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Tenure-Track Physics Position

Overview

The physics program at Roanoke College offers Bachelor of Science, Bachelor of Arts, and a Minor in Physics. Many of our majors, particularly those pursuing B.S., acquire a minor in mathematics or as likely a dual major in either Mathematics or Computer Science.  Our vibrant program draws some of the most talented students at the College, with two of the last six valedictorians majoring in physics.  Many of our physics graduates pursue graduate school, engineering, or education related fields.  There are also a fair number of students who pursue an engineering degree from Virginia Tech through the dual degree program.

Curriculum

The physics program provides foundational introduction to all of the major components of the discipline (quantum, electromagnetism, thermal & statistical mechanics, and classical dynamics).  Other than introductory labs, required experiential learning opportunities exist within the Experimental Methods course, the capstone, and potentially independent study for credit.  Beyond the foundational coursework, the physics group also offers four electives intended to unify the discipline of physics and also emphasize the particular specialties of the faculty (astrophysics, biophysics, materials physics, and optics & spectroscopy).  These courses are taught on a yearly rotational basis.

As the physics group looks to the future, we have many ideas about continuing to transform our physics curriculum.  Alterations to our lab structure to better synchronize with our coursework and better integration of our interested freshman with the existing upperclass majors are two facets where we seek improvements.  We are looking for innovative ideas and energy to implement them.

Teaching

The normal teaching load at Roanoke College is 6 courses per year (9 hours per semester) plus one May term intensive learning course each third year. Of the 6 courses each year, a faculty member can expect to teach some major courses and some service courses in either the general education program (INQ curriculum) or the Physics 103/104 series.  Interested faculty members may also teach courses on topics of interest to them in the honors program or team teach.  Laboratory sections for any normal course count as one full course for the faculty member.

In addition to teaching, faculty members are expected to serve in the necessary work of curriculum development, student advising, and committee participation.  Beyond classroom education, active scholarship through research engagement is an expected facet for all faculty members.

Research

Faculty research interests are an important component of the open position.  Not only does research expertise provide recognition for the College and potential funding opportunities, it is also a primary means by which students obtain experience in the development of becoming a scientist.  By working alongside a faculty mentor, students observe how science questions are raised and pursued.  Therefore, it is the faculty member's responsibility not only to present the student with interesting problems but also to model for them the posture of a scientist.  though not required, it is extremely important to the physics group that all majors have the opportunity to carry out a research experience with a faculty mentor.

Research opportunities take place in both academic years as well as summer.  Of course the summer season presents the longest and most focused period to carry out research (for both faculty and students), but the physics group has taken measures to provide continuity of the research experience.  We have implemented an introductory research experience (Physics 205) for all newcomers to the realm of physics research.  This course provides the freedom for both the student and the faculty to weigh their commitment to a particular research idea or field.  The Undergraduate Research Assistant program (URAP) also provides students the opportunity to work year-round on a continuing research topic, while there is funding for summer student research through the Summer Scholars program or departmental funding (e.g., William Carroll).  The College has formalized their commitment to student research by incorporating into the newly organized Pathways program for experiential learning.

Faculty researchers are encouraged to seek external funding through the National Science Foundation or other appropriate avenues.  To support research activities, the College has a generous internal funding program with a variety of competitive grants, offering both reassign time or stipends.