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Students work closely with their graduate advisor and supervisory committee to define an appropriate plan of study that meets all degree requirements, including any prerequisite or preparatory work and a specified set of core courses. Read more
Students work closely with their graduate advisor and supervisory committee to define an appropriate plan of study that meets all degree requirements, including any prerequisite or preparatory work and a specified set of core courses.

Visit the website http://cce.eng.ua.edu/graduate/ms-program/civil-engineering/

Research Thesis Option (Plan I)

The thesis option is a research-focused program that includes conducting original research, writing a research thesis and defending the thesis to the student’s graduate supervisory committee. The research thesis option degree requirements are as follows:

A minimum of 30 credit hours, including:

21 credit hours of approved coursework, including
- 9 credit hours of core graduate coursework

- A maximum of 6 hours of approved 400-level courses

- A minimum of 15 hours of CE-prefix courses

3 hours of CE 593 or CE 693 Practicum
- Taken with permission under the supervision of the student’s graduate advisor

6 hours of CE 599 Thesis Research
- Taken with permission under the supervision of the student’s graduate advisor

- The graduate advisor must be a full member of the department’s graduate faculty

- Once taken, CE 599 must be taken every term until graduation

Paper/Report Option (Plan II)

The paper/report, or non-thesis, option requires a research paper, a policy and practice paper, or equivalent culminating experience, which is graded by the student’s graduate advisor. The paper/report option requirements are as follows:

A minimum of 30 credit hours, including:

27 credit hours of approved coursework:
- 9 credit hours of core graduate coursework

- A maximum of 6 hours of approved 400-level courses

- A maximum of 3 hours of CE 593 or CE 693 Practicum

- A minimum of 18 hours of CE-prefix courses

3 credit hours of CE 501 Masters Capstone Project – Plan II
- Taken with permission under the direction of the student’s graduate advisor

- The graduate advisor must be a full member of the department’s graduate faculty

- Requires completion a research paper, a policy and practice paper, or equivalent report with the topic, scope, and format pre-approved by the student’s advisor

- Must be taken the semester the student plans to graduate

Core Graduate Course Requirements

The faculty has defined core course requirements in four areas. Each student’s plan of study is required to include one of the following sets of core graduate courses:

- Construction Engineering and Management Core Coursework (MSCivE, Ph.D.):

CE 573 Statistical Applications in Civil Engineering
CE 567 Construction Accounting and Finance
CE 568 Construction Scheduling

- Environmental and Water Resources Engineering Core Coursework (MSCivE, MSEnvE, Ph.D.):

CE 573 Statistical Applications in Civil Engineering
CE 575 Hydrology
CE 626 Physical and Chemical Processes

- Structural Engineering and Materials Core Coursework (MSCivE, Ph.D.):

CE 573 Statistical Applications in Civil Engineering
CE 534 Advanced Structural Mechanics
CE 531 Structural Dynamics

- Transportation Systems Engineering Core Coursework (MSCivE, Ph.D.):

CE 573 Statistical Applications in Civil Engineering
CE 559 Pavement Design and Rehabilitation
CE 655 Sustainable Transportation

Notes

- University Scholars (BS/MS) students are allowed 9 credit hours of coursework to double count between the BS and MS degrees.

- Students on graduate assistantships must register for a minimum of 1 credit hour of CE 593/693 each semester they are supported.

- Only 400-level courses without 500-level counterparts are allowed and must be approved prior to taking the class.

- Students are responsible for all forms and must route all forms through the Department prior to submission to UA’s Graduate School.

Find out how to apply here - http://graduate.ua.edu/prospects/application/

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Students work closely with their graduate advisor and supervisory committee to define an appropriate plan of study that meets all degree requirements, including any prerequisite or preparatory work and a specified set of core courses. Read more
Students work closely with their graduate advisor and supervisory committee to define an appropriate plan of study that meets all degree requirements, including any prerequisite or preparatory work and a specified set of core courses.

