Computers and the programs they run are among the most complex products ever created; designing and using them effectively presents immense challenges. Facing these challenges is the aim of computer science as a practical discipline, and this leads to some fundamental questions:
The theories that are now emerging to answer these kinds of questions can be immediately applied to design new computers, programs, networks and systems that are transforming science, business, culture and all other aspects of life.
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You will be expected to spend a considerable amount of time developing your own understanding of the topics covered in lectures, answering questions designed to check your understanding, and preparing for tutorials.
As the course progresses, you will also begin to work in small classes of up to ten people on more specialised topics. Class sizes may vary depending on the options you choose. There would usually be around 8-15 students, though classes for some of the more popular papers may be larger.
Most tutorials, classes, and lectures are delivered by experts in their field, who have years of experience in teaching and research. Some teaching may also be delivered by postdoctoral researchers or postgraduate students who are studying at doctoral level.
The fourth year allows the study of advanced topics and an in-depth research project. Students do not need to choose between the three-year and four-year options when applying to the course. All students apply for the four-year course, and then decide by the end of their third year whether they wish to continue to the fourth year. In order to proceed into the fourth year (part C), students will need to achieve a 2:1 or higher classification at the end of their third year.
*If your school offers Further Maths A-Level we expect you to have taken it. However, we understand that not all schools offer Further Maths, and so we do consider applications from people with a single Maths A-level.
If you are based in England, and your school doesn't offer Further Maths visit the Advanced Mathematics Support Programme website as they can provide extra maths support. If you are based in Wales, visit the Further Mathematics Support Programme Wales.
We look for proven mathematical talent, the ability to think and work independently, the capacity to absorb and use new ideas, and enthusiasm. We use these criteria alongside the Mathematics Admissions Test (MAT) results to decide whom to interview.
We don't want anyone who has the academic ability to get a place to study here to be held back by their financial circumstances. To meet that aim, Oxford offers one of the most generous financial support packages available for UK students and this may be supplemented by support from your college.
Living costs for the academic year starting in 2024 are estimated to be between 1,345 and 1,955 for each month you are in Oxford. Our academic year is made up of three eight-week terms, so you would not usually need to be in Oxford for much more than six months of the year but may wish to budget over a nine-month period to ensure you also have sufficient funds during the holidays to meet essential costs. For further details please visit our living costs webpage.
In 2024 Oxford is offering one of the most generous bursary packages of any UK university to Home students with a family income of around 50,000 or less, with additional opportunities available to UK students from households with incomes of 32,500 or less. The UK government also provides living costs support to Home students from the UK and those with settled status who meet the residence requirements.
Unistats course data from Discover Uni provides applicants with statistics about a particular undergraduate course at Oxford. For a more holistic insight into what studying your chosen course here is likely to be like, we would encourage you to view the information below as well as to explore our website more widely.
College tutorials are central to teaching at Oxford. Typically, they take place in your college and are led by your academic tutor(s) who teach as well as do their own research. Students will also receive teaching in a variety of other ways, depending on the course. This will include lectures and classes, and may include laboratory work and fieldwork. However, tutorials offer a level of personalised attention from academic experts unavailable at most universities.
Oxford College's new science building celebrates its official opening with tours, food, laboratory demonstrations designed for all ages, and more. Attendance is free, but reservations are requested. For questions, email Allison Kaczenski or call 770-784-8406.
But there's no way Frosso Seitaridou is letting her Physics 152 class get off that easy. Petite and energetic, with a lilting Greek accent, Seitaridou beams at the students like the sun itself, shooting pointed rays in all directions. This morning's lecture is on electrostatics, and Seitaridou is covering the multi-paneled white board with complex formulas.
"Isn't that beautiful?" she asks, insistently, drawing appreciative nods. "I find electrostatics really beautiful. I hope that this semester we can all hold hands and cry together at how beautiful and elegant this is."
