Quantum technologies harness the unusual features of the quantum world to perform tasks that are hard or impossible with conventional technologies. Our Physics with Quantum Technology programmes cover the full spectrum of this exciting and rapidly developing field – from lasers to quantum information to quantum computers. Programme overview Partnered with the National Physical Laboratory (NPL), the University is home to superb facilities and internationally-leading research which informs our teaching. On our Physics with Quantum Technologies programmes you will gain a solid understanding of all the core elements of traditional physics – such as particle physics, atoms and molecules, and astrophysics – while also taking specialist modules in quantum technologies topics. You can switch between any of our specialist Physics degrees during your first year. We have excellent links with a range of leading organisations, and many of our students choose to take an integrated Research Year or Professional Training placement year, giving them invaluable work and research experience and a real head start whether they enter the job market or continue to postgraduate studies. Programme structure Modules listed are indicative, reflecting the information available at the time of publication. Please note that modules may be subject to teaching availability and/or student demand. Professional Training placement (optional) Many of our students opt to do a Professional Training placement. These normally begin at the end of the second academic year and finish in time for you to begin the third year of study. Professional Training placements offer students the opportunity to gain access to the world of work, including meeting employers, developing job search skills and acquiring the employability skills that employers look for. Find out more about Professional Training placements. Year 3/4 (FHEQ Level 6/7) In the third year there is a common first semester for both BSc and MPhys programmes in which you will begin to specialise in your chosen field of quantum technologies. Our MPhys programmes are four-year courses with an integrated MPhys Research Year that is unique in the UK. MPhys students start their research year halfway through Year 3, after completing the Year 3 taught modules. In Year 4, you will complete your Research Year and then take a final semester of taught specialist modules. Professional recognition Our newly launched Physics with Quantum Technologies degree is awaiting Institute of Physics accreditation. Teaching Your programme will consist of a stimulating combination of lectures, laboratory work, tutorials, practical exercises and computational classes. There will be assigned coursework, problem solving and projects. Experimental and computational exercises, undertaken in the teaching laboratory, are designed to complement and aid the learning of concepts taught in lectures. Assessment Modules are assessed individually and credits are awarded for the successful completion of each one. Assessment takes place through a combination of examination and/or coursework, practical examinations and reports. Facilities We can boast extensive facilities within the Department of Physics, including our undergraduate teaching laboratories which recently underwent a thorough refurbishment. The Department has also recently benefited from a £3.5 million refurbishment of its research laboratories, which our undergraduate students use as they carry out their final-year research projects. The University of Surrey is currently leading a £6 million research project to develop quantum computers using atomic-scale devices. Academic support You are allocated a personal tutor to guide you through the programme and advise on your option choices and future career, helping you to get the most out of your time at Surrey. Global opportunities We give our students the opportunity to acquire international experience during their degrees by taking advantage of our exchange agreements with overseas universities or by completing a Professional Training placement abroad. In addition to the hugely enjoyable and satisfying experience, time spent abroad adds a distinctive element to your CV. To check where you can go, visit our Global Exchanges pages. Careers and Professional Training We are very proud of our track record for graduate employability. One of the main reasons for our graduate employability success is our Professional Training placement programme which is one of the largest in the World, with over 2, 300 partner organisations in the UK and overseas. To find out more visit our Careers and Professional Training pages. The optional Professional Training placement starts at the end of the second academic year. Preparation for the Professional Training placement begins during Year 2. If you decide not to do the Professional Training year, you proceed directly to Year 3 to complete your taught modules and graduate in your third year.

