Best universities for physics, chemistry and maths degrees 2018




Find the best universities for physics, chemistry and maths using Times Higher Education’s World University Rankings data
The study of physical science covers a number of science degrees, including mathematics, chemistry and earth science, in addition to the obvious – physics and astronomy.
The best universities for studying physics, maths, chemistry and related subjects feature in a 2018 Times Higher Education ranking of 500 universities.
American universities take 115 places in the ranking and feature predominantly in the top 10. 
Only three institutions in the top 10 are not in the US: the universities of Oxford and Cambridge in the UK, and ETH Zurich – Swiss Federal Institute of Technology Zurich, in Switzerland.
Switzerland, home to the European Organisation for Nuclear Research (Cern), the largest particle physics laboratory in the world, is well represented in the ranking, with nine institutions overall. Other countries that are well represented are the UK (50 universities), Germany (37) and Australia (23).
The ranking uses the same methodology as the Times Higher Education World University Rankings 2018 but with adjusted weightings; more weight is given to citations and less to teaching and research. The full methodology can be found here. 
Scroll down for a full list of degrees covered by the ranking and what you can do with them. 

Top five universities for physics, chemistry and maths

1. Princeton University

The physics department at Princeton University aims to impart knowledge of the physical universe and train students how to think like a physicist – encompassing intuition, the scientific method, approximation and problem-solving skills.
Programmes on offer include engineering physics, biophysics, computational biology and other more traditional physics courses.
In the department of chemistry, undergraduates are taught in small classes and progress to an independent senior thesis project. Students receive direct attention from faculty members throughout their course.
About 1,400 undergraduates enrol in a mathematics class every year at Princeton, learning the basics of mathematical proof, calculus and number theory before progressing on to more complex subjects.
Graduate studies in mathematics focus on independent research from the beginning of the programme, unlike many other doctoral courses in America.

2. Harvard University

About 50 physics majors graduate from Harvard University every year, not counting related degrees such as chemistry and mathematics.
Undergraduates can take advantage of a flexible course structure. Compared with other science majors, the physics course has few compulsory classes. Many students therefore choose to combine a physics major with maths, astronomy, history of science or chemistry.
Even at undergraduate level, students can carry out research projects independently and work as teaching assistants in some classes.
There is an active social and support community that organises buddies for new students, recreational events and extracurricular lectures in which students have the chance to interact informally with faculty.
For graduate students, the primary areas of research at Harvard are high-energy particle physics, atomic and molecular physics, physics of solids and fluids, astrophysics, nuclear physics, statistical mechanics, quantum optics, mathematical physics, quantum field theory, string theory and relativity.

3. Stanford University

Approximately half of all undergraduates at Stanford take at least one physics course as part of their studies.
These courses serve as essential training for science and engineering majors. The department offers introductory courses aimed at non-technical majors in addition to highly specialised classes.
Studying chemistry at Stanford University is also popular, with a specific track for chemical physics for those students with a strong physics and maths background.
Students can major or minor in maths and have the opportunity to participate in an annual maths contest with cash prizes for excellent scores and for outstanding performances by women.
There are many streams for graduates studying physical sciences, from applied physics to biophysical chemistry. PhD programmes take about six years to complete.

4. Massachusetts Institute of Technology

In the past few years, MIT has produced the largest number of physics graduates of any university in the US.
The physics department is accordingly fairly large, with about 75 faculty members and almost 300 undergraduates and 300 graduate students.
Since 1998, four alumni of MIT physics programmes have won Nobel prizes for their work.
Freshman physics courses are taught using an educational initiative known as “technology enabled active learning”.
All undergraduates take maths classes as part of their degree and many choose to major or minor in the subject.
Doctoral studies at MIT lead to a doctor of philosophy or doctor of science degree, although these are equivalent in terms of degree status.
Mathematics graduate students are admitted to applied or pure maths degrees, and applied maths students are encouraged to take classes in other departments, such as engineering.

