phd chemistry how many years

Requirements

Graduate study in Chemistry at Stanford stresses the unique needs of the students; basic course and examination requirements are deliberately kept to a minimum to allow each candidate flexibility in fulfilling individual research interests. Graduate students are usually engaged in research by the second quarter of their first year. Many first-year students do two, five-week optional rotations during autumn quarter.  All students join labs by the end of February of their first year and only after meeting with at least six faculty members. Generally, University and Department requirements for the Ph.D. degree can be met in less than six years of residence.

The research groups in Chemistry range from small (only two to three students) to large (twenty or more), including postdoctoral research fellows. Much of the advanced instruction, little of which is formally listed in the course catalog, occurs in group seminars organized within the individual research groups. Distinguished visiting scientists often participate in such special seminars, while research seminars of broader interest are arranged through weekly Departmental seminar programs in all areas of chemistry.

Due to the confidence the Department has in its selection of candidates for admission to graduate study, no departmental or comprehensive examinations are required for the Ph.D. degree. Alternatively, scientific development in the second and third years is normally monitored through individual student discussions with the faculty advisor. The only formal test requirement comprises a set of entrance examinations, taken by the incoming class of graduate students before the autumn quarter to display proficiency and breadth in chemistry at the level of a traditional advanced undergraduate curriculum. Any deficiencies are identified and corrected by the student in conjunction with the appropriate faculty. Once the examinations are taken, possible research problems are discussed with individual faculty members. Subsequent coursework and other requirements are largely determined by the student and research advisor(s).

More detailed information concerning degree requirements and course offerings can be found in the Stanford University general catalog, Stanford Bulletin, under these headings:

• Doctor of Philosophy in Chemistry
• Explore Courses

See also the  Graduate Academic Policies and Procedures  for specifics on Stanford University admissions, doctoral program requirements, funding, student records, and more.

PhD Timeline

Schedule for Completion of PhD Degree Requirements

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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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How Long Does it Take to Get a Ph.D. in Chemistry?

How Long Does a PhD in Physics Take?

The career choices a grad student with a chemistry degree can pursue are as diverse as the subject itself. From healthcare to research scientist, a Ph.D. in chemistry swings open doors in dynamic industries around the globe.

A master’s degree can allow a student to explore a wider range of career opportunities than a bachelor’s degree can. However, a Ph.D. in chemistry can propel a grad student into more lucrative and challenging careers .

Benefits of a Ph.D. in Chemistry

A professor in the United States can’t teach college-level courses unless they have completed 18 graduate hours in their field of study. A doctoral degree in chemistry can allow a grad student to begin teaching at the university level immediately after graduation.

Students who have completed the Ph.D. program in chemistry are considered experts in their field. They gain the respect of their peers through their years of hard work as well as a salary to match.

Chemists with a Ph.D. carry credibility along with the letters behind their name. This makes it easier to create and find funding for a start-up company or open their own pharmacy or other related business.

Careers in Chemistry

It is a wide field that has positions in many industries across the world. Chemists with a Ph.D. can enter a number of fields based on the interests they studied during their Ph.D. program.

Careers in chemistry include:

• Forensic Scientists
• Nanotechnologist
• Pharmacologist
• Research Scientist
• Chemical Engineer
• Analytical Chemist
• Healthcare Scientist
• Biotechnologist

What Does a Chemistry Ph.D. Grad Earn?

After completing all those years of schooling, a chemistry grad can earn in the low six figures if they have a Ph.D. Compare that to around $80,000 for master’s degree holders and 12 percent less than that for those who have completed a Bachelor of Science degree.

Years of Schooling for Ph.D. in Chemistry

Each school will more than likely have different requirements for a Ph.D. in chemistry. A chemist's education requirements include years of independent study, research and project-based learning.

A Ph.D. program’s coursework typically takes about two years to complete with a fixed amount of credits needed in basic courses. These rudimentary courses can include organic chemistry, polymer chemistry, advanced math subjects and physics , depending on the focus of the student’s degree.

The degree can usually be completed within five to six years. The time frame for completion is based on the student’s area of study and research expectations. Lab work, experiments and research into untested theories can lengthen the amount of time that a student spends working toward completing their doctorate in chemistry.

Dissertation in Chemistry

A chemistry student will spend much of their Ph.D. program time completing a dissertation . This complex work is required to obtain the doctoral degree. It typically concentrates on practice or theory or any new knowledge that the student may have learned during their time in the extensive program.

A dissertation is made up of:

• Introduction 
• Abstract model of what the student is attempting to prove.
• Validation of the model and proof of theorems
• Measurements and significant data
• Additional results that have been collected that point to the central thesis
• Conclusions and future work, limitations or special cases that a student foresees

Top Ph.D. Programs in Chemistry

If you decide to pursue a lucrative chemistry-related career, then graduating from a top-rated chemistry graduate program will propel your future career endeavors. A quality chemistry Ph.D. program allows students to have access to the latest in research, technology and scientists.

The following schools have consistently rated in the top 10 for their advanced chemistry doctoral programs:

• California Institute of Technology
• Harvard University
• University of California – Berkeley
• The Scripps Research Institute
• University of Illinois – Urbana-Champaign
• Stanford University 
• Northwestern University
• Massachusetts Institute of Technology

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Kimberley McGee is an award-winning journalist with 20+ years of experience writing about education, jobs, business trends and more for The New York Times, Las Vegas Review-Journal, Today’s Parent and other publications. She graduated with a B.A. in Journalism from UNLV. Her full bio and clips can be seen at www.vegaswriter.com.

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 Requirements

The Chemistry Department offers a flexible program that allows students to select courses tailored to their individual background and research interests. Students also teach for two semesters.

As part of the requirement for a PhD degree, MIT requires a General Examination, with both an oral and written part. The Oral Examination for the PhD in Chemistry must be passed by the end of the fourth semester of graduate study. No other general written examinations are required. In particular, no qualifying (or entrance) examinations are given.

A final oral presentation of doctoral research is scheduled after the thesis has been submitted and evaluated by a committee of faculty.

Program Requirements

Coursework and teaching.

All chemistry graduate students are required to register for the appropriate chemistry seminar subject (5.913, 5.921, 5.931, or 5.941 depending on research area) each term. This registration carries with it the expectation of seminar attendance whenever possible. These seminars provide an important component to your graduate education and professional development

All students are required to teach for two semesters in their first year. During those semesters, students are required to enroll in a class to support their teaching (5.91 Teaching Experience in the Chemical Sciences).  

2nd Year Oral & Written Exams

MIT requires that all Ph.D. candidates pass general oral and written examinations in their field of study. For chemistry students, these exams occur in the spring of the second year. The faculty committee will (i) assess whether the student has progressed sufficiently to be on-track for obtaining a Ph.D. degree in Chemistry and (ii) provide constructive feedback to help the student reach their full potential during the period of study at MIT. Thus, the overarching purpose of the examination includes fulfilling Institutional requirements for Ph.D. students and evaluating:

1. Progress towards the PhD degree (coursework, research) indicating that the student is on track to receive a doctoral degree in Chemistry 2. General knowledge and understanding in the broad field of study and specific sub-area 3. Critical thinking, including the ability to use core principles to think through unfamiliar topics 4. Ability to communicate effectively in oral and written forms, think logically and independently, and defend a point of view 5. Ability to formulate upcoming research plans and present a feasible timeline for progress towards completion of research goals 6. Overall scholarship

Thesis Committees

As the first step, second-year students meet with their research advisors to discuss which faculty might be appropriate as members of their Thesis Committee.  Thesis Committees must be composed of at least two other MIT faculty besides your advisor. Your Thesis Committee chair must be from the department of chemistry and in your area of chemistry (chemical biology, inorganic, organic, or physical). Please see the notes below if you are working in a research group outside the department and/or are co-advised. You are required to propose at least four faculty members as candidates for your committee in addition to your advisor, though you may propose up to six faculty members.  Students should fill out the online Thesis Committee Nomination Form by Friday, September 15, 2023 . Submitted forms are then reviewed by the Graduate Officer and a faculty advisory group who assign final Thesis Committees.  They will also choose one of these faculty members to be your Thesis Committee Chair.  This process is necessary to avoid the past problem of some faculty being assigned to an inordinately large number of committees. If you are listing any faculty outside the department, please contact them before submitting your form to confirm that they are willing to serve on your Thesis Committee and attend all relevant examinations and meetings. You do not need to reach out to any faculty within the department about serving on your thesis committee.