If you want to study in the US at one of the world’s leading tech-focused institutions, chances are you're dreaming of either the Massachusetts Institute of Technology or California Institute of Technology – MIT or Caltech . From quantum physics to supercomputers, string theory to nuclear reactors, these are the places where the world’s best and brainiest gather to push back the frontiers of scientific and technological knowledge. But how do these top tech schools compare, and how can you decide whether MIT or Caltech would suit you best? Here’s a quick overview, with more detailed explanation below. MIT Caltech Ranked 1st in the world overall Rated 4th by graduate employers and 6th by academics 12th for faculty/student ratio 10th for research impact (citations per faculty member) 33rd in the world for percentage of international faculty members, and 65th for international students Ranked 5th in the world overall Rated 90th by graduate employers and 23rd by academics 3rd for faculty/student ratio 4th for research impact (citations per faculty member) 136th in the world for percentage of international faculty members, 112th for international students Ranked 1st in the world for engineering & technology 1st for natural sciences 6th for social sciences & management 4th for life sciences & medicine 16th for arts & humanities Ranked 17th in the world for engineering & technology 8th for natural sciences Joint 116th for social sciences & management Joint 115th for life sciences & medicine Joint 200th for arts & humanities Location Cambridge, Massachusetts, a university town close to Boston – one of the most historic and ‘happening’ cities in the US North East More seasonal variation in weather Pasadena, California, a university town close to Los Angeles – the second biggest city in the US Sunshine and warmth pretty much year-round Student community International students represent about 29% of students overall International students represent around 26% of students overall Fees and funding QS World University Rankings® 2016-2017 The Massachusetts Institute of Technology is pretty much unbeatable in the QS World University Rankings® – it’s been ranked the world’s number one for the past five years running. The California Institute of Technology is no slouch though, and retained its position of fifth in the world recently. While MIT gets higher scores in the qualitative measures used to compile the rankings (two huge global surveys of academics and employers), Caltech comes out ahead on two of the quantitative measures used: faculty-student ratio and research citations per faculty member. In the 2016-2017 edition of the ranking, Caltech is ranked fourth in the world for research citations per faculty member – reflecting the huge influence Caltech has in the research sector despite its small size. In the latest rankings, the biggest gap between the two is in the percentage of international faculty members, where MIT has its largest lead. Both are well known as leading tech schools, and are particularly strong in the science and technology fields. Thanks to its prestigious Sloan School of Management, MIT also has a strong international reputation for social sciences and business-related courses. These strengths are reflected in the QS World University Rankings by Subject 2017, which is based upon academic reputation, employer reputation and research citations data. Despite its specialized focus, MIT features in the top 20 of each broad subject area in the subject rankings, including arts and humanities (16th). Caltech doesn’t have quite such a strong all-round performance, though it still places within the world’s top 200 for every broad subject area – no small feat. Its strongest areas by far are natural sciences (8th) and engineering and technology (17th). As you can see in the table below, MIT boasts a large number of first place rankings (12 in all), especially in engineering and technology subjects, and features in 32 of the 46 different subject rankings. By comparison, Caltech only features in 18. MIT and Caltech in the QS World University Rankings by Subject 2017 MIT Caltech Accounting & finance 2nd Anthropology 50th Architecture 1st Art & design Biological sciences 8th Business & management 4th 101-150 Chemistry 8th Communication & media studies 22nd Computer science & information systems 27th Earth & marine sciences 5th 7th Economics =38th Engineering (chemical) Engineering (civil) 51-100 Engineering (electrical) 15th Engineering (mechnical) 14th English language & literature =29th 151-200 Environmental sciences 3rd =19th History 44th Linguistics Mathematics 12th Materials science 20th Medicine =12th Modern languages Performing arts =36th Philosophy =16th Physics & astronomy Politics Psychology =8th Social policy & administration Sociology =25th Sports-related subjects Statistics Both top tech schools are located in small university towns within easy reach of a major city. MIT is in Cambridge, Massachusetts, a university town of under 150, 000 inhabitants which is also home to Harvard University – making this one of the world’s most prestigious hubs of academic tuition and research. Cambridge is close to Boston, one of the most culturally vibrant and historic cities in the Northeast US, which was ranked eighth in the latest QS Best Student Cities index. Some 3, 000 miles away, Caltech is in the Californian city of Pasadena, a university town of a similar size to Cambridge, and a stone’s throw from the second-largest city in the US, Los Angeles, which was ranked joint 47th in the Best Student Cities ranking. One of the major bragging points for Caltech students over their Northeastern rivals is the climate – southern California enjoys sunshine and warmth all year round, while MIT students get hot summers but freezing winters. Then again, a little seasonal variation is not necessarily a bad thing, and the New England region of which Massachusetts is a part of is famed worldwide for its beautiful fall colors. Student community Though both of these top tech schools are on the smaller side for world-class universities, MIT’s 11, 300-strong student body makes it roughly five times the size of Caltech, a crack-team of around 2, 240. Both institutions have a greater number of postgraduates than undergraduates, reflecting their research-intensive focus. Well-established among the world’s top tech schools, both attract applications from talented students all around the world, leading to highly diverse student bodies. International students account for around 29% of enrolments at MIT, compared to 26% at Caltech.