5. University of Cambridge

The University of Cambridge has a long and distinguished history of training and research in physical sciences. Famous names including Newton, Maxwell, Rutherford and, more recently, Stephen Hawking, have all been associated with the university.
Undergraduates must apply for a specific degree course, unlike at US universities, where majors are declared after the first year of study.
The natural sciences course covers most biological and physical science subjects, allowing specialisation from the second year on in physics, chemistry, biology, earth sciences and other specific disciplines.
Maths is a separate degree course, often considered one of the most demanding programmes. Maths students are nicknamed “mathmos” and undertake the course in three parts, progressing from set theory to quantum mechanics.
For most physical sciences graduate students, the famous Cavendish Laboratory is a centre for physics research and takes in about 75 each year. Postgraduate programmes include physics doctorates and master’s degrees in scientific computing, nanoscience and computational methods. 

The journey from Gaza to Oxbridge




Universities must take a better approach in supporting students from conflict areas, writes Mona Jebril 
Going to the University of Oxford to pursue an MSc in higher education was the first time I had travelled outside Gaza for 14 years and the first time I had done it alone.
When I received the Said Foundation Scholarship to the University of Oxford, I was working as a teacher in state schools in a disadvantaged area in Gaza and started to feel bored with my work and life. Many of my female colleagues who also received scholarships turned the offers down because they thought it was unacceptable from a religious and cultural perspective to travel on their own to a foreign country, even if it was for education. So in 2005, I was one of a few single women in Gaza to travel alone to the UK for a master's degree.
The Gaza-Egypt border had been closed for a prolonged period at the time I was due to leave. Despite obtaining the admission, the scholarship and the visa, I was worried that I may not actually be able to join my course on time. Even though it had been announced that the border would be open for three days, this did not happen and so I had to sleep for two of these days on the border with my family and many other travellers.
On the third day, I was escorted to the Palestinian checkpoint where there were only 11 buses available to take us from Gaza to Egypt, but there were hundreds of people who wanted to get on these buses. Every time I tried to put my luggage in a bus, it would fill up in seconds. Finally, there were only two buses remaining and I had to do something otherwise I would lose my Oxford opportunity.
I went to a police officer who was standing nearby and he helped me by throwing my luggage on top of a bus as it was moving. The bus driver shut the door, leaving me outside the bus. I started knocking heavily on the door until it opened. I cried a lot, and cried more bitterly when I remembered that this was happening to me on my way to Oxford.
During the first month in Oxford, everything still felt strange: the buildings, the traffic, the shops, and the people. People were really nice and friendly, but also very curious. I seemed to be the first Gazan they have ever seen. Some asked questions that showed that they had little understanding of the situation in Gaza and several assumed I should just be grateful to be at Oxford. This was compounded by a sense that the university seemed to lump all international students together, not recognising the different backgrounds we were coming from.
In the beginning, I needed people’s help in quite basic things such as how to use a map, how to use the stop button on the bus, and how to read a book for the purpose of essay writing. I was asking lots of questions every day, trying to learn as much as I could. I was also cautious in conversations because I was not familiar with the international context and its cultural sensitivities.
There was a wide gap between the educational system in Gaza and the system in Britain and the University of Oxford. I was aware of this gap and worked hard to overcome it. For example, in my first term in Oxford, I wrote an essay that I thought was impressive. My tutor, however, said: “This is not an essay, these are notes for an essay.”
In the following term, I wrote another essay and the comment this time was: “If this work was marked, I would have given it a distinction.” While many of my friends were enjoying spending their free time cooking and socialising in the bar, I was studying for hours in the library. The hard work paid off and I ended up graduating from my course with distinction.
After graduation, I returned to the Gaza Strip but, as a Palestinian, my journey back was not straightforward. The Gaza border had been closed for almost three weeks, so we kept packing, travelling across the Sinai desert, waiting at the border for several hours in the noonday heat, and then returning to a village in Egypt to wait for the next opening date for the border. When the border opened, I entered Gaza after 12 hours of humiliation at the checkpoint.
When I came back, my Oxford degree helped me gain a lectureship at two of Gaza’s universities. While I enjoyed this, after five years in Gaza, I found myself travelling back to the UK to undertake my PhD at the University of Cambridge as a Gates Cambridge Scholar in 2012. This time I thought things would be easier because I was already familiar with the experience of studying at elite universities.
However, I did not realise how much the siege and violence in Gaza had had a detrimental impact on me. My journey to study in Cambridge was much more intense than going to Oxford, probably because of the deteriorating political context in Gaza: two wars occurred in Gaza in 2012 and 2014.
The longer period required to study for a PhD, and my inability to visit home at any time during my studies for five years also affected how I felt about the experience. I found it hard to focus on my studies and I felt torn between a desire to be with my family and to continue my education. Despite the challenges, I recently completed my PhD with no corrections.
When I look back, I feel two things: gratitude and anger: I do feel grateful that I had the opportunity to study at Oxbridge and on two prestigious scholarships. Simultaneously, I am angry that my journey to postgraduate studies in the UK was so hard.
Universities did not seem to be aware of the difficulties that students who come from conflict areas such as Gaza, encounter in their higher education experience. I felt a lot of pressure to try to keep up with the other students. It is a right for students from conflict areas to have their circumstances acknowledged by their universities. This would make their missions in travelling to international universities much more possible.