Students wishing subsequently to change their Thesis Committee, for reasons including significant changes in the direction of their research topic, should email Jennifer Weisman with the reason for requesting a change. Students must receive a positive response from the Chemistry Education Office in order for the change in committee to take effect.  Since changes in Thesis Committee membership can only be granted in unusual circumstances, students should contact the members of their committee to schedule the date for their oral defense well in advance of when they expect to complete their dissertation.

In the second year, each student’s research progress and intellectual development is evaluated through the Oral Examination. If a division requires an examination after the second year, Thesis Committee members also meet then. The thesis committee also meets for the Plan to Finish Meeting described below. Students (and research advisors) may arrange an additional meeting of the Thesis Committee in special circumstances by contacting the chair of the committee. Additionally, beginning in the second year of graduate study, each student meets with the Chair of their Thesis Committee at least once during the fall semester.

*Please note that if you are conducting research outside the department your Thesis Committee must be composed of at least two other MIT faculty besides your advisor and both must be from the Department of Chemistry. As noted above, your Thesis Committee chair must be in your area of chemistry (chemical biology, inorganic, organic, or physical).

Annual Meeting with Research Advisor

Under this system, research advisors are required to meet with each graduate student in their group who is in their second or later year to discuss the student’s intellectual and professional development over the past year and progress toward the degree. Prior to this meeting, students should complete Parts I-II of the required form on their own. Send the file to your Advisor the night before the meeting . At the meeting, students discuss their progress, future plans, and concerns with their advisor. The completed Graduate Student Annual Research Advisor Meeting form must be signed by both the student and their research advisor. Note that this is only a suggested format for the meeting. You and your advisor may choose a different format for the discussion as long as there is some written summary.

Annual Meeting with Thesis Committee Chair

Beginning in the second year of graduate student, each student meets annually with the Chair of their Thesis Committee. At these meetings, students update the Thesis Committee (TC) Chair on their on their research progress and general intellectual development in an informal and relaxed setting. The time, place, and format for this discussion is arranged between the student and Thesis Committee Chair. These meetings aim to encourage productive and stimulating discussions of science and to facilitate the development of further interactions between students and other members of the faculty besides research advisors. Students should keep in mind that these meetings are intended to focus primarily on academic and scientific matters, and that Thesis Committee Chairs are not bound by the same obligations with respect to privacy as are the Chemistry Department Mediators.

Plan to Finish Meeting

Updated October 2022

By June 1 st (and preferably before April 15 th ) of the 4 th year , each PhD student will participate in the Plan to Finish (PTF) meeting with their thesis committee. The purpose of the PTF meeting is for the student to discuss their timeline and plans for finishing a PhD.

In the 5 th year and beyond, if the student is not defending the PhD thesis by August 31 st of the 5 th year, the student will have another PTF meeting before June 1 st (and preferably before April 15 th ) of that calendar year, and the PTF meeting will be repeated annually until the year the student defends their thesis. Thus, a student who graduates in year five will have one PTF meeting, one who graduates in year six will have two, and so forth.

Before the meeting:  The student will prepare and share slides containing a summary of their research progress and their plans for research and completing the PhD thesis.

• Projects that will be wrapped up and/or relinquished
• Papers that will be written and/or submitted
• Opportunities for professional development
• Plans for after graduation
• The presentation should be succinct, not more than 8–10 slides total. These slides should include: (1) 1–2 introductory slides, one of which must display a proposed table of contents for the PhD thesis. The TOC includes the title for each proposed chapter and state of each chapter (e.g. “Experiments complete and manuscript published”, “Experiments nearly completed and manuscript writing in progress”, “Experiments ongoing”). (2) 1–3 slides per thesis chapter and associated future work linked to each chapter. (3) 1 slide summarizing future plans with a realistic timeline for completion of all the proposed activities (the PTF timeline).  Be sure to include the status of plans for after graduation. The student should consult with their research advisor in preparing the PTF timeline.
• The slides must be sent to the committee at least 48 hours in advance of the meeting.
• Meetings will be scheduled at the student’s direction and be organized by the research supervisor’s administrative assistant. These meetings are intended to be in-person, but teleconference can be used in special circumstances.

During the meeting: The meeting will follow the format below.

First, the student will provide a short (10-20 minute) presentation of their research progress and future plans based on their slides. Faculty will participate in discussion of the research and plans during this presentation.

Next, the research supervisor will be asked to leave the room so that the thesis committee can confer privately with the student.

Subsequently, the student will be asked to leave the room for a short period so that the committee can confer privately with the research supervisor.

The thesis committee will offer constructive feedback during and after the presentation and following the private discussions. The committee may request changes and/or revisions to the PTF outline as part of the discussion.

The plan to finish meeting will last ~1 hour altogether.

After the meeting:  The student will write-up a brief summary of the meeting, and submit it along with the PTF timeline and a signed PTF Form to the Chemistry Education Office as proof of completion. These items can be submitted as hard copies to the Chemistry Education Office or emailed to Dr. Jennifer Weisman .

• While the deadline to hold the PTF meeting is June 1 st , students are strongly encouraged to complete their PTF Meeting by April 15 th to avoid scheduling issues later in the spring. As a reminder, the research supervisor’s administrative assistant will schedule the meeting upon the student’s request.
• There is no possibility of failing the PTF meeting. The purpose of the meeting is fulfilled by the process of having it.
• Annual meetings with the research advisor are required every year, including the fourth year.

Graduate Student Exit Interviews

• Graduating students will be sent a list of interview questions by the Chemistry Education Office when the student joins the degree list. Instructions about scheduling a time for the in-person or virtual discussion will be included with other informational correspondence from the Chemistry Education Office regarding degree completion. Graduating students will perform their exit interview after the thesis defense so as to avoid making the interview an additional burden.
• For students departing the program without a degree, the interview questions and instructions for scheduling an in-person discussion will be sent by the Chemistry Education Office at the point in time that a date for termination of their appointment in Chemistry is determined.
• For the majority of departing students, this interview coincides with the end of the semester, but a rolling schedule of surveys is anticipated.

Guide for Graduate Students

For md-phd students in the hst program.

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.

About the Chemistry Ph.D. Program

Ph.d. in chemistry faq's.

The Chemistry PhD 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 their own research project. 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.

The Doctoral program includes the following concentrations, each of which has specific degree requirements:

• Physical Chemistry : In general, the Physical Chemistry Graduate Program encompasses analytical, nuclear, biophysical, and theoretical chemistry.
• Synthetic Chemistry : The Synthetic Chemistry Graduate Program includes emphases in either organic or inorganic chemistry
• Chemical Biology : The Chemical Biology Graduate Program covers a range of research areas at the interface of Chemistry and Biology.

Research. 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. Students in the Chemical Biology Graduate Program will select their thesis advisor after completion of three-ten week rotations. Thereafter, all students become involved in library research on their projects and many begin actual experimental or theoretical work.

Independent Study. 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. Students in the Chemical Biology program will take courses from both Chemistry and Molecular and Cell Biology departments.

Seminars. 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.

Qualifying Exam. Sometime during the second year of graduate work at Berkeley, each student takes a qualifying examination. The examining board, a committee of four faculty members, is appointed to examine the student for general competence in the area of interest. The qualifying examination is centered around the defense of the individual research project. Upon satisfactory completion of the oral qualifying examination, the student is advanced to candidacy for the Ph.D. degree. After advancement, the student completes an original, scholarly contribution to science and writes a dissertation on the subject. Most students complete their work and received their degree within five years.

Teaching. An integral part of the graduate education at Berkeley is teaching. The department requires that each doctoral candidate assist in the instructional program of the department as a teaching assistant for two semesters during their graduate careers. The faculty regard the teaching experience as highly valuable for all graduate students, especially those who plan to teach as a career.

Financial Aid. All students admitted to our graduate program receive a stipend for the duration of study in the form of teaching and research assistantships as long as they are in residence and demonstrate good progress toward the degree. Students also receive full tution, health, dental and vision insurance. Most funds for this support derive from research contracts and grants.

For more information see the Berkeley Bulletin

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• PhD Program of Study

The PhD program requirements consist of a minimum of six credit units of lecture courses  of which are usually completed in the first academic year. In addition to the six required courses, students must also take the Chemical Information Course worth 0.5 credits. Frequently, students having interdisciplinary interests will take some courses in other departments in their second semester. Twenty units of combined course and research credit are required for the Ph.D. degree, after which students enter "dissertation" status until they graduate. Graduate Chemistry Courses are listed here : 400 level and above.