Princeton has a long tradition in observational, numerical, and theoretical cosmology with research efforts in physics, astronomy and at the IAS. Princeton faculty helped develop today’s standard cosmological model (Bahcall, Cen, Dunkley, Gott, J. Ostriker, Spergel, Steinhardt, Zaldarriaga) and helped introduce important concepts such as dark matter, dark energy, and inflation. Paul Steinhardt (physics) was not only a key figure in the development of the inflationary model, but has been recently developing its most promising alternative: the ekpyrotic universe. Princeton faculty are working on a diverse set of problems in theoretical cosmology: time travel (Gott), the topology of large-scale structure (Gott), the shape of the universe (Spergel), formation and evolution of galaxies and large-scale structure (Bahcall, Cen, J. Ostriker), clusters of galaxies and their use as cosmological tools (Bahcall, Cen, J. Ostriker), the distribution of dark matter (Bahcall, J. Ostriker), non-Gaussianities from the early universe (Spergel, Zaldarriaga), early star formation and cosmological reionization (Cen), galaxy formation, and the physics of the IGM (Bahcall, Cen, J. Ostriker). Princeton students and faculty are playing leading roles in both cosmic microwave background surveys and optical surveys, which have established our current concordance model of cosmology. Jo Dunkley, Lyman Page, Suzanne Staggs, and David Spergel are mapping the cosmic microwave background with the Atacama Cosmology Telescope (ACT), and are studying its interaction with foreground galaxies and gas. Michael Strauss, Jenny Greene, Jim Gunn, and Robert Lupton are carrying out a large area imaging survey with the Hyper Suprime-Cam (HSC) on the Subaru 8.2-m telescope, using gravitational lensing to map the distribution of dark matter. They are also part of an international consortium building the Subaru Prime Focus Spectrograph (PFS), which will measure the redshifts of millions of z>1 galaxies. Strauss and Lupton are involved in all aspects of the Large Synoptic Survey Telescope, the pre-eminent ground-based survey telescope of the 2020's. Gunn continues his leadership role in the Sloan Digital Sky Survey. Princeton is also playing a leading role in NASA’s WFIRST mission: Jeremy Kasdin and David Spergel are co-chairs of the Science Working Group. Adam Burrows, Jenny Greene, and Robert Lupton are members of WFIRST Science Investigation teams. J. Ostriker, Cen, and their students have helped develop numerical cosmology. They have developed hydrodynamical simulation codes that have helped shape our understanding of the Lyman alpha forest, the formation of galaxies, and the Warm Hot Intergalactic Medium. They work closely with Jim Stone, E. Ostriker, and others to model the small-scale ("sub-grid") physics that determines the physical properties of galaxies, and with Strauss, Greene, and others to compare the results of their simulations with observations. Indeed, computational astrophysics is a major focus of the department.

***Apologies. I just had to update the link again.*** First a couple of important points. The following advice and information is based primarily on my own experience applying to graduate school in 2011-2012. I do not speak for any graduate school, or have inside information about the admissions process. I simply wanted to make a website that has the information undergraduates need to apply to graduate school in astronomy. Previously, there had been other personal websites (one in particular that used to be hosted on UC Berkley’s website) but I have found that many have disappeared. In order to aid the reader in judging the reliability of the following, I will say that I am a current graduate student at Penn State, I was accepted to 5 schools outright, rejected from 5 more, wait-listed at 4 schools, and eventually was offered admission to 3 of the 4 wait-list schools. I was also offered fellowships at 2 of the schools. One final short aside, I have asked a few friends about their experiences. They have taken different paths but all were in my physics program at Boston University. I hope their input maybe of use to you as well although only one of them has thus far written up a statement (See Below). With that out of the way, Welcome! If you are reading this, you have an interest in applying to graduate schools in the field of Astronomy and Astrophysics! The application process can be both one of the best and most annoying experiences you will ever have. To help guide you through the application process, I will lay out a timeline that I felt was very useful and helped me stay on track. First Year of Undergrad You are now a starry eyed new college student and should not have any real idea of what your future is going to be like. If you’re reading this and are a freshmen, kudos to you for being way ahead of the game. For many future astronomers at this point, they have already decided to pursue that path before even reaching college. I will admit, that WAS NOT me. I came in intending to study physics and premed, however I had always had an interest in astronomy. I simply never considered it as a viable career. Yet, in one of the best moves I’ve ever made, I did my best Peyton Manning impersonation and called an audible, adding astronomy onto my curriculum during my orientation. Ok, enough anecdotes here is what you need to know: Most individuals applying to astronomy are physics majors, so at this point you should be intending to be a physics major and should be taking physics classes. You should also be considering adding astronomy and mathematics (I chose a major and minor respectively and was happy with the choice), or at the very least taking a number of electives in each. You may want to consider a computer