy for the doctorate by defending the topic, preliminary findings, and future research plans for their dissertation. Subsequent years focus on thesis research and writing the dissertation. Most students graduate during their fifth year.

Research Opportunities

Research opportunities for graduate students are comprehensive and interdisciplinary, spanning inorganic, organic, physical, analytical, computational, and theoretical chemistry; surface and materials chemistry; and atmospheric and environmental chemistry. Please refer to the faculty pages for full descriptions of the ongoing research in our department. State-of-the-art facilities and laboratories support these research programs.

At UCSD, chemists and biochemists are part of a thriving community that stretches across campus and out into research institutions throughout the La Jolla and San Diego area, uniting researchers in substantive interactions and collaborations.

Special Training Programs

Interdisciplinary research and collaboration at UCSD is enhanced through a variety of training grants. These programs provide financial support for exceptional graduate and postdoctoral scholars and also unite researchers from across campus and throughout the La Jolla research community in special seminars, retreats, and courses. Doctoral students are usually placed on training grants in their second year or later.

• Molecular Biophysics Training Grant
• Contemporary Approaches to Cancer Cell Signaling and CommunicationBiochemistry of Growth Regulation and Oncogenesis
• Chemistry Biology Interfaces Training Grant
• Contemporary Approaches to Cancer Cell Signaling and Communication
• Interfaces Graduate Training Program
• Molecular Pharmacology Training Program
• Quantitative Biology (qBio) Specialization

Teaching apprenticeships are a vital and integral part of graduate student training, and four quarters of teaching are required. See the Teaching Assistants page to apply. Students can gain experience teaching both discussion and laboratory sections. Excellence in teaching is stressed, and the department provides a thorough training program covering both fundamentals and special techniques for effective instruction. Further training is provided by the Teaching and Learning Commons on campus. Performance is evaluated every quarter, and awards are bestowed quarterly for outstanding teaching performance.

• Financial Support

Students in good academic standing receive a 12-month stipend; fees and tuition are also provided. Support packages come from a variety of sources, including teaching and research assistantships, training grants, fellowships, and awards. Special fellowships are awarded to outstanding students based on their admission files. See Ph.D. Program Support Policy for more information.

Health and Dental Plan

A primary health care program, major medical plan, and dental plan are among the benefits provided by the University's registration fee (see Graduate Student Health Insurance Program, GSHIP) . Minor illnesses and injuries can usually be treated at the Student Health Center . Counseling is provided free of charge through Counseling and Psychological Services .

Creative, bright, and motivated students from diverse backgrounds are encouraged to apply. We admit for the Fall quarter entrance only. See UCSD Ph.D. Admissions FAQ page for full information.

PostGraduate Placement

Graduates typically obtain jobs in academia or in the chemical industry. Many take postdoctoral research positions in academic institutions and national laboratories that lead to future academic or industrial careers at other prestigious institutions. Our faculty and Student Affairs staff provide career advising and job placement services. The department's Industrial Relations program assists students with placement in industrial positions. UCSD's Career Services Center provides many resources for students, including the chance to videotape yourself in a mock interview!

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Ph.D. Program

Entering the ph.d. program.

The official course of study in the Ph.D. graduate program begins during the second week of August, one week before the official start of the Fall Semester at Cornell. All incoming Ph.D. students take a series of graduate proficiency exams in Organic, Inorganic, and Physical Chemistry provided by the American Chemical Society (ACS). All Ph.D. students then meet with the Director of Graduate Studies (DGS) and select professors in their area of interest for advice on course selection.

Chemistry and Chemical Biology Ph.D. Program Handbook

Read the Chemistry and Chemical Biology Ph.D. Program Handbook, here .

Ph.D. Coursework

Incoming Ph.D. students generally take three graduate courses during their first semester at Cornell. A minimum grade of B- is required in each course for the student to remain in good standing with the department and the university. An additional three courses are then taken in the spring semester, for a total of six required courses. Depending on a student’s academic background and research interests, one or more of these courses may be taken outside of the Graduate Field of Chemistry & Chemical Biology. Additional courses are often taken by Ph.D. students in the later years of their dissertation work, if they are deemed useful by the student's research advisor and/or special committee (see below). For the full list of courses offered at Cornell, please visit the Class Roster to select the appropriate department and semester.

Finding a Mentor and Laboratory to Conduct Thesis Research

During the first month of the Fall semester, all incoming Ph.D. students are expected to attend a series of research orientation lectures in which the faculty provide an overview of their current research projects. Students are expected to attend research group meetings of faculty of interest, talk to other students and postdoctoral research associates, and discuss potential research projects with at least three faculty members. Students then officially join research groups by November 1.

Special Committee

All Ph.D. students in C&CB are required to choose three or more faculty members to serve as a special committee to represent their major (and minor, if applicable) areas of study. The student’s faculty research advisor serves as chair of the special committee and usually has primary responsibility for directing the graduate student’s research and studies. Degree requirements are kept to a minimum and there are no specific course requirements. The number of formal courses required depends on students' academic background, chosen concentration, and the advice of the special committee.

Every Ph.D. student takes an oral examination for admission to candidacy (A-exam), typically during their second year of graduate study. The A-exam takes place after the student’s coursework has been completed and before the commencement of full-time research. The thesis, which is the final outcome of this research, must constitute an original contribution to chemical knowledge and be defended at a final examination overseen by the special committee (B-exam). The Ph.D. degree is awarded on successful defense of the thesis and students typically take five years to complete the Ph.D. program.

Financial Support

Complete financial support accompanies every offer of admission to the Ph.D. program. Each Ph.D. student is therefore guaranteed at least five years of full financial support as long as he or she makes satisfactory progress toward the Ph.D. degree. This support includes a 12-month stipend, a full tuition award, and health insurance. Financial support comes in the form of teaching assistantships, graduate research assistantships, research fellowships, and several NIH-funded training grant programs, such as the  Chemistry Biology Interface (CBI) Training Program . Eligible applicants are strongly encouraged to seek federally funded fellowships, such as those available from the National Science Foundation (NSF) as well as other government or private agencies.

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Interdisciplinary programs.

This PhD program in Chemistry is designed for students who have earned a bachelor’s or a master’s degree in chemistry or a related field who wish to develop as independent researchers by engaging in cutting-edge research while working closely with faculty who are renowned in their fields.

The program of study includes some course work, but the primary emphasis is on the completion of an original research project, its articulation in a well-written thesis, and its subsequent defense before the thesis (oral examination) committee. The PhD program is a full-time degree program that typically takes five years to complete. Financial support (teaching assistantships or research assistantships) is normally provided for students throughout their period of study if they are found to be making satisfactory progress toward their degree in accordance with departmental and university guidelines.

• Boston location ideally positioned in the heart of the Biotechnology Supercluster and Medical Hub
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• Use-inspired research projects in materials, energy, and drug discovery are closely linked with industry via partnerships and collaboration
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Deadline for completed applications: December 1

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• Doing a PhD in Chemistry

A PhD in Chemistry aims to prepare highly qualified researchers who are able to bring about new advances in the chemistry fields, including Chemical Engineering, Materials Science and Nanoscience etc. In other words, the core objective of a Chemistry PhD is to train researchers to join or lead research groups in universities, independent R&D departments other public or private organisations to meet the growing demands of society.