The supervisor selection process occurs during the first semester of study. The process is three stages: faculty interviews, faculty seminars, and rank-ordered choices.

Faculty Interviews

First year students must conduct a series of meetings with at least 6 faculty members as potential supervisors.  Students are expected to familiarize themselves with the professors’ research and the work of their groups.  Every student must conduct these “interviews” with faculty and turn in a form  to the Graduate Office.

Faculty Seminars

A weekly seminar series featuring current faculty members interested in recruiting students for their groups.  These are generally held every Wednesday evening from mid‐September through mid-November (5-6:30pm).  Attendance at these seminars is required and recorded for all first-year students, regardless of division interest.

Rank-Ordered Choices

Towards the end of the fall semester, all first‐year students must submit a rank-ordered list of top choices for research group assignments. Students are then matched with supervisors.

We require students to serve as Teaching Assistants for at least two semesters, usually during the first year. Teaching Assistants are responsible for supervising laboratory sections or conducting recitation classes under the guidance of a faculty member. New Teaching Assistants in Chemistry are prepared for their teaching responsibility through a special training program held for one week before the start of the fall semester.

A regular program of seminars, in which distinguished scientists visit the Chemistry Department, is an essential part of the curriculum. At Penn, there are weekly departmental research seminars in biological, inorganic, organic and physical chemistry. Graduate students and postdoctoral fellows are strongly encouraged to participate. Additional interdisciplinary seminar series (Biochemistry/ Biophysics Minisymposium; Interface of Chemistry and Biology) and special sponsored lectures (Aldrich, Axalta Coatings, Novartis, Bristol-Myers Squibb, Edgar Fahs Smith, ACS Philadelphia Section Award, Philadelphia Organic Chemists' Club, etc.) also offer opportunities to hear from premier scientists.

A major portion of the work towards a Ph.D. degree is a research project leading to the thesis. This usually involves several years of research under the supervision of a particular faculty member. Increasingly, chemistry-based students are becoming involved in interdisciplinary areas of research involving collaborations with faculty, students and postdoctoral fellows from other departments or institutions.

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Graduate Program

Science in the 21st century is rich with opportunity and challenge. Our pillars for success in this complex world are all tied to interactions—between people and between disciplines. By building both strong interpersonal connections between our students and faculty, and effective bridges between disciplines, entering graduate students in the Department of Chemistry and Chemical Biology can thrive at the frontiers of research in the chemical and life sciences.

Our graduate programs prioritize research and exploration. With many opportunities to interact with departments, research centers, and institutions across the Boston area, our students benefit from an interdisciplinary environment that encourages curiosity and innovation. Students can choose from one of our following two graduate degree programs:

Chemistry & Chemical Biology

Our program in Chemistry offers research and training opportunities in many subdisciplines of chemistry, including chemical biology, inorganic, organic, physical, and theoretical.

Chemical Physics

Our interdepartmental Chemical Physics program is designed for students who wish to prepare themselves for the study of chemical problems by the methods and theories of modern physics.

Prospective students

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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]

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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How Long Does It Take to Get a Ph.D. Degree?

Earning a Ph.D. from a U.S. grad school typically requires nearly six years, federal statistics show.

How Long It Takes to Get a Ph.D. Degree

Caiaimage | Tom Merton | Getty Images

A Ph.D. is most appropriate for someone who is a "lifelong learner."

Students who have excelled within a specific academic discipline and who have a strong interest in that field may choose to pursue a Ph.D. degree. However, Ph.D. degree-holders urge prospective students to think carefully about whether they truly want or need a doctoral degree, since Ph.D. programs last for multiple years.

According to the Survey of Earned Doctorates, a census of recent research doctorate recipients who earned their degree from U.S. institutions, the median amount of time it took individuals who received their doctorates in 2017 to complete their program was 5.8 years. However, there are many types of programs that typically take longer than six years to complete, such as humanities and arts doctorates, where the median time for individuals to earn their degree was 7.1 years, according to the survey.

Some Ph.D. candidates begin doctoral programs after they have already obtained master's degrees, which means the time spent in grad school is a combination of the time spent pursuing a master's and the years invested in a doctorate. In order to receive a Ph.D. degree, a student must produce and successfully defend an original academic dissertation, which must be approved by a dissertation committtee. Writing and defending a dissertation is so difficult that many Ph.D. students drop out of their Ph.D. programs having done most of the work necessary for degree without completing the dissertation component. These Ph.D. program dropouts often use the phrase " all but dissertation " or the abbreviation "ABD" on their resumes.

According to a comprehensive study of Ph.D. completion rates published by The Council of Graduate Schools in 2008, only 56.6% of people who begin Ph.D. programs earn Ph.D. degrees.

Ian Curtis, a founding partner with H&C Education, an educational and admissions consulting firm, who is pursuing a Ph.D. degree in French at Yale University , says there are several steps involved in the process of obtaining a Ph.D. Students typically need to fulfill course requirements and pass comprehensive exams, Curtis warns. "Once these obligations have been completed, how long it takes you to write your dissertation depends on who you are, how you work, what field you're in and what other responsibilities you have in life," he wrote in an email. Though some Ph.D. students can write a dissertation in a single year, that is rare, and the dissertation writing process may last for several years, Curtis says.

Curtis adds that the level of support a Ph.D. student receives from an academic advisor or faculty mentor can be a key factor in determining the length of time it takes to complete a Ph.D. program. "Before you decide to enroll at a specific program, you’ll want to meet your future advisor," Curtis advises. "Also, reach out to his or her current and former students to get a sense of what he or she is like to work with."

Curtis also notes that if there is a gap between the amount of time it takes to complete a Ph.D. and the amount of time a student's funding lasts, this can slow down the Ph.D. completion process. "Keep in mind that if you run out of funding at some point during your doctorate, you will need to find paid work, and this will leave you even less time to focus on writing your dissertation," he says. "If one of the programs you’re looking at has a record of significantly longer – or shorter – times to competition, this is good information to take into consideration."

He adds that prospective Ph.D. students who already have master's degrees in the field they intend to focus their Ph.D. on should investigate whether the courses they took in their master's program would count toward the requirements of a Ph.D. program. "You’ll want to discuss your particular situation with your program to see whether this will be possible, and how many credits you are likely to receive as the result of your master’s work," he says.

How to Write M.D.-Ph.D. Application Essays

Ilana Kowarski May 15, 2018

Emmanuel C. Nwaodua, who has a Ph.D. degree in geology, says some Ph.D. programs require candidates to publish a paper in a first-rate, peer-reviewed academic journal. "This could extend your stay by a couple of years," he warns.

Pierre Huguet, the CEO and co-founder of H&C Education, says prospective Ph.D. students should be aware that a Ph.D. is designed to prepare a person for a career as a scholar. "Most of the jobs available to Ph.D. students upon graduation are academic in nature and directly related to their fields of study: professor, researcher, etc.," Huguet wrote in an email. "The truth is that more specialization can mean fewer job opportunities. Before starting a Ph.D., students should be sure that they want to pursue a career in academia, or in research. If not, they should make time during the Ph.D. to show recruiters that they’ve traveled beyond their labs and libraries to gain some professional hands-on experience."

Jack Appleman, a business writing instructor, published author and Ph.D. candidate focusing on organizational communication with the University at Albany—SUNY , says Ph.D. programs require a level of commitment and focus that goes beyond what is necessary for a typical corporate job. A program with flexible course requirements that allow a student to customize his or her curriculum based on academic interests and personal obligations is ideal, he says.

Joan Kee, a professor at the University of Michigan with the university's history of art department, says that the length of time required for a Ph.D. varies widely depending on what subject the Ph.D. focuses on. "Ph.D. program length is very discipline and even field-specific; for example, you can and are expected to finish a Ph.D, in economics in under five years, but that would be impossible in art history (or most of the humanities)," she wrote in an email.

Kee adds that humanities Ph.D. programs often require someone to learn a foreign language, and "fields like anthropology and art history require extensive field research." Kee says funding for a humanities Ph.D. program typically only lasts five years, even though it is uncommon for someone to obtain a Ph.D. degree in a humanities field within that time frame. "Because of this, many if not most Ph.D. students must work to make ends meet, thus further prolonging the time of completion," she says.

