Many of the 4,460 Knights who graduate from UCF this summer represent a growing diversity of students in both background and course of study. A small, stand-out group of these Knights are completing doctoral degrees in physics, signifying efforts to combat the larger national trend of underrepresented graduate degree-holders in the field. Currently, only 7% of physics doctorates granted in the U.S. are to people from racial and ethnic minority groups — one of the lowest of all the sciences, according to the American Physical Society (APS).
Dave Austin ’22MS, Camille Coffie ’23MS and Troie Journigan ’22MS are part of a national effort to decrease that gap through the APS Bridge Program. UCF is a member institution in the APS Bridge program, providing a pathway for underrepresented students to access graduate programs. The graduates shared what inspired them to pursue physics, their research and experience, and advice for fellow students looking to pursue graduate education in a STEM field.
Tell us about yourself and what inspired you to study physics.
Dave Austin ’22MS: I am from Spartanburg, South Carolina, and I completed my undergraduate studies at the College of Charleston. I previously served as the vice-chair of the APS student chapter at UCF. Growing up, I was always curious about how everything worked. In seventh grade, my life sciences teacher introduced us to various physical concepts, explaining how the physical world could be modeled and predicted using equations. This sparked my desire to become a scientist. I chose physics because it is the fundamental science that underpins all other sciences.
Camille Coffie ’23MS: I am a former high school physics teacher who attempted to obtain my Ph.D. in physics right after my undergraduate education but decided to start a family instead. After both of my children completed high school, I applied to complete my Ph.D. through the APS Bridge program as a nontraditional student. I always loved math, science and problem solving, so I was hooked after I took my first high school physics class.
Troie Journigan ’22MS: I am originally from Nashville, Tennessee, and moved to Orlando for graduate school in August 2018. I joined UCF as an APS Bridge student, then transitioned into the Ph.D. program the following school year. I enjoy problem solving and critical thinking, which are both important aspects of physics. I also wanted to pursue my studies in a challenging area with many open-ended questions about the world that we live in.
Can you share the area of research that you focus on?
Austin: I specialize in computational modeling of chemical reactions on surfaces. Using advanced computer simulations, I solve complex mathematical equations to predict how different materials can capture carbon dioxide (CO₂) more efficiently or produce hydrogen gas with minimal greenhouse gas emissions. This research is crucial as it provides experimentalists with a road map for designing materials that enhance these reactions, contributing to more sustainable and environmentally friendly technologies.
Coffie: My work focuses on physics education research (PER), which is a subfield of physics that investigates ways to improve physics learning and teaching. Our PER group at UCF focuses on improving accessibility and inclusion in physics, understanding that everyone, regardless of demographic or background, deserves to learn physics in an environment that supports and considers a variation of learners.
Journigan: The focus of my research is on strong laser light-matter interactions. I perform experiments based on a process called high-order harmonic generation (HHG). This matters because the ability to generate and confine these ultrashort pulses is significant for capturing electron motion on its natural timescale (attoseconds), helping us to better understand how electrons behave. Attosecond technology gained notoriety last year, as it was the subject of the 2023 Nobel Prize in Physics.
How has your UCF education and the program benefited your personal and professional journey?
Austin: The experience was truly invaluable. When I started in graduate school, there were subjects where I did not feel particularly strong. The APS Bridge program helped me to build confidence in those areas and deepened my understanding of the subjects I was more confident in. One of the most critical skills I gained at UCF was self-learning. The program showed me that I can achieve anything I set my mind to if I am willing to put in the effort.
Coffie: My experience was good overall. I was fortunate to have a great advisor, (Associate Professor) Dr. Jackie Chini, and a wonderful research group. I have learned a lot about physics education research and had many opportunities to share my research.
Journigan: The APS Bridge program provided financial assistance needed for me to attend graduate school. I found it very useful as a postbaccalaureate program. This enabled me to brush up on skills and adjust back into academia after having taken some time off from school.
What advice do you have for students who might be thinking about pursuing a graduate degree in a STEM-related area?
Austin: It is essential to believe in your capabilities and understand that your unique perspective is valuable in physics. Your background and experiences can provide innovative insights and approaches that are highly beneficial to scientific research and advancement.
Coffie: Be prepared to meet challenges but do not let them deter you. Connect with other underrepresented scientists and researchers for mentoring, advice and encouragement. It’s critical not to isolate yourself — do not be afraid to articulate your need for support or assistance along the way.
Journigan: It is important to have a broad and diverse support system. Graduate school, and particularly a Ph.D. in a STEM area, is a lengthy process and can feel consuming. Having advisors and mentors can help to provide a starting point for approaching things. Don’t be afraid to start a conversation or ask professors about their experiences and expertise.