Visit the website http://cce.eng.ua.edu/graduate/ms-program/engineering-environmental/

Research Thesis Option (Plan I)

The thesis option is a research-focused program, which includes conducting original research, writing a research thesis, and defending the thesis to the student’s graduate supervisory committee. The research thesis option degree requirements are as follows:

A minimum of 30 credit hours, including

21 credit hours of approved coursework, including
- 9 credit hours of core graduate coursework
(See later section for additional information regarding the graduate core)

- A maximum of 6 hours of approved 400-level courses
(Use Graduate School’s “Approval of 400-Level Cours for Master’s Credit” form)

- A minimum of 15 hours of CE-prefix courses
(See Appendix I for a schedule for all CE-prefix courses offered by the department)

3 hours of CE 593 or CE 693 Practicum
- Taken with permission under the supervision of the student’s graduate advisor
(See later section for additional information regarding Practicum)

6 hours of CE 599 Thesis Research
- Taken with permission under the supervision of the student’s graduate advisor
- The graduate advisor must be a full member of the department’s graduate faculty
- Once taken, CE 599 must be taken every term until graduation

Paper/Report Option (Plan II)

The paper/report, or non-thesis, option requires a research paper, a policy and practice paper, or equivalent culminating experience, which is graded by the student’s graduate advisor. The paper/report option requirements are as follows:

A minimum of 30 credit hours, including

27 credit hours of approved coursework
- 9 credit hours of core graduate coursework
(See later section for additional information regarding the graduate core.)

- A maximum of 6 hours of approved 400-level courses
(Use Graduate School’s “Approval of 400-Level Course for Master’s Credit” form.)

- A maximum of 3 hours of CE 593 or CE 693 Practicum
(See later section for additional information regarding Practicum.)

- A minimum of 18 hours of CE-prefix courses
(See Appendix I for a schedule for all CE-prefix courses offered by the department.)

3 credit hours of CE 501 Masters Capstone Project – Plan II
- Taken with permission under the direction of the student’s graduate advisor

- The graduate advisor must be a full member of the department’s graduate faculty

- Requires completion a research paper, a policy and practice paper, or equivalent report with the topic, scope, and format preapproved by the student’s advisor

- Must be taken the semester the student plans to graduate

EWR Core Course

Environmental and Water Resources Engineering Core Coursework (MSCivE, MSEnvE, Ph.D.):

CE 573 Statistical Applications in Civil Engineering
CE 575 Hydrology
CE 626 Physical and Chemical Processes

Additional Course Requirements for Students Without an ABET/EAC-Accredited Degree

AEM 201, AEM 264, AEM 250, AEM 311

Notes

- University Scholars (BS/MS) students are allowed 9 credit hours of coursework to double count between the BS and MS degrees.

- Students on graduate assistantships must register for a minimum of 1 credit hour of CE 593 each semester they are supported.

- Only 400-level courses without 500-level counterparts are allowed and must be approved prior to taking the class.

- Students are responsible for all forms and must route all forms through the Department prior to submission to the Graduate School.

Find out how to apply here - http://graduate.ua.edu/prospects/application/

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Objectifs. - Au plus haut degré académique, le Mastère Spécialisé Analyse Financière Internationale (accrédité par la Conférence des Grandes Écoles à un niveau post bac+5) vous prépare aux différents métiers associés à l’analyse financière, dans un environnement international. Read more
Objectifs:
- Au plus haut degré académique, le Mastère Spécialisé Analyse Financière Internationale (accrédité par la Conférence des Grandes Écoles à un niveau post bac+5) vous prépare aux différents métiers associés à l’analyse financière, dans un environnement international.
- Son articulation pédagogique unique favorise l’insertion professionnelle dès la deuxième période de cours à Paris et permet d’acquérir un excellent niveau d’expertise.
- Exclusif dans son contenu, ce programme ambitionne à la fois l’acquisition intensive des fondamentaux de la finance à haut niveau avec une forte dimension éthique, tout en favorisant l’accès à un ensemble de certifications reconnues.