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In-situ disposal of cementitious wastes at uk nuclear sites, capturing vibration to drive chemical change, development of fluorescent organic molecules for application in super-resolution imaging techniques, atomic layer deposition of novel nanolayer materials for solar cells, coventry university postgraduate research studentships, what does a phd in chemistry involve.

As a research student, your daily activities will largely depend on two factors: what your specific research project is and what training objectives your department sets.

In short, your daily activities will focus on advancing your project, such as designing and conducting experiments, preparing your thesis and attending conferences etc., all while achieving your training objectives. Although training objectives vary from department to department, you can expect them to include outcomes such as:

• Ability to independently devise, plan and carry out scientific research projects.
• Acquire the skills to integrate effectively into any R&D team in the chemical sciences and technologies fields.
• The ability to advise public and private institutions from a scientific and technical perspective.
• To contribute to the development of knowledge, the latest techniques and instrumentation in relation to your specific field of specialisation.
• Ability to update their scientific and technical expertise autonomously and continuously.

Since almost all doctoral degrees in chemistry are highly laboratory-based, your research will likely see you using advanced and innovative equipment. Depending on your research topic and your universities facilities, you may have to opportunity to use, for example, a Nuclear Magnetic Resonance Spectrometer (NMR), Electron Spin Resonance Spectrometer (EPR), Infrared-Raman Fourier Spectrophotometer (FT-IR), Atomic Force Microscope (AFM) and Inductively Coupled Plasma Spectrometer (ICP) as part of your research.

Lines of Research

As with most STEM subject PhDs, the potential research themes encompassing Chemistry PhDs are numerous; a School of Chemistry may traditionally base their research around the areas of Physical and Theoretical, Organic and Biological and Materials and Inorganic Chemistry.

Academic staff at your particular institution will also have a broad range of research interests they want to pursue, and it’s common to find postgraduate research students involved in a range of projects that overlap with the other sciences.

The following list, whilst not exhaustive, should give you an idea of how many topics you could choose from as part of your doctorate:

• Physical Chemistry,
• Medicinal Chemistry,
• Theoretical Chemistry,
• Materials Chemistry,
• Environmental Chemistry,
• Structural Chemistry,
• Biological Chemistry ,
• Computational Chemistry,
• Supramolecular Chemistry,
• Organometallic Chemistry,
• Atmospheric Chemistry.

Within these topics, there will be numerous specialist areas, one of which will form the central focus of your original research project. Examples of these specialist areas are:

• Electrochemical Sensors and Biosensors,
• Liquid chromatography and electrophoresis,
• Basic and technological aspects of ceramic materials,
• Organometallic chemistry and catalysis,
• Asymmetric catalysis with metal complexes and organocatalysis,
• Organic chemistry of metal compounds,
• Synthesis of pharmacologically interesting compounds from chiral precursors,
• Distereo- and enantioselective synthesis of biologically active natural products,
• Photoactive molecules, macromolecules and nanoparticles.

How long does it take to get a PhD in Chemistry?

In the UK, a full-time doctoral student usually takes 3 years to complete their postgraduate study, while part-time study will usually take closer to 6 years.

Most Chemistry PhD students will first register as MPhil students , after which they will complete an upgrade viva after 18 months before they are officially registered as a PhD student. While your supervisor will provide mentorship, it’s ultimately the responsibility of postgraduate students to ensure their project and studies run on time and that they meet their agreed deadlines.

What are the typical entry requirements for a Chemistry PhD Programme?

Most UK universities require at least a 2:1 undergraduate masters degree or the equivalent grade from a university outside the UK. The degree must be in a field that is directly relevant or that can demonstrate your understanding of chemistry as a graduate student to the level expected of your prospective supervisor .

If English is not your first language, you will be expected to meet the English language requirements of the university where you applied to prove your proficiency. This usually means obtaining formal English language qualifications such as an IELTS, which, for research programmes, typically requires a minimum test score of 6.5 as part of your application.

How much does a Chemistry PhD cost?

As a postgraduate researcher in the UK, you should expect annual tuition fees of around £4,500 per academic year . Part-time students should expect approximately half this fee at £2,250 per academic year.

For international students, including now-EU students, the annual tuition fee is considerably higher; for example, the School of Chemistry at the University of Birmingham sets international fees at £23,580/year, equating to over £70,500 assuming your PhD project takes three years to complete.

As with every PhD degree, potential students will need to consider additional costs such as living costs and any bench fees that may be expected from their respective project or graduate school. It’s a good idea to discuss these with your potential supervisors before starting your postgraduate degree.

Funding opportunities

Several funding opportunities are available for a Chemistry PhD research project. The opportunities include:

• Government funding eg. UKRI BBSRC , EPSRC, ESRC, GATEway for research degrees.
• Industry funding eg. AstraZeneca, BP, NC3D, (UK) DSTL (USA), assuming the topic of your PhD study aligns with their research interests.
• Independent funding eg. Grants or Specialist Institutes for research projects in Chemistry or other scientific fields supporting the PhD programme.
• Research charities eg. Cancer Research, MacMillan.
• University funding eg. Centre for Doctoral Training (CDT) funding in the form of scholarships/studentships which cover tuition fees and, in some cases, also provide a living allowance.

Thesis grants may also be available to assist with the costs of writing and presenting your thesis at an overseas conference or workshop. These can be awarded directly by institutions or even employers as part of a career development scheme.

What can you do with a PhD in Chemistry?

A PhD degree in Chemistry opens up a wide range of career opportunities, both within academia and industry.

Many graduates follow a career path of becoming postdoctoral researchers, then lecturers and possibly a professor of Chemistry too. Others may see their PhD projects linking with industry partners of the university, naturally leading to opportunities there. This may see graduates going on to work within the chemical engineering field, becoming materials scientists or working within environmental sciences.

With this in mind, the most common career paths after a PhD in Chemistry are:

• University Lecturer A university lecturer may teach and run courses but may also advise on undergraduate study or research, supervise students, and be involved in developing education programs.
• Post-Doctoral Research Fellowship Most chemistry PhDs go on to secure a post-doctoral position within an institution such as a university, governmental department, research charity or a Commercial Research Organisation (CRO).
• Environmental Scientist An Environmental Scientist conducts research to assess and control the impact of human activity on the environment.
• Patent Attorney A patent attorney is often employed by organisations that develop new technology. They are responsible for drafting the application for patents to protect a client’s intellectual property rights, focusing on chemical compounds, pharmaceuticals and biotechnology products.

• Cosmetic Chemist The Personal Care industry employs over 500,000 people in the UK alone and is an expanding market in the UK and global economy. The ingredients used in these products are often chemical compounds with large molecular structure, which is why they are typically developed by a chemist or chemist-biologist.
• Process Engineer (Chemical Industry) A Process Engineer works on designing chemical processes and equipment to increase efficiency and profitability for an organisation. The role requires extensive knowledge of chemical engineering practices, operating conditions, instrumentation and mathematical techniques.

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Chemistry: PhD Time to Degree Statistics

April 19, 2012

What does a Ph.D. in chemistry get you?