Jean Marie Carey, who earned her Ph.D. degree in art history and German from the University of Otago in New Zealand, encourages prospective Ph.D. students to check whether their potential Ph.D. program has published a timeline of how long it takes a Ph.D. student to complete their program. She says it is also prudent to speak with Ph.D. graduates of the school and ask about their experience.

Online Doctoral Programs: What to Expect

Ronald Wellman March 23, 2018

Kristin Redington Bennett, the founder of the Illumii educational consulting firm in North Carolina, encourages Ph.D. hopefuls to think carefully about whether they want to become a scholar. Bennett, who has a Ph.D. in curriculum and assessment and who previously worked as an assistant professor at Wake Forest University , says a Ph.D. is most appropriate for someone who is a "lifelong learner." She says someone contemplating a Ph.D. should ask themselves the following questions "Are you a very curious person... and are you persistent?"

Bennett urges prospective Ph.D. students to visit the campuses of their target graduate programs since a Ph.D. program takes so much time that it is important to find a school that feels comfortable. She adds that aspiring Ph.D. students who prefer a collaborative learning environment should be wary of graduate programs that have a cut-throat and competitive atmosphere, since such students may not thrive in that type of setting.

Alumni of Ph.D. programs note that the process of obtaining a Ph.D. is arduous, regardless of the type of Ph.D. program. "A Ph.D. is a long commitment of your time, energy and financial resources, so it'll be easier on you if you are passionate about research," says Grace Lee, who has a Ph.D. in neuroscience and is the founder and CEO of Mastery Insights, an education and career coaching company, and the host of the Career Revisionist podcast.

"A Ph.D. isn't about rehashing years of knowledge that is already out there, but rather it is about your ability to generate new knowledge. Your intellectual masterpiece (which is your dissertation) takes a lot of time, intellectual creativity and innovation to put together, so you have to be truly passionate about that," Lee says.

Curtis says a prospective Ph.D. student's enthusiasm for academic work, teaching and research are the key criteria they should use to decide whether to obtain a Ph.D. degree. "While the time it takes to complete a doctorate is an understandable concern for many, my personal belief is that time is not the most important factor to consider," he says. "Good Ph.D. programs provide their students with generous stipends, health care and sometimes even subsidized housing."

Erin Skelly, a graduate admissions counselor at the IvyWise admissions consulting firm, says when a Ph.D. students struggles to complete his or her Ph.D. degree, it may have more to do with the student's academic interests or personal circumstances than his or her program.

"The time to complete a Ph.D. can depend on a number of variables, but the specific discipline or school would only account for a year or two's difference," she wrote in an email. "When a student takes significantly longer to complete a Ph.D. (degree), it's usually related to the student's coursework and research – they need to take additional coursework to complete their comprehensive exams; they change the focus of their program or dissertation, requiring extra coursework or research; or their research doesn't yield the results they hoped for, and they need to generate a new theory and conduct more research."

Skelly warns that the average completion time of a Ph.D. program may be misleading in some cases, if the average is skewed based on one or two outliers. She suggests that instead of focusing on the duration of a particular Ph.D. program, prospective students should investigate the program's attritition and graduation rates.

"It is worthwhile to look at the program requirements and the school's proposed timeline for completion, and meet current students to get their input on how realistic these expectations for completion are," Skelly says. "That can give you an honest idea of how long it will really take to complete the program."

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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.

Browse PhDs in Chemistry

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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Graduate Education

• The making of a Ph.D. chemist

Learning how to navigate the graduate school years can be a lesson in itself

By linda wang, september 9, 2018 | a version of this story appeared in volume 96, issue 36.

Credit: Ryan Inzana

• U.S. team makes history at International Chemistry Olympiad
• Chemistry in Pictures: Blinded by the magnesium
• Chemistry in Pictures: Nitric acid acts upon copper
• How an alternative grading system is improving student learning
• Chemistry lessons from kids’ books and sneakers

The chemistry graduate school experience

• Introduction
• Is grad school for you?
• How I made my grad school choices
• When graduate school doesn't play out as expected
• How to prepare for life after grad school
• Grad school, in students' own words
• How to get a head start on the job market
• From Lego Grad Student, a little stress relief
• Advice for my grad school self
• Hear the stories of grad students from around the world

Congratulations! You’ve chosen a graduate school and settled into a research group. Now, the real fun (that is, hard work) begins. Over the next several years, you can expect to navigate a series of milestones and experience a spectrum of emotions: the anxiety of fitting into a new lab culture, the uncertainty of teaching undergraduates for the first time, the exhaustion of working through the night to repeat an experiment that didn’t work, the self-doubt of questioning whether to stay in graduate school, the exhilaration of passing your qualifying exam or getting your first paper published, and—finally—the relief and satisfaction of seeing the finish line.

The marathon that is graduate school is unlike any other experience in one’s educational training, and it’s one during which graduate students complete their journey to becoming a Ph.D. scientist. Despite all the hurdles and unexpected turns, many graduate students C&EN spoke with say that the ultimate payoff—adding those three coveted letters to their name—is worth the sweat and tears.

Starting down the path to a Ph.D. can be as exhilarating as it is daunting, and expectations that first-year students have at the outset can quickly give way to reality.

“The hardest thing for me was committing completely to just one subject, whereas in undergrad I had so many things going on,” says Rachel Lackner, who just completed her first year of graduate school at the University of Pennsylvania. “Fear of failure is a big thing and then just being so tired for the first semester.”

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In addition to adjusting to the rhythm of graduate school, Lackner also needed to find her niche. “It’s very alienating to move to a new city and leave behind your family and the support network you built up in undergrad,” she says.

Lackner found support in the other first-year grad students in her department. “I’ve become very close with some of them, and we’ve gotten each other through some really difficult and painful experiences in the first year,” she says. “I’m really grateful for that.”

Adapting to a new culture can be especially challenging for foreign graduate students. “When I went to graduate school in Korea, I had to work from 9 AM to 9 PM because that’s what my PI [principal investigator] wanted. He was very hands on, and that was stressful,” says Youngah (Karen) Kwon, a fifth-year graduate student at Columbia University, who completed a master’s degree in Korea. “When I moved to the U.S., my PI was definitely more hands off.”

Kwon initially felt intimidated about approaching her current PI with questions. “It was hard for me to come out of my shell and just go knock on my PI’s door because I was so used to my PI knocking on my door back in Korea.”

After she overcame her fears and began approaching her PI, their relationship began to improve. “I don’t think she was running away from me or closing her door; I think it was just that she was waiting for me to be more proactive and figure things out myself.”

Shriyaa Mittal, a third-year graduate student at the University of Illinois, Urbana-Champaign, says she has learned to manage her time better over the course of grad school. “I used to think of myself as a very organized person, but graduate school requires even more organization than I was used to,” she says. “There’s no structure at all in graduate school, and all the responsibility is on you to make sure that things are progressing.”

For some students, graduate school is the first time they’ve ever had to teach a class. “It was intimidating because you don’t get any training as far as how to teach,” says Lauren St. Louis, a fourth-year graduate student at the University of North Carolina, Chapel Hill. “There’s a lot of thinking on your feet and figuring things out as you go along.”

She admits that she was nervous about teaching for the first time, but her anxiety eased as soon as she was in front of the classroom. “The students come in and they know you’re teaching, so there’s automatically a certain level of respect, which I hadn’t realized was going to happen,” she says.

After a couple of years, some students will question whether they belong in graduate school. “You get to a point where your motivation is completely sapped, and you feel like a failure,” says St. Louis, who experienced burnout after her oral preliminary exam. “At that point you’ve been working in the lab for close to two years, and you’re starting to feel the pressures of ‘I don’t have a publication yet; what am I doing wrong?’ But you’ve poured so much of yourself into a project; it’s hard to think about just abandoning it.”

Emily Caudill, a fourth-year graduate student at the University of Wisconsin, Madison, says the most challenging part of grad school is “remembering why you’re there.” She says that a turning point for her was when she ended up in the hospital the day after giving a big presentation. “I had my first real small-bowel obstruction, and it reminded me that I’m first a human being that needs to make sure I’m not in the hospital. Life is most important, and then you fill it with your passions.”

“Graduate school can be very isolating,” says Andrew Dawson, who is starting his third year at the University of California, Los Angeles. He explains that there’s such an enormous commitment in graduate school to teach, do research, and mentor students that little time is left for extracurricular activities. “It can be very difficult to find a community within grad school and be able to broaden your vision and see what else is going on around you,” he says.