Programme:
- Développement personnel 25h
- Séminaire interculturel 12h
- Anglais 20h
- Analyse, Évaluation, Théories financières : 120h
- Gestion d’actifs, Marchés financiers, gestion des risques : 120h
- Study tour New York 25h
- Thèse professionnelle
- Premia, CFA, SFAF

Cursus:
- Rentrée : 3ème semaine de septembre.
- Durée : 412 heures sur une durée totale de 12 mois.
- Octobre à décembre : 300 heures de cours en temps complet sur le campus de Reims.
- Janvier à juin : 100 heures en temps partagé sur la base d’un séminaire d’une journée tous les 15 jours sur le campus de Paris.
- Préparation à l’examen CFA®
- Study Tour d’une semaine à New York au Finance Institute et au Baruch College

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On the Medieval and Renaissance Studies pathway you’ll study the myriad ways in which power was understood, communicated and exercised during the Middle Ages and Renaissance period (c.300-c.1700 CE). Read more
On the Medieval and Renaissance Studies pathway you’ll study the myriad ways in which power was understood, communicated and exercised during the Middle Ages and Renaissance period (c.300-c.1700 CE).

The programme draws on our considerable medieval and early modern expertise across history, literature, languages, and archaeology (see here for our academics and their research interests: http://www.liv.ac.uk/cmrs/staff. We examine issues such as:-

the notions and exercise of secular and spiritual authority
the operation of power in medieval and early modern societies
the development of conceptions of and attitudes to gender
the construction of identities
You’ll become skilled in the advanced research methods and techniques needed to read and interpret original sources. There’ll also be training in languages and palaeography: vital attributes if you want to continue into doctoral research.

You will also have the opportunity to participate fully in the activities of Liverpool’s Centre for Medieval and Renaissance Studies http://www.liv.ac.uk/cmrs.

Students study two 30-credit core modules and four 15-credit research training modules, culminating in a 60- credit dissertation.

Why History?

Breadth of expertise

The interests of our staff and PhD students are extremely diverse and span the medieval, early modern and modern periods.

Their work encompasses political, social, cultural, economic, military and diplomatic history, across Europe, Africa, Asia, Australia and the Americas.

Active seminar programmes, linked to our research centres and MA programmes, enable staff and postgraduates to present their work and listen to eminent visiting speakers.

These are our on-going seminar series:

Medieval and Renaissance Studies
Eighteenth-Century Worlds
Contemporary Cultural and Social
History
International Slavery
Contemporary History and Policy
New Research (run by our postgraduate students)
Recent conferences and workshops have addressed ‘Religion in the Spanish Baroque’, ‘Text and Place in Medieval and Early Modern Europe’, ‘Re-thinking Post- Slavery’ and ‘British Nuclear Culture’.

Taught programmes that prepare you for future research

By pursuing our programmes you’ll gain the skills and knowledge you need to carry out further research towards a PhD.

Our MA programmes are taught by research-active experts who bring their knowledge of, and passion for, their subjects into the seminar room.

Teaching takes place in small-group seminars or workshops and through one-to-one tutorials, as we believe this leads to the best collaboration between students and staff.

We offer programmes in:-

Cultural History
Eighteenth-Century Worlds
International Slavery Studies
Medieval and Renaissance Studies
Twentieth-Century History
You can also pursue an MRes in History or a vocational Masters in Archives and Records Management.

Support and skills training for PhD students

As a postgraduate research student you’ll receive comprehensive skills from the Graduate School, the Faculty of Humanities and Social Sciences and History Department.

This will equip you with the research skills you need to successfully complete your PhD.

Our PhD programmes place a strong emphasis on independent research and study, culminating in a 100,000-word dissertation. Two supervisors (normally experts in your chosen field) who will advise and support you through the process.

Our commitment to postgraduate students

We welcome enquiries from all postgraduate students interested in studying here and will give you all the academic, practical and pastoral support we can.

Students have a voice here and are represented on the School Postgraduate Committee. There’s also a dedicated staff – student liaison committee to oversee our MA and PhD programmes.

Postgraduate studentships and bursaries are often available.