science minor or major. I think that a minor would have helped me a little bit more. Your second semester of college you should begin researching with a professor. This does not have to be your eventual mentor but you should begin experimenting with different areas and at least getting some experience. Do not worry about the first semester. You are still adjusting and most professors prefer you have a semester and the grades before they hire you. BEGIN LEARNING HOW TO CODE. The life of an astronomer is that of a programmer, without the nice pay. I would recommend IDL or Python, whichever is available. Consider researching with your boss during your first summer break (I didn’t but should have). Second Year of Undergrad The second year will probably be your first real year of college. You’ve finished a lot of your electives/requirements and potentially are taking multiple physics classes per semester (this is very college specific). The important points for your sophomore year are the following: Continue taking higher level physics courses and as many as you feel comfortable with. Continue taking higher level math courses at least up through differential equations/linear algebra. Hopefully by now you have found a mentor/research advisor who you feel comfortable with, is providing you with decent research, and is someone who is willing to help you with your career. Making friends with a graduate student also helps if possible. At some point during this year you should begin working on your own research project and should push to make this happen. Work with your advisor or find a summer REU to get more experience. Participate in outreach opportunities. This comes in handy for the NSF Fellowship. KEEP LEARNING CODING! HAVE FUN, ITS COLLEGE!

The Apache Point Observatory Galactic Evolution Experiment, a major survey of the stars in our home galaxy led by University of Virginia astronomers, has now played a key role in a totally unexpected way – by shedding new light on faint objects known as brown dwarfs. These curious objects are too small to be stars, but too large to fit the common definition of planets. The existence of such objects was theoretically predicted by emeritus UVA faculty member Shiv Kumar in 1962, but they were not proven to exist until 1995. In a new paper published last month in The Astronomical Journal a team of astronomers led by Department of Astronomy graduate student Nicholas Troup has thrown cold water on one of the long-mystifying aspects of brown dwarfs – that they seem to rarely exist as close companions to other stars. UVA faculty members Steven Majewski, Michael Skrutskie and John Wilson in the Department of Astronomy collaborated on the findings as part of the team of scientists from the Sloan Digital Sky Survey, which runs the star survey, better known in the astronomy community as APOGEE. Astronomers had long expected that the universe would be teeming with brown dwarfs, and plenty have been found in isolation. Until recently, however, so few brown dwarfs have been found orbiting close to other stars that astronomers referred to the phenomenon as the “brown dwarf desert.” This created a problem for theorists, who have been scrambling to explain why astronomers have found so few. So when Sloan Digital Sky Survey astronomers started sifting through their data looking for companions to stars, they never expected such a bountiful harvest. While only 41 close-in brown dwarf companions to stars had been detected previously, in their new work Troup and the Sloan astronomers report the discovery of 112 more. “We were shocked to find that so many of the stars in our sample have close-orbiting brown dwarf companions, ” Troup said. “We never expected to triple the total number of known brown dwarf companions with only a few years’ worth of observations.” Even in recent years, as new and sensitive detection techniques have allowed astronomers to discover thousands of even smaller extrasolar planets, brown dwarfs have remained elusive. The team’s success is due to an unlikely tool in the race to find low-mass stellar companions. While APOGEE was designed to measure the grand motions of stars speeding around the Milky Way, it was never intended to do so at the subtle precisions needed to detect the much tinier wobbles induced by small sub-stellar companions. But the UVA-designed spectrograph at the heart of the APOGEE project is so sensitive to small stellar motions that companions orbiting these stars can be detected with APOGEE data. “This level of precision was a serendipitous bonus of the design of the APOGEE spectrograph, ” said Wilson, leader of the APOGEE instrument team. “The entire instrument is contained in a laboratory separated from the telescope and within a giant steel vessel in a vacuum at minus-320 degrees Fahrenheit; otherwise, the instrument’s own heat would swamp the infrared signals from the stars.” This tightly controlled environment makes it possible to use the APOGEE instrument to measure Doppler shifts reliably and consistently over the course of months and years, a feat not achievable by many other spectrographs. It is with these precise Doppler measurements that brown dwarf and exoplanet companions can be detected by their gravitational tugs on their host star. UVA Ph.D. alumnus and Sloan scientist David Nidever, now affiliated with the University of Arizona, was responsible for writing much of the software that measures the Doppler motions in APOGEE spectra. “Even with the first data obtained a few years ago, it was clear that we could use APOGEE to detect the signatures of planet-sized objects around our target stars, ” Nidever said. “It definitely opened our eyes to the possibilities of doing a more systematic search for planets and brown dwarfs.”