“It’s definitely common to question whether or not it was a good decision for you to go to graduate school,” Dawson says. “After talking to a lot of people about it, I came to the conclusion that I really do belong here, I enjoy it, and I’m learning a lot about science, about myself, and about my future.”

With all the hurdles of grad school, celebrating milestones becomes that much sweeter. Mittal’s research group at Illinois has a tradition of baking and decorating cakes based on the topics of their recently published papers. Her paper, which was published in the Journal of Physical Chemistry B , was on labeling amino acids in proteins. “I made a chocolate cake and used icing for the helix of the protein, and then I got these sugar balls and I put those on as probe molecules.”

And setbacks that used to feel overwhelming start to become manageable. “I have cried many times during my Ph.D. where the rough times are just so rough, and you’re thinking, ‘Is it normal to cry over one experiment?’ ” says Aisha Bismillah, a student at Durham University who is starting the final year of her three-year Ph.D. program, which is the typical time frame in the U.K. “Now I’m even more invested, but I don’t get upset and I don’t cry. As you get older, you think, ‘How can I deal with this?’ That’s a really good change.”

Some students nearing completion of their program turn their focus toward improving the graduate school experience for those behind them. For example, Chris Fisher, a fifth-year graduate student at the University of California, San Diego, who serves as a representative in the Chemistry Graduate Student Council at UCSD, worked to raise the stipend for graduate students in the chemistry department. He’s also championing more training for PIs on mentoring graduate students. “Simply having a voice or a seat at the table goes a long way” in feeling like part of the community, he says.

In the end, the most memorable days of graduate school are the good days, which can ease any feelings of self-doubt. The day when everything finally comes together and works is extraordinarily exciting, St. Louis says. “It can make all the work that went into allowing that to happen worthwhile.”

Learning how to navigate graduate school teaches a student how to navigate the world. “The Ph.D. years have been the best years of my life,” Bismillah says. “But I’ve only just come to realize that as I finish my second year. What I think people will appreciate at the end of the Ph.D. is the learning process. I’m going to be really sad when it ends because I have learned so much.”

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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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• Baccalaureate Field Chemistry or biochemistry. Other fields are considered on an individual basis.
• Grade Point Average At least 3.00/4.00 in mathematics and science courses (excluding independent study or research courses) and at least 2.75 for the final 60 semester hours (or 90 quarter hours if the university follows the quarter system) of undergraduate study.
• Tests Required None.
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• IELTS 6.5, with subscores of 6.0 for all four categories (Reading, Listening, Speaking, and Writing), OR ,
• PTE-Academic 54, with subscores of Reading 51, Listening 47, Speaking 53, and Writing 56.
• Letters of Recommendation Three letters are required.
• Personal Statement Required as part of the Application for Graduate Appointment . The form is accessible online (click the down arrow in the top right corner to make it a fillable PDF). Statement should be submitted on a separate sheet. Research background and interests should be emphasized, and a discussion of the applicant's suitability to our graduate program should be provided.
• Nondegree Applicants Nondegree applicants must submit a transcript from their baccalaureate institution and a statement regarding their future plans.

Degree Requirements

After admission, all entering students must take placement examinations. The placement examinations, which are at a level of typical terminal college courses, are offered in the areas of analytical, inorganic, organic, physical, and biochemistry. All graduate students must show proficiency in three areas of their choice. A deficiency in an area must be remedied by taking an advanced undergraduate or a graduate-level course in the area.

Students seeking a PhD degree are encouraged to enter this program immediately after completion of their undergraduate studies. The MS degree is not a prerequisite to the PhD degree in Chemistry.

• Minimum Semester Hours Required 96 hours beyond the baccalaureate.
• Course Work At least 9 hours must be in lecture courses at the 500 level in the student’s major area and 3 hours must be in a chemistry lecture course at the 500 level (or 6 hours in lecture courses at the 400 level in one field) outside the student’s area of specialization. Students must meet the seminar requirements of their area of specialization within the program. Students found to be deficient in specific areas of chemistry on the basis of placement examinations may have to complete additional courses.
• Preliminary Examination Required. Candidates must fulfill the Assessment for Candidacy requirements and have a  Research Committee Meeting consisting of an oral examination and assessment of research progress by the end of the second year in the program. Advancing to candidacy is dependent on satisfactory completion of these requirements within the time limit set by the department.
• ​ Chemistry Education Research Students complete this  requirement by taking and passing an additional 400/500-level  course in Chemistry or in a field of educational research  approved by the advisor. Students also take and pass CHEM  570 (1 cr.) during their second year, in advance of their  second year committee meeting.
• Analytical Chemistry: Students must pass CHEM 520   during their  second year, in advance of their second year committee  meeting, and an additional 400/500-level   course.
• Biochemistry: Students are required to take and pass CHEM  550 four times ( each semester during their first and second years).
• Inorganic Chemistry: Students are required to submit written  research reports at the end of the student’s second  semester.
• Organic Chemistry: Students are required to take and pass  CHEM 530 four times ( each semester during their first and second  years).
• Physical Chemistry: Students will be required to take and  pass CHEM 540 four times ( each semester during their first and second  years).
• Dissertation Required.

MS students who transfer to or enter the PhD program before completion of the MS degree are also required to meet these requirements by the end of their fourth semester 

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Students earning a graduate degree in this department may complement their courses by enrolling in select concentrations after consulting with their graduate advisor. Interdepartmental concentrations available for this degree include:

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How to Become a Chemist

The Steps You'll Need to Take and Years of Schooling Required

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Chemists study matter and energy and reactions between them. You'll need to take advanced courses to become a chemist, so it's not a job you pick up right out of high school. If you're wondering how many years it takes to become a chemist, the broad answer is 4 to 10 years of college and graduate study.

The minimum education requirement to be a chemist is a college degree, such as a B.S. or Bachelor of Science in chemistry or a B.A. or Bachelor of Arts in chemistry. Usually, this takes 4 years of college. However, entry-level jobs in chemistry are relatively scarce and may offer limited opportunities for advancement. Most chemists have masters (M.S.) or doctoral (Ph.D.) degrees. Advanced degrees usually are required for research and teaching positions. A masters degree typically takes another 1 1/2 to 2 year (total of 6 years of college), while a doctoral degree takes 4 to 6 years. Many students get their masters degree and then proceed to the doctoral degree , so it takes, on average, 10 years of college to get a Ph.D.

You can become a chemist with a degree in a related field, such as chemical engineering , environmental science, or materials science . Also, many chemists with advanced degrees may have one or more of their degrees in math, computer science, physics, or another science because chemistry requires mastery of multiple disciplines. Chemists also learn about laws and regulations related to their area of expertise. Working as an intern or a postdoc in a lab is a good way to gain hands-on experience in chemistry, which may lead to a job offer as a chemist. If you get a job as a chemist with a bachelor degree, many companies will pay for additional training and education to keep you current and help you advance your skills.

While you can transition from another career into chemistry, there are steps to take if you know you want to become a chemist when you're you.

• Take the appropriate courses in high school . These include all college-track courses, plus you should try to get as much math and science as possible. If you can, take high school chemistry because it will help prepare you for college chemistry. Make sure you have a solid understanding of algebra and geometry.
• Pursue a bachelor's degree in science . If you want to be a chemist, the natural choice of a major is chemistry. However, there are related majors that can lead to a career in chemistry, including biochemistry and engineering . An associate's degree (2-year) might land you a technician job, but chemists need more courses. Important college courses include general chemistry, organic chemistry, biology, physics, and calculus.
• Gain experience. In college, you'll have the opportunity to take summer positions in chemistry or to help with research in your junior and senior years. You'll need to seek these programs out and tell professors you're interested in getting hands-on experience. This experience will help you get into graduate school and ultimately land a job.
• Get an advanced degree from a graduate school. You can go for a Master's degree or doctorate. You'll choose a specialty in graduate school, so this is a good time to know which career you want to pursue .
• Get a job. Don't expect to start your dream job fresh out of school. If you got a Ph.D., consider doing postdoctoral work. Postdocs gain additional experience and are in an excellent position to find a job.
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PhD in Chemistry

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• Apr 25, 2023

If you are keen to explore the world of science that is central to the connection between natural sciences and physics, engage in extensive research and find out new avenues, then, PhD in Chemistry might suit your career aspirations. Having to engage in independent studies, broadening your skill base and engaging in experiments in the laboratory for long periods of time, in a PhD curriculum, you would study different principles of Thermodynamics, advanced levels of Organic and Inorganic Chemistry, Mathematics, etc. With the knowledge of these core areas of the subject, you would understand the application of these fundamental principles to real-life practical processes. Let us take a look at the scope of pursuing a PhD in Chemistry.