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The MA in Cultural Astronomy and Astrology is a unique course which deals with the ways in which human beings attribute meaning to the planets, stars and sky, and construct cosmologies which provide the basis for culture and society. Read more
The MA in Cultural Astronomy and Astrology is a unique course which deals with the ways in which human beings attribute meaning to the planets, stars and sky, and construct cosmologies which provide the basis for culture and society.

Course Overview

The MA focuses on Cultural Astronomy and Astrology. We define Cultural Astronomy as the study of the application of beliefs about the stars to all aspects of human culture, from religion and science to the arts and literature. It includes the new discipline of archaeoastronomy: the study of astronomical alignments, orientation and symbolism in ancient and modern architecture. Astrology is the practice of relating the heavenly bodies to lives and events on earth. We therefore examine the relationship between astrological, astronomical and cosmological beliefs and practices, and society, politics, religion and the arts, past and present.

The MA is a hybrid of history and anthropology. As historians we pay attention to documentary evidence but are heavily influenced by recent trends in anthropology; this means that modern western culture can be subjected to the same academic scrutiny as pre-modern or non-western cultures, and by questions such as the requirement for the scholar or researcher to engage in practice as part of their study of practice.

The words astronomy and astrology have distinct meanings in modern English. Astronomy is the scientific study of the physical universe. Astrology is more akin to a study of the psychic universe. The split between the two, though, is a feature of modern western thought.

Both words are of Greek origin: astronomy means the ‘law’ of the stars, while astrology is best translated as the ‘word’, or ‘reason’, of the stars, so in the classical world their meanings overlapped. To the Greek scholar Claudius Ptolemy, writing in the second century CE, there were two forms of astronomy: one dealt with the movement of the stars, the other (which we would call astrology) with their effects or significance. From then until the 17th century, the two words were interchangeable. In ‘King Lear’, Shakespeare had Edgar refer to his brother Edmund, who had been posing as an astrologer, as a ‘sectary astronomical’.

Other terms Shakespeare might have used included mathematician (the astronomer Johannes Kepler studied astrology as part of his duties as ‘Imperial Mathematician’) or Chaldean (both astrology and astronomy were commonly traced to Chaldea, another term for Mesopotamia). Neither do most non-western countries employ different words to distinguish traditional astronomy from astrology.

In India both are jyotish, the ‘science of light’. In Japan they are onmyōdō, the ‘yin-yang way’. In China, the observation and measurement of celestial phenomena was inseparable from their application to human knowledge which, in turn, was divided into two, li, or li fa, calendar systems, and tian wen, or sky patterns. All cultures have ways of visualising the stars, many without a single name for the practice. The title of the MA, whose subject matter includes the beliefs and practices of pre-modern and non-western cultures, as well as contemporary worlds, is therefore necessarily ‘Cultural Astronomy AND Astrology’.

Modules

Students take six modules, and then write a 15,000-word dissertation based on independent research. There are three compulsory modules and students then take one ‘pathway’ of two optional modules, and any third optional module.

Assessment

Each module is assessed by 5,000 words of written work or the equivalent. For example, some modules require one short essay of 1,000 words and a longer, 4,000-word essay, normally due in week 10 to 12. Assessment requirements, lengths and due dates can vary from module to module. The shorter essays may be a critical review of a piece of writing, or be picked from a choice of two titles. For the longer essays there is a wider choice of titles. In some modules, the title and subject is negotiated with the course tutor. Each is then returned with comments from either one or two tutors, and students are offered the chance to have a tutorial via Skype in order to discuss the comments.

Students who take the entire MA then go on to write a 15,000-word dissertation based on a piece of independent research on a topic chosen by the student in discussion with the module tutor, and other appropriate members of staff. Each student is allocated a supervisor who can guide them through the research and writing process.

Career Opportunities

Most of our students take the MA as an end in itself because they love the subject. Some go on to study for PhDs, either with us, or at other universities.