By Janet D. Stemwedel

This article was published in Scientific American’s former blog network and reflects the views of the author, not necessarily those of Scientific American

A few weeks back, Chemjobber had an interesting post looking at the pros and cons of a PhD program in chemistry at a time when job prospects for PhD chemists are grim. The post was itself a response to a piece in the Chronicle of Higher Education by a neuroscience graduate student named Jon Bardin which advocated strongly that senior grad students look to non-traditional career pathways to have both their Ph.D.s and permanent jobs that might sustain them. Bardin also suggested that graduate students "learn to approach their education as a series of learning opportunities rather than a five-year-long job interview," recognizing the relative luxury of having a "safe environment" in which to learn skills that are reasonably portable and useful in a wide range of career trajectories -- all while taking home a salary (albeit a graduate-stipend sized one).

Chemjobber replied :

Here's what I think Mr. Bardin's essay elides: cost. His Ph.D. education (and mine) were paid for by the US taxpayer. Is this the best deal that the taxpayer can get? As I've said in the past , I think society gets a pretty good deal: they get 5+ years of cheap labor in science, (hopefully) contributions to greater knowledge and, at the end of the process, they get a trained scientist. Usually, that trained scientist can go on to generate new innovations in their independent career in industry or academia. It's long been my supposition that the latter will pay (directly and indirectly) for the former. If that's not the case, is this a bargain that society should continue to support? Mr. Bardin also shows a great deal of insouciance about the costs to himself: what else could he have done, if he hadn't gone to graduate school? When we talk about the costs of getting a Ph.D., I believe that we don't talk enough about the sheer length of time (5+ years) and what other training might have been taken during that time. Opportunity costs matter! An apprenticeship at a microbrewery (likely at a similar (if not higher) pay scale as a graduate student) or a 1 or 2 year teaching certification process easily fits in the half-decade that most of us seem to spend in graduate school. Are the communications skills and the problem-solving skills that he gained worth the time and the (opportunity) cost? Could he have obtained those skills somewhere else for a lower cost?

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Chemjobber also note that while a Ph.D. in chemistry may provide tools for range of careers, actually having a Ph.D. in chemistry on your resume is not necessarily advantageous in securing a job in one of those career.

As you might imagine this is an issue to which I have given some thought. After all, I have a Ph.D. in chemistry and am not currently employed in a job that is at all traditional for a Ph.D. in chemistry. However, given that it has been nearly two decades since I last dipped a toe into the job market for chemistry Ph.D.s, my observations should be taken with a large grain of sodium chloride.

First off, how should one think of a Ph.D. program in chemistry? There are many reasons you might value a Ph.D. program. A Ph.D. program may be something you value primarily because it prepares you for a career of a certain sort. It may also be something you value for what it teaches you, whether about your own fortitude in facing challenges, or about how the knowledge is built. Indeed, it is possible --- maybe even common --- to value your Ph.D. program for more than one of these reasons at a time. And some weeks, you may value it primarily because it seemed like the path of least resistance compared to landing a "real job" right out of college.

I certainly don't think it's the case that valuing one of these aspects of a Ph.D. program over the others is right or wrong. But ...

Economic forces in the world beyond your graduate program might be such that there aren't as many jobs suited to your Ph.D. chemist skills as there are Ph.D. chemists competing for those jobs. Among other things, this means that earning a Ph.D. in chemistry does not guarantee you a job in chemistry on the other end.

To which, as the proud holder of a Ph.D. in philosophy, I am tempted to respond: join the club! Indeed, I daresay that recent college graduates in many, many majors have found themselves in a world where a bachelors degree guarantees little except that the student loans will still need to be repaid.

To be fair, my sense is that the mismatch between supply of Ph.D. chemists and demand for Ph.D. chemists in the workplace is not new. I have a vivid memory of being an undergraduate chemistry major, circa 1988 or 1989, and being told that the world needed more Ph.D. chemists. I have an equally vivid memory of being a first-year chemistry graduate student, in early 1990, and picking up a copy of Chemical & Engineering News in which I read that something like 30% too many Ph.D. chemists were being produced given the number of available jobs for Ph.D. chemists. Had the memo not reached my undergraduate chemistry professors? Or had I not understood the business model inherent in the production of new chemists?

Here, I'm not interested in putting forward a conspiracy theory about how this situation came to be. My point is that even back in the last millennium, those in the know had no reason to believe that making it through a Ph.D. program in chemistry would guarantee your employment as a chemist.

So, what should we say about this situation?

One response to this situation might be to throttle production of Ph.D. chemists.

This might result in a landscape where there is a better chance of getting a Ph.D. chemist job with your Ph.D. in chemistry. But, the market could shift suddenly (up or down). Were this to happen, it would take time to adjust the Ph.D. throughput in response. As well, current PIs would have to adjust to having fewer graduate students to crank out their data. Instead, they might have to pay more technicians and postdocs. Indeed, the number of available postdocs would likely drop once the number of Ph.D.s being produced more closely matched the number of permanent jobs for holders of those Ph.D.s.

Needless to say, this might be a move that the current generation of chemists with permanent positions at the research institutions that train new chemists would find unduly burdensome.

We might also worry about whether the thinning of the herd of chemists ought to happen on the basis of bachelors-level training. Being a successful chemistry major tends to reflect your ability to learn scientific knowledge, but it's not clear to me that this is a great predictor of how good you would be at the project of making new scientific knowledge.

In fact, the thinning of the herd wherever it happens seems to put a weird spin on the process of graduate-level education. Education , after all, tends to aim for something bigger, deeper, and broader than a particular set of job skills. This is not to say that developing skills is not an important part of an education --- it is! But in addition to these skills, one might want an understanding of the field in which one is being educated and its workings. I think this is connected to how being a chemist becomes linked to our identity, a matter of who we are rather than just of what we do.

Looked at this way, we might actually wonder about who could be harmed by throttling Ph.D. program enrollments.

Shouldn't someone who's up for the challenge have that experience open to her, even if there's no guarantee of a job at the other end? As long as people have accurate information with which to form reasonable expectations about their employment prospects, do we want to be paternalistic and tell them they can't?

(There are limits here, of course. There are not unlimited resources for the training of Ph.D. chemists, nor unlimited slots in graduate programs, nor in the academic labs where graduate students might participate meaningfully in research. The point is that maybe these limits are the ones that ought to determine how many people who want to learn how to be chemists get to do that.)

Believe it or not, we had a similar conversation in a graduate seminar filled with first and second year students in my philosophy Ph.D. program. Even philosophy graduate students have an interest in someday finding stable employment, the better to eat regularly and live indoors. Yet my sense was that even the best graduate students in my philosophy Ph.D. program recognized that employment in a job tailor-made for a philosophy Ph.D. was a chancy thing. Certainly, there were opportunity costs to being there. Certainly, there was a chance that one might end up trying to get hired to a job for which having a PhD would be viewed as a disadvantage to getting hired. But the graduate students in my philosophy program had, upon weighing the risks, decided to take the gamble.

How exactly are chemistry graduate students presumed to be different here? Maybe they are placing their bets at a table with higher payoffs, and where the game is more likely to pay off in the first place. But this is still not a situation in which one should expect that everyone is always going to win. Sometimes the house will win instead.

(Who's the house in this metaphor? Is it the PIs who depend on cheap grad-student labor? Universities with hordes of pre-meds who need chemistry TAs and lab instructors? The public that gets a screaming deal on knowledge production when you break it down in terms of price per publishable unit? A public that includes somewhat more members with a clearer idea of how scientific knowledge is built? Specifying the identity of the house is left as an exercise for the reader.)