About PhD in Chemistry 

PhD in Chemistry is a doctoral degree in one of the branches of Science that span over a period of 3-6 years. It is a detailed academic study and research and completes with the submission of an academic thesis on the subject that you engaged in research with. Moreover, these days there are a large number of innovative research projects that have been adopted such as the interface of Chemistry with Biology and Medicinal Sciences, Sustainable Energy, and Catalysis, amongst many others.

Moreover, the popular subjects studied over the course of your program include Computational and Theoretical Chemistry, Biochemistry and Organic Synthesis, Magnetic Resonance and Structural Chemistry, Biochemistry , Bioinformatics , Nanoscience , Biotechnology , Molecular biology , Microbiology , Genetics , Gene Expression, etc.

Eligibility Criteria 

A PhD in Chemistry requires one to be committed to research and development and sometimes spend days at a stretch in the laboratory. Being a rigorous curriculum taught over a period of 3-6 years, a doctorate degree involves fierce training and education. Apart from these, there are a few things that one needs to pay heed to while seeking admission to this course. Some of these are: 

• Senior Secondary Certificate or its equivalent from a recognised education board. 
• A bachelor’s degree in Chemistry/Biochemistry or a related field of your specialization from an accredited institution.
• A master’s degree like MSc Chemistry , MSc Biochemistry from a recognised university.
• English Language Proficiency Test: IELTS , TOEFL or PTE score
• Proven evidence of work experience, if needed.

PhD in Chemistry: Admission Process

To get admitted into any top universities like IIsc Banglore, IIT Kharagpur, IIT Bombay, etc offering a Ph.D. chemistry, students need to sit for entrance exams. The admission process continues with a personal interview, and if they score well, they can also get a scholarship. Given below are the basic steps:

Step 1: Application – To get admission to any college for Ph.D. in Chemistry, students first have to fill out the form for the course through either online or offline mode. 

Step 2: Entrance Exams – If students are aiming to get to admission in top universities, the entrance exams are extremely necessary. 

Step 3: Results – Keep a thorough check on the exam results. After the results have been declared, the admission process will continue. 

Step 4: Interview and Enrollment – After qualifying for the exam, the university will take an interview either online or offline by calling the students to the university campus.

PhD in Chemistry Top Colleges in India 2022

The table is given below listed the top-ranked colleges for Ph.D. in Chemistry in India with their NIRF rankings: 

PhD in Chemistry: Entrance Exams

Some universities have their own exams like Lovely Professional Universities has LPUNEST and the main national level exams conducted for this course are the UGC – NET, and GATE. There is also CUCET which is the common entrance for central universities.

PhD in Chemistry: Entrance Exams Syllabus

The syllabus of the entrance exam of this course depends upon three main topics: 

Ph.D. in Chemistry: Top Universities

Enlisted are the best universities to pursue a Ph.D. in Chemistry with their corresponding areas of specialization: 

Top Universities for PhD in Chemistry 

Access to the top of the range research equipment and facilities like X-ray diffractometers, scanning tunnelling microscopes, electron microscopes, mass spectrometers, and high-field nuclear magnetic resonance (NMR) spectrometers, the best universities around the world have a lot to offer. Which is why we have curated a list of renowned universities around the world taking into consideration the t op 5 countries to study Chemistry that might be perfect for you.

• California Institute of Technology
• Massachusetts Institute of Technology
• Princeton University
• Harvard University
• Yale University
• University of Glasgow  
• John Hopkins University  
• University of Kent  
• McGill University  
• University of Cambridge  
• University of California, Berkeley  
• University of York  
• University of Essex  
• University of Montreal  
• The University of Edinburgh  
• The University of Manchester 
• Cornell University  

Job Prospects & Salary

Read on to find out the below-mentioned job options with the respective average salaries after pursuing a Ph.D. in Chemistry: 

• Research Scientist – Ranges around INR 8.7 lakhs
• Principal Scientist – Ranges around INR 20 lakhs
• Assistant General Manager – Ranges around INR 20 lakhs
• Business Consultant – Ranges around INR 30 lakhs
• High School Principal – Ranges around INR 4.7 lakhs

Career Prospects 

Progressing into the branch of Chemistry would allow you to explore multifarious opportunities that would refine your skills and make a good living. Working with different chemical research centres, industries such as plastic and polymer factories, forensic labs, food packaging and processing firms along with the beverage and liquor industries hire chemists at a large scale. You may also make a career in Medicinal Chemistry and work towards finding new cures and medical testing and manufacturing. You can consider the following profiles after pursuing a PhD in Chemistry:

• Scientist 
• Medical Technologist 
• Research Instructor 
• Professor 
• Material Science
• Pharma Assistant
• Agricultural Chemist
• Clinical Research Specialist
• Medical Technologist
• Radiologist
• Toxicologist 
• Food and Flavor Chemist
• Water Quality Chemist
• Production Chemist
• Product Officer
• Research & Development Manager
• Scientific Data Entry Specialist
• Safety Health and Environment Specialist
• Quality Controller

If you are doing this course from a reputed institute, Ph.D. can usually take up to 6 years to complete or even less than that, i.e, 3 years. 

Overall consideration takes place like, admission process, student’s score in the entrance exams, and the universities offering scholarships based on the student’s merit. 

There is no best in this case but yes IIT Guwahati has one of the best chemistry departments among the IITs. It has all the facilities and there are around 42 professors so you get many options to do research under them.

With a PhD in Chemistry, you can get a postdoctoral position where you continue to research. Many individuals decide that academia is not for them and use their teaching, financial sector, or trading skills. If you have any inhibitions in finding a path to your career aspirations, Leverage Edu can guide you towards it and boost your career. 

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Good information that provoke positive thinking

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One of the oldest & ever-evolving department having a vision to excel in teaching & research. Active research in the frontier areas of both fundamental and applied chemistry has been appreciated nationally & globally over past decades. The department continues to grow and attain new paradigms in chemistry education in the country

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Canada pledges dramatic pay rise for PhDs, postdocs – but many will not benefit

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The Canadian government has pledged a significant investment in its graduate students and postdoctoral scholars after more than two decades of stagnation . Its 2024 budget proposal , announced on 16 April , provides C$825 million (£481 million) over the next five years to support next-generation researchers by increasing both the number and value of stipends. However, the pay rise will only be seen by graduates who win scarce Tri-Council grants, although it is hoped that as these stipends rise others will need to too to compete.

The budget, which the House of Commons must pass before it is finalised, would provide nearly C$200 million per year, increasing annual master’s and PhD scholarships to $27,000 and $40,000, respectively, and postdoctoral fellowships to $70,000. The budget’s passage is not guaranteed – it needs the support of at least one of three political parties other than the ruling Liberal party.

Source: © David Kawai/Bloomberg/Getty Images

Justin Trudeau, Canada’s prime minister, and Chrystia Freeland, Canada’s deputy prime minister and finance minister, presented the budget on 16 April. The package included funding that ended over 20 years of stagnation in PhD and postdoctoral stipends

The planned increases represent a dramatic jump. Currently, the typical annual stipend in Canada is around C$17,500 for master’s students, C$24,000 for PhDs and C$45,000 for postdocs. The government is also proposing C$1.8 billion to the different funding agencies in Canada over five years to increase core research grant funding.

The funding surge is expected to increase the number of research scholarships and fellowships provided by the government, building to approximately 1720 more graduate students or fellows benefiting each year.

Graduate student and postdoc pay in Canada has remained unchanged for over 20 years . A national survey last year by the Ottawa Science Policy Network found that nearly 90% of graduate students in the country reported feeling stressed and anxious about their finances, and almost one-third said they have considered leaving academia due to financial pressures.

‘These fellowships had the same value for many years, which means their ability to support students had, in many cases, fallen below a livable amount,’ explains Bruce Arndtsen , a chemistry professor at McGill University. ‘Many departments and institutions therefore needed to top these fellowships up from research grants simply to get to our normal stipend level.’