The relationship between all academic work and non-academic employment is always based on potential employers’ appreciation of the generic skills acquired in MA study. Typically, these include critical thinking, communication skills, time-management and the ability to take on and complete independent projects. The latter quality is particular prized by many employers. One graduate is teaching at undergraduate level while another, a school teacher, was awarded a promotion and pay rise on her graduation.

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The University of London’s postgraduate degree in the History of the Book was inaugurated in 1995 and each year attracts a range of students from many countries. Read more
The University of London’s postgraduate degree in the History of the Book was inaugurated in 1995 and each year attracts a range of students from many countries. The University’s location in the centre of London, with its unrivalled resources for all aspects of book history within easy reach, together with the expertise that exists in its many colleges and institutes, makes it an ideal place in which to carry out research of an interdisciplinary nature. The history of the book has developed rapidly over the last 40 years as its power to clarify problems in many other disciplines has become evident. Scholars have come to see the study of the book as an aid to understanding literary and other texts and, more recently, as a way of understanding broader social, cultural, and intellectual processes in history.

The programme aims to:

Give students a broad understanding of book history from c. 3000 BCE to 2000 CE

Introduce students to the range of disciplines that make up the subject, including historical bibliography, palaeography, codicology, history of printing, bibliometrics, history of publishing, history of reading, and library history

Provide frequent opportunities to handle archaeological and historical objects relating to the subject

Give students the ability and confidence to deal with primary sources for book history (both manuscript and printed)

In addition, the MRes will:

Provide selected students with a foundation of three appropriately specialised taught courses (60 points in all), which will equip them to undertake a more extensive programme of master’s level research than that offered by the MA

Provide the opportunity for able students to write an extended dissertation (30,000 words) on a subject that requires treatment at a much greater length and depth than the usual MA topic

Offer students a degree programme that satisfies the needs of those who wish to undertake more extensive research or go on to do an MPhil or PhD

Structure

The MA consists of a series of six taught courses (including two core courses) plus a dissertation of 15,000 words.

The MRes consists of a series of three taught courses and a 30,000 word dissertation.

Students may also choose courses from the London Rare Books School programme under the guidance of the Course Director and Course Tutor.

London Book Trade Internship

Students have the option to substitute one of the modules with an internship at a London bookselling firm. The internships offer a key opportunity for students to experience life in a bookselling firm, to undertake projects for the company (everything from stocktaking to cataloguing to running a book stall at a fair), and to make connections in the book trade. In the past, students have been placed in Maggs Bros., Jarndyce Booksellers, Robert Frew Ltd., and Ash Rare Books.

Teaching and Supervision

Teachers are recognised experts drawn from the Institute, the British Library, the Victoria and Albert Museum, Lambeth Palace Library, and other institutions, at which some of the teaching takes place.

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Fi­nanz­ma­nage­ment, Rech­nungs­le­gung, Wirt­schafts­prüfung, Un­ter­neh­mens­be­wer­tung – wenn Sie sich für die ana­ly­ti­schen Pro­zes­se in­ner­halb ei­nes Un­ter­neh­mens in­ter­es­sie­ren, bie­tet Ih­nen der Mas­ter­stu­di­en­gang Management & Finance & Accounting ein in­ter­es­san­tes Stu­di­en­feld. Read more
Fi­nanz­ma­nage­ment, Rech­nungs­le­gung, Wirt­schafts­prüfung, Un­ter­neh­mens­be­wer­tung – wenn Sie sich für die ana­ly­ti­schen Pro­zes­se in­ner­halb ei­nes Un­ter­neh­mens in­ter­es­sie­ren, bie­tet Ih­nen der Mas­ter­stu­di­en­gang Management & Finance & Accounting ein in­ter­es­san­tes Stu­di­en­feld. Im Ma­jor Fi­nan­ce & Ac­coun­ting er­wer­ben Sie be­triebs­wirt­schaft­li­che Hand­lungs­kom­pe­tenz für viel­sei­ti­ge und an­spruchs­vol­le Führungs­auf­ga­ben nicht nur im Fi­nanz- und Rech­nungs­we­sen, son­dern auch in Be­ra­tungs- und Prüfungs­un­ter­neh­men. Da­bei ler­nen Sie – ins­be­son­de­re vor dem Hin­ter­grund der letz­ten Fi­nanz­kri­se – wie sich die­se be­triebs­wirt­schaft­li­chen Kern­dis­zi­pli­nen zur Lösung ak­tu­el­ler ge­sell­schaft­li­cher Pro­ble­me so­zi­al ver­ant­wort­lich und nach­hal­tig ge­stal­ten las­sen, so­dass die Un­ter­neh­men selbst und ex­ter­ne In­ter­es­sen­grup­pen glei­cher­maßen pro­fi­tie­ren.