Maybe the relevant difference between taking a gamble on a philosophy Ph.D. and taking a gamble on a chemistry Ph.D. is that the players in the latter have, purposely or accidentally, not been given accurate information about the odds of the game.

I think it's fair for chemistry graduate students to be angry and cynical about having been misled as far as likely prospects for employment. But given that it's been going on for at least a couple decades (and maybe more), how the hell is it that people in Ph.D. programs haven't already figured out the score? Is it that they expect that they will be the ones awesome enough to get those scarce jobs? Have they really not thought far enough ahead to seek information (maybe even from a disinterested source) about how plausible their life plans are before they turn up at grad school? Could it be that they have decided that they want to be chemists when they grow up without doing sensible things like reading the blogs of chemists at various stages of careers and training?

Presumably, prospective chemistry grad students might want to get ahold of the relevant facts and take account of them in their decision-making. Why this isn't happening is somewhat mysterious to me, but for those who regard their Ph.D. training in chemistry as a means to a career end, it's absolutely crucial -- and trusting the people who stand to benefit from your labors as a graduate student to hook you up with those facts seems not to be the best strategy ever.

And, as I noted in comments on Chemjobber's post , the whole discussion suggests to me that the very best reason to pursue a Ph.D. in chemistry is because you want to learn what it is like to build new knowledge in chemistry, in an academic setting. Since being plugged into a particular kind of career (or even job) on the other end is a crap-shoot, if you don't want to learn about this knowledge-building process -- and want it enough to put up with long hours, crummy pay, unrewarding piles of grading, and the like -- then possibly a Ph.D. program is not the best way to spend 5+ years of your life.

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The Chemistry graduate program

The Chemistry Graduate Program at Northwestern University  offers innovative chemistry, with unique strengths at the interfaces of materials science, catalysis, environmental sciences, molecular and cell biology, nanotechnology, and biomedical research. Our program is designed with the goal of providing our students with a firm foundation of chemical knowledge and exposure to cutting edge research projects with societal importance.

Our approximately 40 faculty include joint appointees from Physics, Molecular Biosciences, Chemical Engineering, and Materials Science.

The outstanding accomplishments of our doctoral students and alumni reflect the department's selective admission standards. All Ph.D. students receive broad training that prepares them equally well for careers in industry or academia.

Collaborations

In addition to the traditional divisions of Inorganic, Organic, and Physical, we also offer integrated programs in Environmental Chemistry, Chemistry of Life Processes, and Chemistry of Materials.

Recent discoveries in our department include:

• Shunzhi Wang discovered that particles, below a critical size, in colloidal crystals behave like electrons as opposed to atoms and migrate through the lattice the way electrons do in metals.
• Matt Ross showed that the enzyme bacteria used to selectively convert methane to methanol performs this difficult reaction using a single copper ion.
• Samantha Clarke used diamond anvil cells as tiny transparent chemical reactors to create and understand the first copper bismuth binary compound.

The Graduate Program Office serves to assist graduate students navigate the Chemistry Graduate Program from start to finish.

• Assist Admissions Committee with application reviews.
• Communicate and assist new admits prior to starting the program.
• Plan and execute visit weekend and orientation.
• Assist scheduling QE's.
• Help student navigate issues/concerns.
• Serve as liaison for student groups.
• Assist students preparing to defend.

Chemistry MPhil/PhD

London, Bloomsbury

Studying for an MPhil/PhD at UCL Chemistry means joining one of the top departments in the UK, working with a large cohort of researchers alongside academics and, potentially, industry. The department has wide-ranging links with science and technology industries offering excellent prospects for employability.

UK tuition fees (2024/25)

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

• Entry requirements

A UK Master’s degree in Chemistry, or an MSci or MChem with upper second-class Honours, or an overseas qualification of an equivalent standard.

The English language level for this programme is: Level 1

UCL Pre-Master's and Pre-sessional English courses are for international students who are aiming to study for a postgraduate degree at UCL. The courses will develop your academic English and academic skills required to succeed at postgraduate level.

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

If you are intending to apply for a time-limited visa to complete your UCL studies (e.g., Student visa, Skilled worker visa, PBS dependant visa etc.) you may be required to obtain ATAS clearance . This will be confirmed to you if you obtain an offer of a place. Please note that ATAS processing times can take up to six months, so we recommend you consider these timelines when submitting your application to UCL.

Equivalent qualifications

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

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

About this degree

The department offers a broad range of research themes across physical, organic, inorganic and computational chemistry, specific departmental strengths are listed under research areas below.

Who this course is for

Applicants should have a strong academic record in a relevant technical discipline (for example Chemistry, Materials, Biochemistry, Physics, Computer Science) and a strong interest in Chemistry and its sub-disciplines. Typically applicants should have achieved or expect to obtain the equivalent of a good UK Masters (e.g. MSci, MChem, MEng or MSc) degree by the start of the new academic year. The programme will not accept applications from candidates who are only qualified to Bachelor's level except in truly exceptional circumstances. We particularly encourage applications from female students and students of minority ethnic backgrounds as these are currently under-represented within the field.

What this course will give you

UCL Chemistry has excellent facilities, a large research staff and postgraduate research cohort spanning a broad range of cutting-edge science and the department is situated in the heart of the UCL campus. There are very strong interdisciplinary links with other departments, including the London Centre for Nanotechnology and extensive collaborations with industry.

The foundation of your career

Recent UCL Chemistry PhD graduates have become postdoctoral researchers at a range of institutions in the UK and abroad, including ETH Zurich and Princeton, amongst others. Other PhD graduates have followed a wide range of careers, becoming research chemists, secondary school science teachers, working in finance and publishing and becoming technical consultants.

Employability

Recent UCL Chemistry PhD graduates have become postdoctoral researchers at a range of institutions in the UK and abroad, including ETH Zurich and Princeton, amongst others. Other PhD graduates have followed a wide range of careers, becoming university staff, research chemists, secondary school science teachers, working in finance and publishing and becoming technical consultants.

Networking opportunities are available throughout the PhD at departmental seminars and events for interdisciplinary research collaborations with other institutions and departments. Furthermore all of our PhD students have the opportunity to meet with subject-specific visiting academic speakers giving seminars. Networking is also possible at the Chemical & Physics Society (CPS), which holds weekly talks from staff and visiting speakers throughout each term.

Teaching and learning

Students are taught technical skills by supervisors and/or group members. Additionally, students are expected to attend group meetings, departmental seminars and encouraged to attend relevant internal and external training opportunities and conferences.

There are two assessment steps, MPhil to PhD upgrade and once entered onto the PhD programme fully, the candidate is assessed in an oral exam (typically approximately 3 hours) on their PhD thesis by an appointed examiner from UCL (usually from the department) and an approved external examiner from another university in the UK or occasionally from overseas.

Typically a PhD student would work the equivalent to a standard full-time job of around 37 hours per week. Depending on the nature of the research project, a student would expect to spend several hours per week in contact with supervisor(s), face to face meetings, in group meetings, through online meetings or through email.