Seitaridou's enthusiasm for the beauty and elegance of electrostatics is reflected and amplified by her surroundings. Room 217 of the brand-new Oxford Science Building is spacious and state of the art, with gleaming fixtures, butcher-block lab tabletops and bright, contemporary lighting. It's impossible not to sense the undercurrent of excitement that permeates this eagerly anticipated learning space.
Emory's original campus, home to some 900 freshmen and sophomores, has long been known for its attentive, hands-on approach to undergraduate education. Driven by the high standards of a dedicated, demanding and ever-inquisitive faculty, science instruction has been a point of particular pride, with a focus on experiential learning both in the lab and in the field.
"The Oxford Science Building is the latest and most dramatic accomplishment in the decade-long effort to create a campus learning environment equal to the quality of Oxford's educational program," says Oxford Dean Stephen Bowen. "Never was there a building more thoughtfully planned to support hands-on, inquiry-driven undergraduate science education. The building is in itself an expression of the Oxford culture."
Although modern, stylish and technically equipped to the latest standards, the structure has many thoughtful architectural details that pay homage to the design influences visible in Oxford's other buildings.
Oxford alumni and friends, many of whom supported the fund-raising efforts for the Oxford Science Building, share in the celebration. According to Bowen, more than 720 gifts allowed the building to be completed debt-free and ahead of schedule in late 2015, and several are noted in the building's named spaces.
Retired surgeon R. Trulock Dickson 72OX 74C gave to the building in honor of retired faculty member Homer F. Sharp Jr. 56OX 59C. "I wanted to name the whole building after him if I could, because he has influenced thousands of Oxford students," Dickson says. "This is going to make science even stronger at Oxford."
Chris Arrendale 99OX 01C volunteers his time as president of the Oxford Alumni Board; he and his wife, Amanda, also made a gift. "We want to make the future even better for Oxford students than what we had," Arrendale says. "This is a huge step forward that shows we are serious about having state-of-the-art facilities for science education."
It is notable that Oxford's science faculty also were actively engaged in the planning for the science building, helping to ensure that the finished product would genuinely serve the way they teach. Eloise Carter 78G 83G has taught biology at Oxford since 1988 and has helped to shape the experiential learning approach that has become a hallmark of science education at the school.
"The faculty members share two things in common," Carter says. "One is our passion for science. We love engaging in science in our own areas of inquiry. Second, we have a great, shared interest in challenging and supporting our students. We want them to develop the ability to think and work as scientists."
That desire is palpable in Seitaridou's physics class, where she continues to engage the students with relentless energy. "No student of mine will not be able to explain positive potential," she warns. "When you sleep, I should be able to come and wake you up and say, 'What does positive potential mean?' and you should be able to answer."
The National Institutes of Health (NIH) Oxford-Cambridge Scholars Program is a highly individualized and accelerated doctoral training program for outstanding students committed to biomedical research careers. NIH Oxford-Cambridge (OxCam) students partner with two Investigators - one at the NIH and another at the University of Oxford or University of Cambridge in the United Kingdom - to perform a single, collaborative dissertation project. Since the program is based on the British system, OxCam Scholars perform doctoral research without required formal courses other than those students choose to take in relationship to their own scientific interests. As a result, OxCam students are able to complete the doctoral degree in approximately four years. Students are expected to divide the time evenly between the two laboratories, with two years in the NIH laboratory and two years in the UK laboratory.
Applications for the NIH OxCam Program are available online between August and December. Applicants must be a U.S. citizen or legal permanent resident and possess a Bachelor's degree by the start of the program. Students selected for admission typically demonstrate a sincere passion for science through previous participation in summer, job-related, or undergraduate/post-baccalaureate research opportunities.
Now in its 20th year, the NIH Oxford-Cambridge (OxCam) Scholars Program has grown from the first class of two students to a population of well over 100 aspiring young scientists whose interests find them involved in some of the most cutting edge biomedical research endeavors being conducted in the world. 152ee80cbc