Most chemistry graduates ineligible for raise

Such a significant increase to graduate student stipends in Canada will give top students a competitive stipend and enable Canada to better retain these students, Arndtsen adds. ‘It will also allow the use of grant funds to better support their research activities rather than topping their fellowship up to needed levels.’

However, he notes that these stipend increases will only apply to the select few who win prestigious Tri-Council awards, and the majority of chemistry graduate students in Canada do not receive these top fellowships but are instead paid from research grants. In fact, Arndtsen notes that funding for the Natural Sciences and Engineering Research Council of Canada’s major chemistry funding programme has also remained stagnant for decades, and he expresses hope that these grants will receive a similar increase in the near term.

Anne Labarre , a sixth-year PhD chemistry student at McGill who is involved in computational drug discovery, celebrated the government’s announcement. Labarre says the PhD stipends at her chemistry department are currently fixed at around C$26,000 per year and emphasises that this increase is significant considering the recent inflation and rent increases in Montreal.

Matthew Berg, who received a PhD in biochemistry from Western University in Canada in 2021 and is now a postdoc at the University of Washington in the US, is optimistic. ‘These increases are going to set the bar for where funding should be for trainees in the sciences and in graduate school,’ he states. ‘Right now, a lot of Canadian graduate students struggle,’ Berg continues. ‘We’ve heard stories of students having to rely on food banks and different support systems in order to just make it through their degree.’

Last year there was a nationwide walkout of students and academics in Canada who were demanding more federal funding for graduate students and postdoc researchers. This month, graduate teaching assistants at Western University went on strike to protest what they deemed unfair wages. Meanwhile, a union representing striking academic workers at York University in Toronto, including teaching assistants and graduate workers, appeared to have reached a tentative deal on 14 April after being on strike over pay since late February.

Berg says he was lucky – he received one of one of the elusive federal awards to support him as a PhD candidate in Canada, which he says was worth about C$35,000 annually for three years. As a postdoc in the US, Berg says he currently receives significantly better compensation, with a stipend equivalent to more than C$90,000.

‘My dream after my PhD is to move to back to Canada and be a professor there,’ he says. ‘But it does make me nervous how difficult it is to get funding there and I don’t want to run a lab where my students are struggling to survive.’

Michel Cayouette , the vice president of research and academic affairs at the Montreal Clinical Research Institute, says the C$1.8 billion funding boost is great news but will be insufficient to allow supervisors to increase the value of their trainees’ stipends to the amounts announced for award recipients. ‘This means that the vast majority of students and postdocs will continue to struggle financially,’ Cayouette warns. ‘There is therefore more work to do in coming years to fill the gap in funding and ensure that all trainees receive a liveable wage.’

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• 17 April 2024

Canadian science gets biggest boost to PhD and postdoc pay in 20 years

• Brian Owens

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Canada’s prime minister Justin Trudeau and finance minister Chrystia Freeland hold copies of the 2024 federal budget. Credit: David Kawai/Bloomberg via Getty

Researchers in Canada got most of what they were hoping for in the country’s 2024 federal budget, with a big boost in postgraduate pay and more funding for research and scientific infrastructure.

“We are investing over $5 billion in Canadian brainpower,” said finance minister Chrystia Freeland in her budget speech on 16 April. “More funding for research and scholarships will help Canada attract the next generation of game-changing thinkers.”

Canadian PhD students and postgrads plan mass walkout over low pay

Postgraduate students and postdoctoral researchers have been advocating for higher pay for the past two years through a campaign called Support Our Science. They requested an increase in the value, and number, of federal government scholarships, and got more than they asked for. Stipends for master’s students will rise from Can$17,500 (US$12,700) to $27,000 per year, PhDs stipends that ranged from $20,000 to $35,000 will be set to a uniform annual $40,000 and most postdoctoral-fellowship salaries will increase from $45,000 to $70,000 per annum. The number of scholarships and fellowships provided will also rise over time, building to around 1,720 more per year after five years.

“We’re very thrilled with this significant new investment, the largest investment in graduate students and postdocs in over 21 years,” says Kaitlin Kharas, a PhD student at the University of Toronto, Canada, and executive director of Support Our Science . “It will directly support the next generation of researchers.”

Although only a small proportion of students and postdoctoral fellows receive these federal scholarships, other funders tend to use them as a guide for their own stipends.

Many postgraduates said that low pay was forcing them to consider leaving Canada to pursue their scientific career, says Kharas, so this funding should help to retain talent in the country.

“This is going to move us from a searing brain drain to a brain gain, and position us to compete on the world stage,” says Chad Gaffield, chief executive of the U15 Group of Canadian Research Universities, based in Ontario, which supported the campaign.

‘Determined to thrive’

The budget also includes marked boosts for basic research. There is an extra $1.8 billion over five years in core funding for the three federal grant-awarding research councils, as well as $400 million for upgrades to the TRIUMF particle accelerator in Vancouver, and more cash for several other large facilities and institutes across the country. There will also be more than $2 billion for the artificial-intelligence sector in Canada.

“[This budget] really emphasizes that Canada is determined to thrive in the twenty-first century based on science and research,” says Gaffield.

Canada announces new innovation agency — and it’s not modelled on DARPA

Others have pointed out that the vast majority of the money in the budget for the research councils is backloaded, with just $228 million coming in the next two years. This means that the gains will be slow, and could be vulnerable to changes in the political climate, says Alex Usher, president of Higher Education Strategy Associates, a consultancy in Toronto. “Do not count on this money being there after an election,” he posted on X (formerly Twitter). Canada’s next federal election is due in October 2025, and the opposition Conservative Party is campaigning on reigning in spending.

The budget also makes some changes to how science funding is organized. Instead of ten different programmes for scholarships and fellowships, with differing levels of support, there will now be a single programme with just three levels — master’s degrees, PhDs and postdoctoral fellowships. Kharas says that this should simplify the system.

The government will also create a new “capstone” research-funding organization to better coordinate the work of the three granting councils and “help to advance internationally collaborative, multi-disciplinary and mission-driven research”, the budget says. It will also create an advisory Council on Science and Innovation, comprised of leaders from academia, industry and the non-profit sector, which will develop a national science-and-innovation strategy to guide priority setting and increase the impact of federal investments. “This should help move us towards a more efficient, well-coordinated and nimble way of supporting research in Canada,” says Gaffield. “I look forward to working with the government to optimize it.”

doi: https://doi.org/10.1038/d41586-024-01124-2

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Hannah Kenagy and Melissa Ramirez join Department of Chemistry

MINNEAPOLIS / ST. PAUL (04/22/2024) – The Department of Chemistry will welcome Dr. Hannah Kenagy and Dr. Melissa Ramirez to the faculty in January 2025. Both chemists will enter the department as Assistant Professors. 

Hannah S. Kenagy will join the department in January 2025 after completion of her postdoctoral training at the Massachusetts Institute of Technology (MIT), where she currently works as an NSF AGS Postdoctoral Fellow with Prof. Jesse Kroll and Prof. Colette Heald. Prior to her current position at MIT, Kenagy completed her PhD at the University of California Berkeley in 2021 with Ronald Cohen and her BS in Chemistry and the University of Chicago in 2016. 

At the University of Minnesota, the Kenagy research group will focus on atmospheric chemistry. Kenagy’s research explores how emissions into the atmosphere get physically and chemically transformed into gases and particles with impacts on air quality and climate. “We will use an integrated toolset for thinking about these questions, including lab experiments, field observations, and multi-scale modeling,” Kenagy says. “In particular, we’ll focus on questions regarding how atmospheric chemistry and composition are changing as we reduce our reliance on fossil fuel combustion and as temperatures continue to rise with climate change. Integrating measurements and models together will enable us to push forward our understanding of this changing chemistry.”

Kenagy is passionate about integrating environmental chemistry learning opportunities in her classrooms to make real-world connections for students. “Because so much of my research is relevant to air quality and climate – things that impact people’s daily lives, often inequitably – outreach is a really key component of my group’s work,” Kenagy says. She also engages in ongoing efforts to make science more accessible, and to ensure all students have the resources they need to thrive and develop a sense of belonging in science.