Going through university with autism




Aged 25, Ben Booth is not a typical undergraduate university student, but he has finally found the course and career path that works best for him 
When starting university, many people are 18, just leaving home for the first time, and comparing their A-level results.
However, I do not fit into any of these categories because I’m 25 and approaching the end of my first term studying specialist sports journalism at the University of Derby.
Let’s skip back eight years, to the time when most of the people who are on my course were still at primary school and I was just finishing my GCSEs. I have a learning disability called autism and I had a dreadful time at school, including bullying and being left out.
Throughout my time in Year 11, I thought that I wanted to study media at college. I applied for media studies at a local institution and went marching into the interview excited at the prospect of a new adventure. It didn’t go very well. I got turned down because my writing skills weren’t good enough.
When collecting my GCSE results, I remember walking into the school hall, knowing that I was going to fail. I opened the envelope and saw straight Fs (and a D in science) and thought “what now?”
As I sat in my mum’s car on the way back from results day, I flipped through the college prospectus, not sure what to do next. I stumbled across catering and so began a fateful year of making other people’s food. That didn’t go well. I just about passed but at least I learned how to cook!
While everyone else in my year left college and went to university, I started my second year at a special needs college that really changed my life and made me realise that I didn’t have to take exams and have qualifications to get where I wanted to be.
I left home for the first time and learned how to be away from my family and how to live in a different city. It took a long time but I finally settled in and gained lots of new skills including social skills, how to work with my hands, and making jewellery. I also spent three years travelling the length of the UK.
I realised that I could follow a career that didn’t involve working in an office or one that required a degree and this led me to discover my passion for photography. In 2013, I took a camera to a track meet in Dublin and took some photographs. People liked them and I realised that I enjoyed taking photos. What I didn’t realise was the journey that it was about to take me on.
In the five years that followed, I travelled in England and Europe, made lifelong friends and learned about other cultures and work ethics in different countries. In a few months, I will be jetting off to Australia to cover the Commonwealth Games. I never would have dreamed such a thing was possible when I was 16. 
I discovered that I loved the thrill of photography, travelling, hotel rooms and the different people who I get to meet, as well as weekends, weeks and months away. I’m much happier when I’m out on the road and doing something that I love rather than sitting at home watching television.
That brings me to today. Thanks to the support of the University of Derby, some great tutors and people on my course, I am studying towards a degree in specialist sports journalism. This is something that I never thought possible before and it is something that I still can’t quite believe is happening. It’s hard work and tiring, but I expected that and I truly enjoy the challenge.
Getting on with coursemates who are up to eight years younger than me has been a challenge at times. The partying and drinking culture of university is something that I just don’t enjoy. As well as the large workload, the whole experience has been quite a shock.
However, the point that I’m trying to make is, if I can do it, so can you. If you’re reading this and questioning whether university is right for you, just do it. Jump in with both feet and take every opportunity that is handed to you. Because in the end, if you never try, you’ll never know.