"A professional research astronomer does not merely appreciate the beauty and wonder of the objects in the sky. This is the daily challenge - to come to some sort of understanding of the basic underlying physics that gave rise to the universe and the objects in it. It is this challenge and the satisfaction gained by solving these puzzles that drew me to astronomy." — Tereasa Brainerd, California Institute of Technology. Primary research of interest: the origin and evolution of structure in the universe. A New Universe to Discover When astronomer James Scotti was asked to photograph a newly discovered comet with the University of Arizona's 36-inch telescope, he was not prepared for the image that appeared on his computer screen. What he saw was not one comet but a chain of comets that looked like a string of pearls. "I was struck by the unique appearance of a train of individual [comet] nuclei all lined up in a row, " Said Dr. Scotti. "I had never before seen such a unique image in a comet." In fact, nothing like it had been seen by other astronomers either. The pearls were the remnant of a comet that had come too close to Jupiter and broke into at least 21 fragments. Even more extraordinary, 18 months later these comet fragments, known collectively as Comet Shoemaker-Levy 9, would collide with Jupiter, providing astronomers the opportunity to study such an event for the first time! The Magellan spacecraft had already mapped over 84 percent of the surface of Venus with its imaging radar when it revealed a surprising new feature: a narrow channel snaking its way 4, 200 miles across the hellish surface. The channel is 55 miles longer than the Nile River, the longest river on Earth. Water could not have carved out this channel, because the planet's high surface pressure and temperature would have quickly transformed liquid water to vapor. Lava is one possibility, but to carve the narrow channel, it would have had to flow rapidly and with the consistency of paint. "The very existence of such a channel is a great puzzle, " said Dr. Steve Saunders, project scientist for the Magellan mission. "If the long channel were carved by something flowing on the surface, the liquid must have had some unusual properties."

For Immediate Release Fact Sheet: A Renewed Spirit of Discovery Renewed Spirit of Discovery Today's Presidential Action Today, President Bush announced a new vision for the Nation's space exploration program. The President committed the United States to a long-term human and robotic program to explore the solar system, starting with a return to the Moon that will ultimately enable future exploration of Mars and other destinations. The President's vision affirms our Nation's commitment to manned space exploration. It gives NASA a new focus and clear objectives. It will be affordable and sustainable while maintaining the highest levels of safety. The benefits of space technology are far-reaching and affect the lives of every American. Space exploration has yielded advances in communications, weather forecasting, electronics, and countless other fields. For example, image processing technologies used in lifesaving CAT Scanners and MRIs trace their origins to technologies engineered for use in space. Background on Today's Presidential Action America's history is built on a desire to open new frontiers and to seek new discoveries. Exploration, like investments in other Federal science and technology activities, is an investment in our future. President Bush is committed to a long-term space exploration program benefiting not only scientific research, but also the lives of all Americans. The exploration vision also has the potential to drive innovation, development, and advancement in the aerospace and other high-technology industries. The President's vision for exploration will not require large budget increases in the near term. Instead, it will bring about a sustained focus over time and a reorientation of NASA's programs. NASA spends, and will continue to spend, less than 1 percent of the Federal budget. Our Nation's investment...

The Astronomy Major is for students interested in studying astronomy in college, but not intending to go to graduate school in astronomy. This major offers students opportunities to get hands-on experience with telescopes and to work on real research projects in astronomy. Through the physics, math, and astrophysics requirements, the major also develops critical thinking and problem solving skills prized in today's work force. Above all, the major offers students the chance to explore how we have come to understand our place in the Universe. Course requirements The Astronomy major consists of ten courses. Required courses include: Astronomy: Any 100-level course in ASTR with lab; ASTR 206; two 300-level courses in ASTR. Physics: PHYS 107; PHYS 106 or PHYS 108 The other four courses normally include: two additional ASTR courses at the 200-level or above one course in MATH at the 200-level one additional course in ASTR or a related field Students should consult with faculty about choosing electives and research opportunities appropriate for their fields of study. For example, students interested in planetary sciences should elect ASTR 203 (Planetary Geology) and add courses in geosciences and chemistry. Students working towards teacher certification would add courses in other sciences and in Education, and might coordinate their fieldwork with ASTR 350, while those planning to enter the technical workforce might elect additional courses in computer science.