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For most companies, understanding the complex web of relationships between people, technology and design the 'user experience' is vital in acquiring the competitive edge. Read more
For most companies, understanding the complex web of relationships between people, technology and design the 'user experience' is vital in acquiring the competitive edge. Especially when considering the development and production of technology based devices and services. MSc User Experience Engineering brings together knowledge and skill sets into a single programme focused on the user experience where computing technology is the heart of the devices and services.

Why study MSc User Experience Engineering at Dundee?

The importance of human computer interaction and good interface design is increasingly recognised as the key to the future of successful software development.

At the University of Dundee we provide students with the knowledge skills and support necessary to become move into a career in user experience engineering. The University of Dundee is at the forefront of computing and as such you will have the opportunity to learn from leading researchers.

What's great about User Experience Engineering at Dundee?

This course is designed to:
Give you a Masters-level postgraduate education in the knowledge, skills and understanding of user experience research and implementation in the domain of computing and technology.

Enable you to acquire advanced knowledge and skills in the professional procedures necessary to ensure that user experience research and requirements-gathering is both valid and actionable in technology implementation contexts.

Enable you to understand and engage with contemporary debate about the role, ethics and utility of user experience research in commercial and other settings.

An additional aim for overseas students is to provide you with educational and cultural experiences which are unique to the UK.

Our facilities:
You will have 24-hour access to our award winning and purpose-built Queen Mother Building. It has an unusual mixture of lab space and breakout areas, with a range of conventional and special equipment for you to use. It's also easy to work on your own laptop as there is wireless access throughout the building. Our close ties to industry allows us access to facilities such as Windows Azure and Teradata, and university and industry standard software such as Tableau for you to evaluate and use.

The start date is September each year. The MSc course lasts for 12 months and the PGDip lasts for 9 months.

How you will be taught

The programme will be delivered principally by a mix of traditional lectures, study of academic background texts, lab and studio based practice sessions, and field and project based learning. These will be supplemented by seminars and workshops on key areas of practice

What you will study

The course will be taught in 20 credit modules plus a 60 credit dissertation. Students will be required to complete 180 credits for the award of the MSc (including 60 credits for the dissertation). Students completing 120 credits (without the dissertation) will be eligible for a Postgraduate Diploma.

Semester 1 (Sept-Dec)
Computing the User Experience (20 Credits)
Elective Module- one from:
Internet and Computer Systems
Software Development
Software Engineering
Agile Engineering
Technology Innovation Management
Secure e-Commerce
Computer Graphics
Computer Vision
Multimedia Audio
International Marketing
Eye Movements & Cognition (10 Credits)
Quantitative Methods (10 Credits)

Semester 2 (Jan-Mar)
Research Methods (20 Credits)- experimental design requires researchers to understand the context of the research being undertaken and being able to apply appropriate methods to measure and compare data. This module aims to provide students with an understanding and knowledge of research methods relevant in the context of computing.
Research Frontiers(20 Credits) - Students select a total of four units from available units which currently include:
Accessibility & Computing (AC)
Applied Computational Intelligence (ACI)
Constraint Programming (CP)
Games (G)
Intelligent Agents (IA)
Aspects of Assistive Technology (AT) and Augmentative and Alternate Communication (AAC)
Interactive Systems Design (ISD)
Space Systems (SS)
What Computer Eyes Can Do (CE)
Eye Gaze Tracking
Human-Computer Interaction (HCI) (20 Credits) - the aim of this module is to provide you with a broad introduction to human-computer interaction through study of the components, both human and machine, which make up interfaces and the ways in which they interact, illustrating this with examples of good and bad practice.