Research areas and structure

• Biocatalysis and synthetic biology
• Bionanotechnology
• Chemical biology and drug discovery
• Chemical modification and synthesis of proteins and complex peptides
• Chemical sensors and gas-phase electrochemistry
• Chemistry in interstellar space
• Computational chemistry, from materials simulations to quantum dynamics
• Computational chemistry - biomolecular simulations and drug design
• Development of chemical probes for biological systems
• Development of synthetic methodology for organic synthesis
• Gas-phase reactions of ions and molecules related to atmospheric chemistry
• Industrial materials
• New synthetic methods for inorganic materials
• Thin film growth and analysis
• Surface solid-state science
• Ultrafast molecular dynamics and coherent control.

The department takes a leading role in the following interdisciplinary research centres, which bring together expertise from various departments in UCL, and which maintain strong and coherent links with external institutions:

• The Centre for Computational Science (CCS)
• The Centre for Cosmic Chemistry and Physics
• The Materials Chemistry Centre.
• The Institute of Structural and Molecular Biology
• UK Catalysis Hub- Research Complex at Harwell
• The Francis Crick Institute (2015 onwards)

Research environment

UCL Chemistry is a thriving department with a large cohort of researchers working alongside academics and potentially, industry. The department has wide-ranging links with science and technology industries offering excellent prospects for employability. The department has excellent facilities and was ranked 3rd nationally for their 4* research submissions and joint 1st for 4* and 3* submissions according to the Research Excellence Framework 2021 (REF).

Every PhD is different but typically in year 1, students familiarise themselves with the literature in the area of the research project and formulate their research project as well as receiving training in research skills, as well as technical skills as the project dictates. At around the start of year 2, there is a MPhil to PhD upgrade assessment to establish that students have achieved sufficient progress that they are on track to produce a high quality PhD thesis. Years 2-3 or 2-4 for a 4 year PhD involve intensive research including a period of writing up of the thesis. After the thesis is submitted, the candidate is assessed for the award of a PhD by an oral examination (viva voce).

The part time programme broadly follows the same structure as the full time programme but over a period of up to 6 years.

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

Fees and funding

Fees for this course.

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

Additional costs

T here are no programme-specific costs.

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

Funding your studies

The department may be able to offer, on a competitive basis, BBSRC, EPSRC, and NERC studentships, teaching assistantships and industrially supported studentships.

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

CSC-UCL Joint Research Scholarship

Value: Fees, maintenance and travel (Duration of programme) Criteria Based on academic merit Eligibility: EU, Overseas

Deadlines and start dates are usually dictated by funding arrangements so check with the department or academic unit to see if you need to consider these in your application preparation. In most cases you should identify and contact potential supervisors before making your application. For more information see our How to apply page.

Please note that you may submit applications for a maximum of two graduate programmes (or one application for the Law LLM) in any application cycle.

Choose your programme

Please read the Application Guidance before proceeding with your application.

Year of entry: 2024-2025

Year of entry: 2023-2024, got questions get in touch.

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What’s the difference between part-time and full-time college students.

Senior Associate, JPMorgan Chase

If college is on your radar, you may be deciding if you want to be a part-time or a full-time student.

If you have responsibilities outside of school, such as a job or family obligations, you may be considering enrolling as a part-time student. On the flip side, if you feel that you can afford the time and monetary commitment that comes with full-time enrollment, then this may be the option that you’re leaning towards.

In this article, we’ll break down the differences between full-time and part-time student statuses, including the number of credits students can expect to take in these two statuses and how long it may take to graduate if you're a part-time or full-time student.

Also, of note, you don’t necessarily have to think of this decision as a permanent one. Some schools and programs allow students to change their enrollment status between full-time and part-time for a semester or trimester, depending on their needs. Another thing to remember as you make this choice is not all schools and programs offer the opportunity for students to enroll part-time.

What’s considered full-time college enrollment?

There are three definitions to be aware of when understanding what it means to be a full-time student – your school’s definition, the U.S. Department of Education’s definition, and the Internal Revenue Service’s (IRS) definition.

First, colleges and universities each have their own definitions for what’s considered full-time. To be considered full-time by a college, most colleges require students to be enrolled in a certain number of classes and credits for a semester, although the requirements may vary.

The U.S. Department of Education defines full-time student status as being enrolled in at least 12 credit hours per term. This definition is important to understand because it may relate to your eligibility for financial aid provided by the federal government.

There’s also a legal tax status in order to be considered a “full-time student” by the IRS. Having this status may enable you to take certain exemptions on your taxes. To be a full-time student as defined by the IRS, you must:

• Be a full-time student as defined by your school.
• Be a student for five calendar months of the year (these months don’t need to be consecutive).
• Be a full-time student at a school that has a regular teaching staff, course of study, and a regularly enrolled student body. A student taking a full-time, on-farm training course offered by a school, state, county, or local government agency may also qualify.

How many classes do full-time students take a semester?

There’s no set number of classes that are considered full-time across the board. However, for many schools, full-time enrollment often involves taking between three and four classes a semester, depending on how many credits each class is worth. The same is true to meet the U.S. Department of Education’s definition of being a full-time student.

Remember that all schools are not on a semester schedule, so the guidelines may differ.

How many credits do full-time students take a semester?

To meet the U.S. Department of Education’s definition of being a full-time student, students must be enrolled in at least 12 credit hours per semester. Individual schools may have different credit requirements for students to be considered full-time. As a refresher, credit hours are a measure that determines the weight of a particular class. Since all schools aren’t on a semester schedule, this may vary.

How much does college cost for a full-time student?

According to data from College Board, a nonprofit organization that helps students with college admissions, the average cost for a full-time student was $10,940 for those attending in-state public colleges and $28,240 for those attending out-of-state public colleges in the 2022-23 school year. For students who attended private schools, tuition was on average $39,400.

Remember, these numbers are averages, which means tuition varies depending on the exact school. The other thing to keep in mind is that these numbers reflect the sticker price of tuition at schools – many students ultimately pay less because of financial aid.

How long does it take to graduate from college as a full-time student?

It takes most full-time students four years to graduate from college with a bachelor’s degree. For students seeking an associate degree, it most often takes them two years to graduate.

Keep in mind, these timelines can vary. It takes some students less time to graduate with a college degree if they’re able to enter a degree program with college credits in hand, if they’re able to load up on credits during some terms, or if they take classes in summer or winter sessions (or some combination of this). On the flip side, it can take some students longer than the traditional two or four years to graduate with a college degree in some instances.

What’s considered part-time college enrollment?

A part-time student enrolls in fewer classes than a full-time student. They may have a day job or other responsibilities that they juggle in addition to classes. As a result, they may pay less in tuition per term (since they’re taking fewer classes), but it may take them more terms to graduate. They also may have less access to financial aid, including scholarships and grants.

How many classes do part-time students take a semester?

Most schools consider a student taking less than three or four classes a semester (depending on the credit hours of the class) a part-time student. This may vary depending on if a school is on a quarter or trimester schedule.

How many credits do part-time students take a semester?

A part-time student usually takes fewer than 12 credits a semester, though that may differ based on a school’s definition of what a part-time student is. Again, this may vary if a school is on a quarter or trimester schedule.

How much does college cost as a part-time student?

How much a school costs as a part-time student will depend on the school. Typically, as a full-time student, you pay by the term (quarter, trimester, or semester), but as a part-time student, you often pay by the credit hour or how many classes you enroll in for a term.