THE Student Experience Survey 2018 methodology




Rankings from our Student Experience Survey are in their 11th year, with research by YouthSight. Here, we explain how the scores were allocated
This year, the annual results are based on the responses of 20,251 undergraduates, who were asked to describe how their university contributed to a positive or negative experience on a seven-point scale, from “strongly agree” to “strongly disagree”. Questions have remained unchanged since 2005 to allow comparisons across years.
Data are collected from October to June from full-time, UK-based undergraduates. There is a one-year time lag between collection and publication. 
The survey is linked to YouthSight’s student omnibus surveys and respondents can participate once a year. Only full-time undergraduate members of YouthSight’s 140,000-strong opinion panel community can take part.
For each measure, a mean “agreement score” is created per institution. Each score for the 21 formulated measures is then weighted depending on how strongly it correlates with the 22nd “measure” recommendation. 
For each institution, the sum of the weighted mean scores is divided by the sum of the weights to calculate a weighted average mean. This is then indexed to provide an overall score (out of 100). 
A selection of composite scores have been created to allow institutions to see how they are performing in different areas of student experience. 
As the number of responses per institution broadly reflects institution size, it is not always possible to achieve a large enough sample to provide statistically robust data at all institutions. The compromise is to set a minimum threshold of 50 responses per institution before inclusion. In total, 116 institutions were included, with an average sample size of 175.
As with any survey, there is an “error bar” linked to each institution’s sample size and variance. On average, for the SES, a difference of 3.7 points in the overall score is required to produce a significant difference between institutions. So, at the top and bottom of the rankings, institutions have to move only a few places to see a significant difference, but in the middle, where scores are bunched together, rankings need to shift by 30-40 places to see a significant difference.
For the first time this year, three-year rolling average data have been published, which aggregate results for a period of three consecutive years, starting with the years 2009 to 2011. 
This allows for a very large sample, which reduces the impact of sampling errors in any one given year. The next time period adds one year and loses one year – for example, the period 2009-11 is followed by 2010-12, and so on. In this way, we are able to show the long-term trends at the level of individual higher -education institutions and the overall sector.  
We have supplied a rolling three-year -verage for the overall scores, for the composite scores and for each individual measure. Only institutions that achieve at least 150 interviews across a three-year rolling period have been included in calculations. 