The UMN Department of Chemistry’s strong focus on environmental chemistry and the opportunities to engage in interdisciplinary research make the move to Minnesota particularly exciting for Kenagy. “I’m looking forward to joining a university with atmospheric scientists in a variety of departments across both the Minneapolis and St. Paul campuses. I also plan to make some measurements of urban chemistry across the Twin Cities, a unique environment that is impacted by agricultural and biogenic emissions in addition to more typical urban emissions. This mix of emissions makes the Twin Cities an interesting place to study the air!”

When she’s not busy in the office and lab, Kenagy loves being outside, hiking and swimming. She also loves music – she plays piano and sings – and cooking.  You can read more about Kenagy here.

Melissa Ramirez will also make her move to Minnesota in January of 2025. Currently, Ramirez is an NIH K99/R00 MOSAIC Scholar, NSF MPS-Ascend Fellow, and Caltech Presidential Postdoctoral Scholar in the laboratory of Prof. Brian Stoltz at the California Institute of Technology, where her research focuses on enantioselective quaternary center formation using experiments and computations. Before her postdoctoral position, Ramirez completed her PhD in Organic Chemistry at the University of California, Los Angeles with Prof. Ken Houk and Prof. Neil Garg in 2021 and her BA in Chemistry at the University of Pennsylvania in 2016. 

The Ramirez laboratory at UMN will develop experimental and computational approaches to address challenges associated with efficiency in the synthesis of pharmaceutically relevant small molecules. “The mission of my research program will be to establish synthetic methods in the areas of main group catalysis, asymmetric organocatalysis, and transition metal photochemistry with the aid of computations,” Ramirez writes. “Students trained in my lab will develop strong skills in synthetic and computational organic chemistry with a focus on reaction development. This synergistic skillset in synthesis and computations will also give rise to a range of opportunities for collaboration with the broader scientific community.” Ramirez aims to bridge synthesis and catalysis research with computational chemistry at UMN.

Ramirez says an important goal for her as a professor will be to challenge students, support them, and make them feel connected to the classroom regardless of their background. “Throughout my academic career, some of the most effective teachers I have had are those who believed in my potential even when I experienced self-doubt or failure,” Ramirez says. She is also looking forward to collaborating with the Chemistry Diversity, Equity, and Inclusion Committee to explore ways to better connect students with resources to help remove barriers to their science education and career. “I am excited to help recruit a diverse student body by helping organize the  CheMNext session and by continuing my close relationship with organizations such as the Alliance for Diversity in Science and Engineering and Científico Latino, which I have served on the organizational board for during my postdoc,” Ramirez says.

When she’s not on campus, Ramirez enjoys staying active. She’s an avid runner, loves Peloton, and likes taking high-intensity interval training (HIIT) classes.  You can learn more about Ramirez here.

The hiring of Kenagy and Ramirez follows the recent announcement of Dr. Jan-Niklas Boyn and Dr. Kade Head-Marsden joining the faculty in Fall 2024 . These four incoming Gophers will bring the Department of Chemistry total of new faculty hires to nine over the past three years. We are excited for these outstanding chemists to join our community, and be part of the ongoing growth of the College of Science and Engineering on the UMN-TC campus.

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How Many Years Is a PharmD Degree? Program Information and Frequently Asked Questions

Want to know how long a PharmD degree is? Learn what you can expect during your time at the Massachusetts College of Pharmacy and Health Sciences.

The number of years necessary to earn a Doctor of Pharmacy (or PharmD degree) will depend on several factors, from your desired program to how much flexibility you have in your schedule. In this article, we’ll cover your program options and give you a glimpse into your six years at the Massachusetts College of Pharmacy and Health Sciences (MCPHS).

How Many Years Is a PharmD Degree?

At MCPHS, the full program is six years total—two years of prerequisite course options followed by a four-year professional phase. 

The PharmD is required to become a licensed pharmacist in the United States, as is the North American Pharmacist Licensure Examination (NAPLEX)—a main component of gaining your license to be a professional pharmacist. MCPHS prepares future pharmacists for these milestones.

In addition, beginning in the fall of 2024, all new students admitted to MCPHS’ six-year PharmD program will receive a Bachelor of Science in Pharmacy and Life Sciences. This additional STEM-designated degree will be awarded upon completion of the fourth year of the PharmD program. Graduates of the program will be prepared to launch careers in sectors outside of pharmacy, including biopharmaceuticals, public health, and life sciences.

Let's break down what you can expect during the PharmD program, one year at a time.

The first year of your PharmD prerequisite course section will introduce you to pharmaceutical sciences, basic medical sciences, and other important foundational topics like biology, medicinal chemistry, and calculus to better prepare you for upcoming program requirements in your pharmacy education. 

The second and final year of prerequisite coursework will build upon the foundational knowledge gained in year one. Professors will dive deeper into pharmaceutical-specific topics and further prepare you for clinical pharmacy practice. Courses cover such topics as intro to pharmacy, microbiology, anatomy, and physiology.

Your third year is the first of the professional study phase. It’s a critical part of the education process, transitioning you from more base-level knowledge to extensive clinical experiences and information. You’ll enroll in courses like healthcare delivery and practices, physiology, medical biochemistry, and pharmaceutical calculations, and explore research methods in pharmacoepidemiology. This will be your first year of hands-on learning in a dosage forms laboratory. 

The program’s fourth year consists of classes like pharmacology, therapeutics, deeper medicinal chemistry, and pharmaceutical biotechnology. This year will cover the doctor-patient relationship and care process as a whole. 

As you continue to build your knowledge of practice management, you’ll study healthcare ethics, clinical pharmacokinetics, pharmacy law, patient self-care, and advanced therapeutics. Learning opportunities will be available to you outside the traditional classroom-style setup, including associated seminars, required labs, and other immersive academic activities. You'll also study and prepare to take the Pharmacy Curriculum Outcomes Assessment Exam, which you’ll need to complete by the end of your fifth year. 

Your sixth and final year of the MCPHS PharmD program is a time to deepen your understanding of the pharmaceutical world and grasp how best to care for patients. You’ll take courses like institutional pharmacy practice, ambulatory care, community pharmacy practice, and two electives in either administration, critical care medicine, gastroenterology, or infectious diseases. 

You’ll work with other students in your year to participate in advanced pharmacy rotations. You'll also focus on reviewing NAPLEX modules. The NAPLEX was created by the National Association of Boards of Pharmacy to help individual state boards of pharmacy determine if a student is ready to get their license and begin practicing. 

MCPHS is located in the hub of healthcare and life science  innovation in the Longwood Medical and Academic Area, giving you several job opportunities right off campus. Outside of our location, we offer pharmacy program graduates specialized training within the biopharmaceutical sector through our Biopharmaceutical Industry Fellowship Program. 

Our Fellowship program is the second-largest in the nation, placing over 100 fellows each year. This highly competitive program attracts top talent from across the country and offers hands-on training, professional development, and industry connections to participants. With a proven track record of success, the fellowship can help aspiring biopharmaceutical professionals launch their careers.

What Program Options Are Available?

Undergraduate, pharmacy (pharmd) - direct entry.

This program is the six-year pathway  detailed earlier in this article. Undergraduate pharmacy students will first complete a preprofessional phase before entering a four-year professional phase. 

Our direct entry program allows students who complete their pre-professional requirements, obtain a minimum GPA of 2.8, and finish an oral interview and writing proficiency exam (the Progression Interview) to move directly into the professional phase of the program. Whereas many other traditional PharmD programs require students to take a pharmacy college admission test. 

Pharmacy (PharmD) - Accelerated

The accelerated PharmD program  allows students to earn their pharmacy degree in three years. Learners with a bachelor’s degree or the appropriate amount of college credits and prerequisites may apply. 

Pharmacy (NTDP) - Non-Traditional Pathway

This part-time online program  enables students to earn an NTDP degree in three phases, which include 27 credits, five semesters of learning, and up to 16 credits of experiential education. 

There aren’t specific prerequisite classes for this pathway, but all applicants must have a Bachelor of Science in Pharmacy, a license to practice pharmacy in the United States, and be employed in the patient-care setting. 

Where Should You Study To Become a Pharmacist?

MCPHS was the first institution of higher ed founded in Boston and the second university of pharmacy founded in the United States. Rich in history and experience, our university has been preparing students to enter the medical workforce since 1823.

If you’d like to join our group of accomplished alumni upon graduation, start your career journey today by applying to MCPHS  to become a PharmD student. 

Take the next step toward your academic and career goals at MCPHS.

Explore our campuses with an in-person or virtual tour.

Start the path toward a fulfilling future in healthcare and life sciences.

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