It’s important to note that even if being a part-time student is cheaper in the short term, in the long run, it may ultimately cost more to graduate as a part-time student than as a full-time student. This is because students who are enrolled part-time are often charged by the number of credit hours they’re enrolled in and also may encounter additional fees, while full-time students may be charged a flat rate for a term, enabling them to take anywhere from 12 to 18 credits a term. Full-time students who enroll in enough credits a term may ultimately see cost-savings.

You may want to speak to an academic advisor to fully determine the costs of part-time and full-time enrollment to make the best choice for your situation.

How long does it take to graduate college as a part-time student?

A 2023 study by the National Student Clearinghouse Research Center, a nonprofit, found that 20% of students from the class of 2017 who were enrolled exclusively part-time graduated in six years . The same study found that 51.1% of students with mixed enrollment (a combination of part-time and full-time) graduated within six years.

How long it takes you to graduate as a part-time student will heavily depend on how many credits you ultimately end up taking each term, and your consistency in enrolling in classes each term.

Does the Free Application for Federal Student Aid (FAFSA ® ) cover part-time students?

The FAFSA ® is used by students to access federal student aid including federal student loans, grants, and work-study, if they’re eligible. Part-time students may be eligible for federal financial aid if they’re enrolled in at least a half-time class load (usually around six credits per semester).

If you’re enrolled half-time as a part-time student, you apply for federal financial aid in the same way a full-time student would via the FAFSA ® .

Part-time students who are eligible for federal financial aid may receive less aid than full-time students, including a reduced Pell Grant award , because of their enrollment status.

How to decide whether to enroll as a part-time or full-time student

By looking at your immediate financial circumstances as well as the time commitment you can make to school, you may be able to get a gauge of whether you should attend college part-time or full-time.

When it comes to enrolling full-time, on the pro side, full-time students may be able to immerse themselves fully in their academic pursuits, allowing for deeper engagement with their studies and the college experience. Being enrolled full-time often leads students to graduate quicker and enables graduates to enter the workforce or pursue more advanced studies sooner. Additionally, full-time status may qualify students for more scholarships and financial aid opportunities, which may reduce the cost of obtaining a degree.

When it comes to attending college part-time, one significant advantage is the flexibility it offers, allowing students to balance their education with work, family responsibilities, and other commitments. This can make attending college more accessible, especially for those who need to maintain a job or care for family members. Part-time enrollment can provide an opportunity to gain practical work experience while in school, too.

Final thoughts

At the end of the day, your status as a part-time or full-time student may change throughout your college career. Sometimes, life happens, and you may want to change from being a full-time to a part-time student, for instance. Even if you find yourself in this situation, know that if you stay the course, you’ll still graduate with a diploma; it may just take a bit longer.

PhD In Chemical Biology/Medicinal Chemistry

Job information, offer description.

Overview:  A fully funded studentship opportunity is available with Prof. Joanna McGouran at Trinity College Dublin ( http://joannamcgouran.wixsite.com/mysite ). The project is in the field of chemical biology focusing on the synthesis of and testing of probes to study enzymatic activity.

Background:  Activity based probes-which mimic an enzyme substrate but contain a chemical trap are powerful tools in biological research. These probes advance many areas of biological and medical research including: Discovery of novel enzymatic activities, Inhibitor screening & Biomarker discovery. In this project you will synthesise and study an entirely new class of probes, building on recent discoveries within the laboratory. Probes will then be tested to determine their activity and specificity within a cellular context, prior to developing new inhibitor screening assays to accelerate drug discovery.

Project: Building on recent radical protein trapping methodologies developed within the laboratory, this project will involve synthesis and testing a panel of new activity-based probes. Generating the probes will involve a mix of organic synthesis and biochemical techniques followed by biochemical and biological evaluation of the probes created. As such this multidisciplinary project will provide excellent opportunities for you to gain a broad skill set developing expertise in protein purification and modification, synthetic chemistry, biochemical analysis, cell culture and proteomics techniques.

Research environment: You will work in a supportive interdisciplinary group in the Department of Chemistry. Our laboratory is located within the Trinity Biomedical Sciences Institute, a dynamic, multidisciplinary research environment. You will join a vibrant research community with world class research facilities and be given the opportunity to interact with complementary research groups and attend national and international conferences to present your results.

Requirements: Good university degree (1 st or 2:1) in the field of Chemistry or a related subject. Preference will be given to candidates with a demonstrable interest in chemical biology and/or significant lab experience. You must be highly motivated and able to work both independently and as part of a supportive team. Good knowledge of organic chemistry and an interest in research at the interface with biochemistry/molecular biology is required. Knowledge of multistep organic synthesis and/or biochemical assays advantageous but not necessary as full training will be given to you in all aspects of the project.

Application: Funding will include 4 years stipend (€22,000 p.a.), EU fees and consumables, to begin September 2024. The PhD will be part of the Dublin Chemistry Graduate Programme. For further information or to apply please email a PDF copy of a brief cover letter and CV, to [email protected] by Midday Tuesday 7 th May.

Background reading:

Taylor, NC., Hessman, G, Kramer, HB., McGouran, JF., Probing enzyme activity - a radical approach, Chemical Science , 2020, 11, 2967

Willems, L.I., Overkleeft, H.S. and van Kasteren, S.I.: Current developments in activity-based protein profiling. Bioconjugate Chemistry, 2014, 25, 1181

Conole, D., Cao, F., am Ende, C. W., Xue, L., Kantesaria, S., Kang, D., Jin, J., Owen, D., Lohr, L., Schenone, M.,  Majmudar, J.D.,  Tate, E. W., Discovery of a Potent Deubiquitinase (DUB) Small Molecule Activity-based Probe Enables Broad Spectrum DUB Activity Profiling in Living Cells, Angewandte, 2023, 1433

Requirements

Good university degree (1 st or 2:1) in the field of Chemistry or a related subject.

Preference will be given to candidates with a demonstrable interest in chemical biology and/or significant lab experience. Good knowledge of organic chemistry and an interest in research at the interface with biochemistry/molecular biology is required. Knowledge of multistep organic synthesis and/or biochemical assays advantageous but not necessary as full training will be given to you in all aspects of the project.

Additional Information

Funding will include 4 years stipend (€22,000 p.a.) and EU fees.

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Sociology and chemistry faculty members win 2024 gsas mentoring award.

Sarah Mayorga and Bing Xu, the winners of the 2024 Graduate School of Arts and Sciences Dean's Mentoring Award

April 5, 2024

Abigail Arnold | Graduate School of Arts and Sciences

Sarah Mayorga of Sociology and Bing Xu of Chemistry are the 2024 co-recipients of the Graduate School of Arts and Sciences Dean’s Mentoring Award . In their nominations, Mayorga and Xu both received high praise from their students.

Charles Golden, Interim Dean of the Graduate School of Arts and Sciences, said, "We are thrilled to be able to recognize these two highly deserving faculty members, who exemplify all the goals that we aim for as teachers at Brandeis working to support the success of our students. Although we are only able to make two awards, it was a real privilege for me to read the other nominations from students on behalf of so many of my colleagues - I was moved and impressed and wish we could recognize them all."