Pathway to university: seven essential things to know




Looking back on her first term at the Durham University International Study Centre, Gwen Sim reveals the seven things that all prospective students should know
I began my first term at the Durham University International Study Centre (DUISC) in September 2017 as part of its first intake of students. I tried to research the DUISC before arriving, however, because it is a new institution, it was difficult to find information beyond their website. Although going blind into a new experience may make it more exciting, many prospective students might prefer to be more informed about an institution before attending.
Therefore, I’ve written this post to help students who are looking to start a foundation year at an international study centre, with a focus on my experiences at DUISC. While my experiences revolve around the law foundation course, I have also provided general tips on student life at the centre.
1. What are the classes and workload like?
I am currently in the second of three terms of my foundation year. I currently have about 20 hours of classes every week. For my law foundation course, I completed history and sociology modules last term and now I am studying law and literature modules. The workload starts piling up from the middle to the end of the term when assessments start coming in, but proper time management helps with this. High-quality work is required of students in order to progress to Durham University. 
We are strongly encouraged to participate in seminars, which consist of about 15 to 20 students. I feel that this has created an effective and engaging learning environment, where I can discuss and listen to the ideas of my peers. The classes are well-structured and the tutors are enthusiastic about teaching and guiding us in our learning.
2. How does progression work?
To progress to Durham University’s LLB programme, I will have to achieve an overall average score of 80 per cent, which will be determined by end-of-term exams and summative assessments. We also have formative assessments that measure our progress in each class. In addition to taking the Law National Admissions Test as part of my progression requirements, I will also have to write a 3,500 word extended research essay on a topic of my choice. 
My assessments so far have been in the form of essays or presentations. I find the style and difficulty of the exams and assessments similar to the International Baccalaureate and A-level courses. Resits and resubmissions of exams and assessments are available, however they do cost a fee. My advice would be to start studying for exams throughout the term to avoid being too overwhelmed during the last few weeks, trying to complete assessments and study for exams at the same time.
3. What do academic English skills classes cover?
On top of modules related to my degree, I have to take three terms of academic English skills (AES) classes. These classes focus on improving students’ use of English in an academic setting and are tailored to your English skill level. This is determined by your IELTS score and mock AES exams. As a native English speaker, my AES class focuses more on academic skills, such as improving academic writing and structuring essays. These classes also expand our experiences with different types of reading; this term my AES class is conducting a close study of Cormac McCarthy’s No Country for Old Men.
I think that my essay-writing skills have improved since taking these courses. I’ve also become familiar with the standard and style needed at a UK university, which is different from that required back home in Singapore and in Japan, where I also went to school. 
4. What is the accommodation and neighbourhood like?
I live with other DUISC students in student accommodation in Stockton, where I share a kitchen with my housemates and have an en suite bedroom. I’m comfortable with this set-up because I can easily see my friends whenever I want to but I also have alone and study time when I need it. Most of the student accommodation in Stockton is only a 15-minute walk to campus.
I do most of my shopping in Stockton’s town centre, and every weekend there is also a small market, where I buy most of my fruits and vegetables for the week. There is a retail park nearby with a movie theatre and bowling alley. If I’m feeling more adventurous, I hop on the X12 bus, which DUISC students can ride for free, and head to Durham City or Middlesbrough. There is also a train station near the Queen’s Campus so I can take trips to nearby cities such as Newcastle or York.
However, students can also live in Durham, which is about an hour away from campus, and there are buses that run to and from campus to the student accommodation located there. Students can also choose to find their own accommodation rather than living in student halls. 
5. Are there opportunities to get involved in DUISC/Durham University?
As someone who loves to get involved, I jumped at the chance to become the student rep for the humanities, law and social sciences course. I enjoy participating in student-staff meetings, where I represent the interests of the students on my course and discuss and act on ways to improve student life at DUISC. I would highly recommend taking up these opportunities if you are interested in leadership roles.
Students are also able to organise their own activities and create their own opportunities to get involved – for example, I have a classmate who is in the process of forming a football club at the DUISC. I also know of students who tried out for Durham University’s sports teams and now play competitively for the water polo and basketball teams. 
6. What kinds of resources are available for DUISC students to use?  
Students are able to use the gym facilities for a fee, and participate in fitness classes, such as boxing. I am a frequent visitor to the Queen’s Campus library, where students can borrow books, and use computers and printers. We also have access to Durham’s online academic database. These resources not only help us with our foundation year work, but will also help us to integrate faster when we start our first year at Durham University, because we will already know how to use the resources.
7. What kinds of student welfare services are available?
The centre ensures that our emotional well-being is taken care of through counselling services. I have visited the counselling office on a couple of occasions and I felt that the counsellors helped me with homesickness and other personal problems that affected my ability to settle in or study. I’m appreciative that such a service is offered here and I would encourage more students to seek out this service if they feel overwhelmed.

THE Student Experience Survey 2018 results




The best universities in the UK for student experience – as decided by current students – have been revealed
This year's Student Experience Survey finds Loughborough University back in the first place position, as last year's number one, Harper Adams University slips down to second place. 
This is the fifth time that Loughborough has come first in the THE Student Experience Survey since 2009. The university also ranked first for societal experience and university facilities as well as being the top recommended university among students. 
The University of Chichester made its first appearance in the top 10 achieving high scores for teacher relationships, small-group tuition and quality of staff. 
The rest of the top 10 is made up of the University of Leeds (third), University of Bath (fourth), University of Sheffield (fifth), University of Oxford (sixth), the universities of Exeter, Newcastle and Surrey (joint seventh) and the University of Chichester and St Andrews rounding off the top 10 at joint tenth. 
Scroll down to see the full results below as well as the top five institutions in each of the composite score categories. 

