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Details of Grant 

EPSRC Reference: EP/J015091/1
Title: National Training Schools in Theoretical Chemistry, 2012 and 2014
Principal Investigator: Logan, Professor DE
Other Investigators:
Alavi, Professor A Knowles, Professor PJ Jackson, Professor G
Manolopoulos, Professor D Doye, Professor JPK Manby, Professor FR
Researcher Co-Investigators:
Project Partners:
Department: Oxford Chemistry
Organisation: University of Oxford
Scheme: Training Schools (Non-FEC)
Starts: 01 June 2012 Ends: 30 November 2014 Value (£): 69,590
EPSRC Research Topic Classifications:
Gas & Solution Phase Reactions Physical Organic Chemistry
EPSRC Industrial Sector Classifications:
No relevance to Underpinning Sectors
Related Grants:
Panel History:
Panel DatePanel NameOutcome
08 Feb 2012 EPSRC Physical Sciences Chemistry - February 2012 Announced
Summary on Grant Application Form
Graduate-level training is an essential component of doctoral research, providing the basic core from which novel research springs. This is particularly important in the theoretically-centred physical sciences, where the intellectual level and technical expertise required to pursue effective doctoral research increases significantly in comparison to typical undergraduate study.

In theoretical and computational chemistry, however, only a modest number of UK universities possess the critical mass of academic staff needed to provide key training across a broad spectrum of the subject. The present proposal thus seeks to provide a UK-wide training capability in theoretical chemistry, via the creation of National Training Schools to be held in summer 2012 and 2014. These will bring together a cohort of doctoral students from across the country and, in the two-week timespan of an individual Training School, will expose students to sustained, coherent training in fundamental graduate-level material, across a broad spectrum of contemporary theoretical/computational chemistry.

The Schools will consist of structured lecture courses, delivered by a team of eight experts from five UK universities; together with accompanying problem classes/tutorials designed not only to back up the lectures, but in particular to sharpen students' problem-solving skills -- a key element of doctoral research. The training provided will thus provide significant underpinning of, and thereby benefit to, individual student's doctoral research programmes. And exposure of a national cohort of students to such training will in turn benefit the quality of doctoral research across the UK.

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Further Information:  
Organisation Website: http://www.ox.ac.uk