In nominating Mayorga, students praised the way she went above and beyond to support them. One wrote, “Sarah Mayorga is an outstanding, kind, and generous mentor. She is always available for her students and is not only interested in our work, she is also interested in us as people…Most importantly, she makes her students feel seen.” Another wrote, “Sarah is an excellent mentor in every way possible: she responds promptly and always steps up to support grad students, even to last minute requests where she really doesn't have to. She manages to provide feedback that is kind, encouraging, and pushes us all at once.” Students also commented on Mayorga’s role in the department and campus communities, with one writing, “Since becoming the Sociology department chair, Professor Mayorga has made significant efforts to bring together faculty and students. Even further, she is an active community member of the Brandeis campus and goes out of her way to create spaces for students of color on campus through reading groups, talks, and more.”

Mayorga was excited to be a winner of this year’s award. “I’m really honored to receive this award. Working with the brilliant, compassionate, and thoughtful students at Brandeis is joyful and exciting work,” she said. “I am very fortunate to have had a wonderful graduate school mentor, Eduardo Bonilla-Silva, who funny enough, I jointly nominated for a graduate mentor award when I was in school, so this is a lovely full-circle moment. Eduardo taught me how to think like a sociologist and cared about me as a person. But most importantly for me, he believed I could do excellent work, even as a first-year student (trust me, that was not immediately obvious). I bring that same steadfast belief in my students to my role as an advisor. I see my job as meeting students where they are and helping them reach new heights. And when they do? Pure joy! I’m grateful I get to do this work and humbled to be recognized by my student colleagues in this way. Thank you.”

Students who nominated Xu praised his kindness and the ways he helped students access resources. “He not only provides valuable suggestions to guide me through various stages of my PhD program but also creates opportunities for us to undergo training and participate in diverse conferences,” wrote one. Another wrote, “Excellent mentorship, patience and great platform for students’ career development.” Students also described him as “very kind and respectful,” “the most supportive and open-minded advisor I’ve worked with,” and “a caring and considerate supervisor.”

Xu was also very pleased to be a winner this year. “It was an unexpected and pleasant surprise to receive the Faculty Mentoring award,” he said. “Working with the graduates over these years has been a blessing. I am grateful for the opportunity to have both worked with them and learned from them.” Like Mayorga, Xu spoke to the importance of mentorship, saying, “I have been fortunate to learn from great mentors, such as Tim Swager and George Whitesides. Tim showed me what research is, and George showed me what a scientific paper is. My lab still uses the Whitesides ‘outline approach’ for planning and communicating research.”

GSAS is delighted to present this year’s Mentoring Award to Sarah Mayorga and Bing Xu and extends our warmest congratulations and thanks.

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Celebrate Honors Week with the Department of Chemistry and Biochemistry!

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The Department of Chemistry and Biochemistry is offering several events in celebration of Honors Week, and all are invited to participate!

On Monday, April 15, 2024 , the Student Affiliates of the American Chemical Society (SAACS) group will be hosting its 10th annual Honors Week Poster Session. Undergraduate and graduate students from chemistry and chemistry-related disciplines will be presenting scientific posters about their research projects, and competing for cash prizes! The session is open to the public, no registration required. The event will begin at 5:30pm in the Integrated Sciences Building Main Street area with opening remarks, followed by judging sessions (Session 1: 6:00-7:00pm; Session 2: 7:00-8:00pm). The group will wrap things up with a raffle, and refreshments will be available throughout the session!

On Thursday, April 18, 2024 , the Department will host its 1st annual Honors Symposium beginning at 11:00am. Dr. Nicholas A. Kotov (University of Michigan) will present "Chirality and Complexity of Nanostructures" in 111 Williams Hall. His talk will be followed by a boxed lunch.

At 1:00pm, Dr. Alexander O. Govorov (Ohio University) will present "Short Stories from the World of Optical Metamaterials: 'What is so hot about electronics in metal nanocrystals?' DNA Origami, the Origin of Chirality, Chiral Plasmonic Photochemistry, and More." This lecture will also be held in 111 Williams Hall.

The symposium will conclude with a presentation by green chemist Dr. James Mack (University of Cincinnati) at 3:15pm in 111 Williams Hall. Dr. Mack's talk is a part of our annual Wine and Cheese Colloquium, sponsored by SAACS.

Thursday's events will wrap up with the 22nd annual Celebration of Student Achievement. This will begin at 4:30pm with a reception in the Integrated Sciences Building, followed by the awards ceremony at 5:00pm.

Thursday's events will require registration, which can be done by visiting https://tinyurl.com/HS-CSA-2024 or by contacting Olivia Klein ([email protected] or 330-672-2405).

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Karitza Díaz-González named Honorable Mention Recipient of the 2024 NSF Graduate Research Fellowship

• April 5, 2024

Chemistry graduate student Karitza Díaz-González has been named a Honorable Mention Recipient of the 2024 NSF Graduate Research Fellowship. Honorable Mention is considered a significant academic achievement with Fellows and Honorable Mention students making up about the top 30% of applicants, with around 2,000 each year.

Karitza is a second-year PhD student and is part of Dr. Carlos Crespo’s Group in the Chemistry Department. You can find out more about the NSF Graduate Research Fellowship  here !

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There’s an Explosion of Plastic Waste. Big Companies Say ‘We’ve Got This.’

Big brands like Procter & Gamble and Nestlé say a new generation of plants will help them meet environmental goals, but the technology is struggling to deliver.

Recycled polypropylene pellets at a PureCycle Technologies plant in Ironton, Ohio. Credit... Maddie McGarvey for The New York Times

Supported by

By Hiroko Tabuchi

• Published April 5, 2024 Updated April 7, 2024

By 2025, Nestle promises not to use any plastic in its products that isn’t recyclable. By that same year, L’Oreal says all of its packaging will be “refillable, reusable, recyclable or compostable.”

And by 2030, Procter & Gamble pledges that it will halve its use of virgin plastic resin made from petroleum.

To get there, these companies and others are promoting a new generation of recycling plants, called “advanced” or “chemical” recycling, that promise to recycle many more products than can be recycled today.

So far, advanced recycling is struggling to deliver on its promise. Nevertheless, the new technology is being hailed by the plastics industry as a solution to an exploding global waste problem.

The traditional approach to recycling is to simply grind up and melt plastic waste. The new, advanced-recycling operators say they can break down the plastic much further, into more basic molecular building blocks, and transform it into new plastic.

PureCycle Technologies, a company that features prominently in Nestlé, L’Oréal, and Procter & Gamble’s plastics commitments, runs one such facility, a $500 million plant in Ironton, Ohio. The plant was originally to start operating in 2020 , with the capacity to process as much as 182 tons of discarded polypropylene, a hard-to-recycle plastic used widely in single-use cups, yogurt tubs, coffee pods and clothing fibers, every day.

But PureCycle’s recent months have instead been filled with setbacks: technical issues at the plant, shareholder lawsuits, questions over the technology and a startling report from contrarian investors who make money when a stock price falls. They said that they had flown a drone over the facility that showed that the plant was far from being able to make much new plastic.

PureCycle, based in Orlando, Fla., said it remained on track. “We’re ramping up production,” its chief executive, Dustin Olson, said during a recent tour of the plant, a constellation of pipes, storage tanks and cooling towers in Ironton, near the Ohio River. “We believe in this technology. We’ve seen it work,” he said. “We’re making leaps and bounds.”

Nestlé, Procter & Gamble and L’Oréal have also expressed confidence in PureCycle. L’Oréal said PureCycle was one of many partners developing a range of recycling technologies. P.&G. said it hoped to use the recycled plastic for “numerous packaging applications as they scale up production.” Nestlé didn’t respond to requests for comment, but has said it is collaborating with PureCycle on “groundbreaking recycling technologies.”