Overall score

RankUniversity nameOverall score
1Loughborough University85.1
2Harper Adams University84.9
3University of Leeds83.3
4University of Bath83.1
5University of Sheffield82.7
6University of Oxford82.1
=7University of Surrey81.3
=7Newcastle University81.3
=7University of Exeter81.3
=10University of Chichester81.2
=10University of St Andrews81.2
=12Royal Veterinary College81.1
=12Falmouth University81.1
14University of Dundee80.7
15Lancaster University80.5
16University of Nottingham80.4
17Edge Hill University80.3
=18University of Cambridge80.2
=18University of York80.2
=18Durham University80.2
21Bangor University80.1
22University of East Anglia (UEA)79.9
23University of Lincoln79.5
=24University of Reading79.3
=24Queen's University Belfast79.3
=26Aberystwyth University79.2
=26Cardiff University79.2
=26Nottingham Trent University79.2
=29Swansea University79.1
=29University of Southampton79.1
=29University of Birmingham79.1
=32Northumbria University79.0
=32University of Manchester79.0
=34York St John University78.8
=34Teesside University78.8
36University of Glasgow78.7
37Keele University78.2
=38University of Stirling78.1
=38University of Liverpool78.1
40University of Warwick78.0
41University of Strathclyde77.9
=42University of Worcester77.7
=42University of Bristol77.7
44De Montfort University77.6
=45University of Chester77.3
=45Sheffield Hallam University77.3
=45Manchester Metropolitan University77.3
=48University of Sussex77.2
=48University of Hull77.2
50Robert Gordon University76.9
51Canterbury Christ Church University76.8
=52University of Essex76.7
=52University of Edinburgh76.7
54University of Derby76.6
55Bournemouth University76.5
=56Royal Holloway, University of London76.3
=56Coventry University76.3
=58Heriot-Watt University76.1
=58Aston University76.1
=60St George's, University of London76.0
=60University of Winchester76.0
=60University of Gloucestershire76.0
=60King's College London76.0
64Imperial College London75.8
=65University of Huddersfield75.7
=65Plymouth University75.7
=67Glasgow Caledonian University75.6
=67University of Leicester75.6
69University of Hertfordshire75.5
70University of Aberdeen75.4
=71University of Portsmouth75.1
=71University of the West of England, Bristol (UWE)75.1
73University of Kent75.0
74University of Salford74.9
75Staffordshire University74.7
76Birkbeck, University of London74.5
=77Liverpool John Moores University74.3
=77UCL74.3
79University of Central Lancashire74.1
80University of Sunderland73.9
=81Southampton Solent University73.7
=81Bath Spa University73.7
83Leeds Beckett University73.5
84Queen Mary, University of London73.1
85University of Wales Trinity Saint David73
86University of Bradford72.9
=87Bucks New University72.8
=87University of Cumbria72.8
=87University of East London72.8
=90Cardiff Metropolitan University72.5
=90Birmingham City University72.5
92Brunel University London72.4
93University of Brighton72.2
=94Edinburgh Napier University72.1
=94Oxford Brookes University72.1
=94Ulster University72.1
97University of South Wales72
=98Goldsmiths, University of London71.9
=98Anglia Ruskin University71.9
100Kingston University71.4
101University of Northampton71.3
102University of the Arts London71.1
103University of West London70.9
104London School of Economics and Political Science70.6
105University of Roehampton70.4
=106Norwich University of the Arts70
=106University of Westminster70
=106City University London70
109London Metropolitan University69.8
110Middlesex University69.7
111University of Wolverhampton69.6
112University of Greenwich69
=113London South Bank University68.8
=113University of Bedfordshire68.8
115University of the Highlands and Islands (UHI)67.5
116University of the West of Scotland66.5

Academic experience

Security

University nameRank by attributeOverall ranking
University of Surrey1=7
University of Bath24
University of Chichester=3=10
Lancaster University=315
University of St Andrews5=10

Student welfare

Accommodation

Societal experience

Industry connections

University facilities