NOTE: Clark Planetarium does not formally sponsor any of these clubs. These links are provided as a service to our patrons. A FEW WORDS ABOUT STAR PARTIES Public star parties are very informal events where astronomy club members bring their telescopes to a particular site and invite the public to have a look at whatever might be “up there.” Clark Planetarium acknowledges and appreciates the free, public events sponsored by these groups. Please see their respective sites for star party schedules. Star parties are especially well suited for those who are trying to decide what sort of telescope to buy and for those who may have recently acquired a telescope and want to learn how to use it. However, the largest segment of the those attending are those who just want to see, up close and personal, the wonders of the universe. Astronomy club members wishing to know the locations of the private star parties should consult their club newsletter or ask a club officer.

This is a very exciting time for planetary science, with new data being returned by spacecraft from the Moon, Mars, Venus and Saturn, with forthcoming missions to Jupiter, Pluto, several asteroids and a comet, and with planets now being discovered orbiting other stars. There is also considerable scientific interest in the likelihood of life elsewhere in the universe. On this course you will learn more about all of this and develop your knowledge of the solar system and its astronomical context. You can also study by distance learning, wherever you are in the world. This course is also available for part-time evening study over 4 years. UCAS Code F590 Application deadlines and interviews 15 January is the first UCAS deadline and the majority of university applications through UCAS are made by then. We welcome applications outside of the UCAS deadlines, so you can still apply through UCAS after 15 January, depending on the availability of places. We also take late applications via the UCAS Clearing system in August. Course structure You undertake a combination of compulsory and option modules, worth 360 credits in total. In Year 1, you take 6 compulsory modules and choose 1 option module. In Year 3, you take 3 compulsory modules and undertake a project. In Years 2 and 3, some compulsory modules run in alternate years: Comets, Asteroids and Meteorites/Volcanism in the Solar System Physics of the Sun/Physical Principles of Astronomy Exploration and Modelling of Planetary Interiors/Remote Sensing and Planetary Surfaces You take both modules, but the order in which you take them will depend on which module of the pair is running when you reach Year 2. Entry requirements We welcome applicants without traditional entry qualifications as we base decisions on our own assessment of qualifications, knowledge and previous work experience. We may waive formal entry requirements based on judgement of academic potential. UCAS tariff points 120 The UCAS tariff system has changed for courses starting in September 2017 and is now calculated using a new number system. This means applicants applying for courses from October 2016 will see entry requirements and offers expressed using the new tariff. The UCAS tariff score is applicable to you if you have recently studied a qualification that has a UCAS tariff equivalence. GCSEs required at grade A*-C (or equivalent) in mathematics. Alternative entry routes Access to Higher Education Diploma with a minimum of 15 credits achieved at Merit or Distinction in a science-based subject. Students who successfully complete Birkbeck's Certificate of Higher Education in Earth History and Palaeontology, Forensic Geology, Geology, Mineralogy and Volcanology or Planetary Geology, will be considered for a place on the BSc, with the possibility of exemption from the first-year modules. International entry requirements If English is not your first language or you have not previously studied in English, our usual requirement is the equivalent of an International English Language Testing System (IELTS Academic Test) score of 6.5, with not less than 6.0 in each of the sub-tests. If you don't meet the minimum IELTS requirement, we offer pre-sessional English courses, foundation programmes and language support services to help you improve your English language skills and get your place at Birkbeck. Fees Full-time home/EU students: £ 9250 pa Full-time overseas students: £ 13000 pa Additional costs On this programme, you will also have to pay for the following additional costs: There are 4 fieldtrips available as optional elements of this programme, as follows: The fieldtrip to the Isle of Skye, Scotland includes costs for 11 nights’ accommodation (approximately £517, including evening meals), return flights to Inverness (from £100) and a minibus deposit (£120). The fieldtrip to Scourie, Scotland includes costs that usually total around £700. The fieldtrip to Greece includes costs for return flights (approximately £300), hotel (approximately £470) and vehicle hire (approximately £100). The fieldtrip to Morocco includes costs that usually total around £700 for flights and accommodation. In addition, students will need to equip themselves with field-note books and stationery, compass and hammer and GPS equipment (both optional), hand lens, walking boots and all weather clothing for Skye and Scourie. Teaching Mostly through face-to-face lectures Assessment A combination of coursework and a final-year examination, generally in May or early June. The optional geology field classes do not have a final examination and are assessed solely on work performed in the field.