PureCycle’s woes are emblematic of broad trouble faced by a new generation of recycling plants that have struggled to keep up with the growing tide of global plastic production, which scientists say could almost quadruple by midcentury .

A chemical-recycling facility in Tigard, Ore., a joint venture between Agilyx and Americas Styrenics, is in the process of shutting down after millions of dollars in losses. A plant in Ashley, Ind., that had aimed to recycle 100,000 tons of plastic a year by 2021 had processed only 2,000 tons in total as of late 2023, after fires, oil spills and worker safety complaints.

At the same time, many of the new generation of recycling facilities are turning plastic into fuel, something the Environmental Protection Agency doesn’t consider to be recycling, though industry groups say some of that fuel can be turned into new plastic .

Overall, the advanced recycling plants are struggling to make a dent in the roughly 36 million tons of plastic Americans discard each year, which is more than any other country. Even if the 10 remaining chemical-recycling plants in America were to operate at full capacity, they would together process some 456,000 tons of plastic waste, according to a recent tally by Beyond Plastics , a nonprofit group that advocates stricter controls on plastics production. That’s perhaps enough to raise the plastic recycling rate — which has languished below 10 percent for decades — by a single percentage point.

For households, that has meant that much of the plastic they put out for recycling doesn’t get recycled at all, but ends up in landfills. Figuring out which plastics are recyclable and which aren’t has turned into, essentially, a guessing game . That confusion has led to a stream of non-recyclable trash contaminating the recycling process, gumming up the system.

“The industry is trying to say they have a solution,” said Terrence J. Collins, a professor of chemistry and sustainability science at Carnegie Mellon University. “It’s a non-solution.”

‘Molecular washing machine’

It was a long-awaited day last June at PureCycle’s Ironton facility: The company had just produced its first batch of what it describes as “ultra-pure” recycled polypropylene pellets.

That milestone came several years late and with more than $350 million in cost overruns. Still, the company appeared to have finally made it. “Nobody else can do this,” Jeff Kramer, the plant manager, told a local news crew .

PureCycle had done it by licensing a game-changing method — developed by Procter & Gamble researchers in the mid-2010s, but unproven at scale — that uses solvent to dissolve and purify the plastic to make it new again. “It’s like a molecular washing machine,” Mr. Olson said.

There’s a reason Procter & Gamble, Nestlé and L’Oréal, some of the world’s biggest users of plastic, are excited about the technology. Many of their products are made from polypropylene, a plastic that they transform into a plethora of products using dyes and fillers. P.&G. has said it uses more polypropylene than any other plastic, more than a half-million tons a year.

But those additives make recycling polypropylene more difficult.

The E.P.A. estimates that 2.7 percent of polypropylene packaging is reprocessed. But PureCycle was promising to take any polypropylene — disposable beer cups, car bumpers, even campaign signs — and remove the colors, odors, and contaminants to transform it into new plastic.

Soon after the June milestone, trouble hit.

On Sept. 13, PureCycle disclosed that its plant had suffered a power failure the previous month that had halted operations and caused a vital seal to fail. That meant the company would be unable to meet key milestones, it told lenders.

Then in November, Bleecker Street Research — a New York-based short-seller, an investment strategy that involves betting that a company’s stock price will fall — published a report asserting that the white pellets that had rolled off PureCycle’s line in June weren’t recycled from plastic waste. The short-sellers instead claimed instead that the company had simply run virgin polypropylene through the system as part of a demonstration run.

Mr. Olson said PureCycle hadn’t used consumer waste in the June 2023 run, but it hadn’t used virgin plastic, either. Instead it had used scrap known as “post industrial,” which is what’s left over from the manufacturing process and would otherwise go to a landfill, he said.

Bleecker Street also said it had flown heat-sensing drones over the facility and said it found few signs of commercial-scale activity. The firm also raised questions about the solvent PureCycle was using to break down the plastic, calling it “a nightmare concoction” that was difficult to manage.

PureCycle is now being sued by other investors who accuse the company of making false statements and misleading investors about its setbacks.

Mr. Olson declined to describe the solvent. Regulatory filings reviewed by The New York Times indicate that it is butane, a highly flammable gas, stored under pressure. The company’s filing described the risks of explosion, citing a “worst case scenario” that could cause second-degree burns a half-mile away, and said that to mitigate the risk the plant was equipped with sprinklers, gas detectors and alarms.

Chasing the ‘circular economy’

It isn’t unusual, of course, for any new technology or facility to experience hiccups. The plastics industry says these projects, once they get going, will bring the world closer to a “circular” economy, where things are reused again and again.

Plastics-industry lobbying groups are promoting chemical recycling. At a hearing in New York late last year, industry lobbyists pointed to the promise of advanced recycling in opposing a packaging-reduction bill that would eventually mandate a 50 percent reduction in plastic packaging. And at negotiations for a global plastics treaty , lobby groups are urging nations to consider expanding chemical recycling instead of taking steps like restricting plastic production or banning plastic bags.

A spokeswoman for the American Chemistry Council, which represents plastics makers as well as oil and gas companies that produce the building blocks of plastic, said that chemical recycling potentially “complements mechanical recycling, taking the harder-to-recycle plastics that mechanical often cannot.”

Environmental groups say the companies are using a timeworn strategy of promoting recycling as a way to justify selling more plastic, even though the new recycling technology isn’t ready for prime time. Meanwhile, they say, plastic waste chokes rivers and streams, piles up in landfills or is exported .

“These large consumer brand companies, they’re out over their skis,” said Judith Enck, the president of Beyond Plastics and a former regional E.P.A. administrator. “Look behind the curtain, and these facilities aren’t operating at scale, and they aren’t environmentally sustainable,” she said.

The better solution, she said, would be, “We need to make less plastic.”

Touring the plant

Mr. Olson recently strolled through a cavernous warehouse at PureCycle’s Ironton site, built at a former Dow Chemical plant. Since January, he said, PureCycle has been processing mainly consumer plastic waste and has produced about 1.3 million pounds of recycled polypropylene, or about 1 percent of its annual production target.

“This is a bag that would hold dog food,” he said, pointing to a bale of woven plastic bags. “And these are fruit carts that you’d see in street markets. We can recycle all of that, which is pretty cool.”

The plant was dealing with a faulty valve discovered the day before, so no pellets were rolling off the line. Mr. Olson pulled out a cellphone to show a photo of a valve with a dark line ringing its interior. “It’s not supposed to look like that,” he said.

The company later sent video of Mr. Olson next to white pellets once again streaming out of its production line.

PureCycle says every kilogram of polypropylene it recycles emits about 1.54 kilograms of planet-warming carbon dioxide. That’s on par with a commonly used industry measure of emissions for virgin polypropylene. PureCycle said that it was improving on that measure.

Nestlé, L’Oréal and Procter & Gamble continue to say they’re optimistic about the technology. In November, Nestlé said it had invested in a British company that would more easily separate out polypropylene from other plastic waste.

It was “just one of the many steps we are taking on our journey to ensure our packaging doesn’t end up as waste,” the company said.

Hiroko Tabuchi covers the intersection of business and climate for The Times. She has been a journalist for more than 20 years in Tokyo and New York. More about Hiroko Tabuchi

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