Semester 3 (Apr-Sept)
Research Project or Field Project (60 Credits) - this module will provide you with a professional level experience of specifying, conducting and presenting a substantial piece of user experience research.
Please note that some of the modules in the programme are shared with other masters programmes and some of the teaching and resources may be shared with our BSc programme.

How you will be assessed

Assessment will be a mix of continuous or coursework assessments and exams, with group and individual projects assessed by set deliverables and final presentation.

Careers

This programme is intended to enhance the employability of graduates in the following ways:

For technologists and computing professionals, this programme should build their skills in implementing technology that are appropriate to the needs and wishes of users in the relevant usage context

For human factors specialists, this programme should build their understanding of the fit between users and technology and should enhance their methodology skill set when exploring beyind the understanding of the human factors towards the deployment of appropriate or enhanced user experiences.

For design specialists, this programme should build their skills in marrying technologies and materials to the requirements of users and in blending this within appropriate aesthetics.

For UX team managers this programme should enhance their insights and give them practical experience of the skill sets of all members of their teams in order to direct their work so as to optimize the user experience within real business and technical constraints.

For all professionals, this programme should enhance their ability to communicate the impact of the user experience investigations on their work and the impact of their work on the user experience, not only within the UX team but also to other business functions such as senior management and marketing.

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The MSc Community Learning and Development offers an exciting and innovative opportunity for advanced study based around community learning practice and inquiry. Read more
The MSc Community Learning and Development offers an exciting and innovative opportunity for advanced study based around community learning practice and inquiry. The programme is offered as a workplace based, blended learning programme of study using online materials and communication media, with study workshops and tutor support.

Why study for the MSc CLD at Dundee?

The programme will have flexible entry and exit points and can be studied either as a CLD qualifying programme, accredited by the CLD Standards Council for Scotland, or as continuing professional development (CPD) with optional modules including Organisational Management, Community Engagement, Interprofessional Collaboration and Action Research. It is expected that the options available will be expanded over time to include modules in Family Learning, Literacies and Arts & Communities.

What are the aims of the programme?

The programme is designed to enable participants to:
- Identify, reflect on, develop and appraise critical community based practice, individually and in collaboration with others;
- Integrate community learning and development practice with theoretical studies and investigative techniques;
- Enhance commitment to community learning and development values, ethical codes of practice and ongoing professional development;
- Engage in processes of active learning involving cyclical processes of action and reflection with participants towards development of empowerment, capacity building and co-production;
- Contribute to ongoing construction of theory and practice by communicating with communities of participation and practice the outcomes of investigations and development projects.

Who should study this course?

Applicants for the qualifying CLD programme require a relevant first degree and current professional practice in a public and voluntary CLD context. This new award offers graduates from a range of disciplines such as education, social work, housing, planning, the arts, health, politics or law an opportunity to undertake a postgraduate qualification in Community Learning and Development.

Practitioners with an existing CLD qualification can choose to study the optional modules through a continuing professional development route. The programme is also suitable for returning students who have a PG Diploma in CE/CLD, who wish to complete the Masters dissertation.

How you will be taught

The Programme can take 2 to 3 years depending on a student's circumstances with modules being delivered by blended and distance learning and are supported by the use of the University's Virtual Learning Environment and other online tools such as Adobe Connect and Google+. This means the Programme is available anywhere and anytime there is access to the internet.

The MSc CLD is characterised by progression through Certificate, Diploma to Masters with exit points at each level. These awards aim to build on professionals' initial training and professionalism which has developed throughout their work experience. Because of the considerable distance learning element in the programme, significant individual support is offered through:

On-line tutorials and workshops
Study guides
Telephone tutorials
Face to face tutorials
E-mail
Written feedback (electronic)
Virtual learning environments

What you will study

Students on all routes are required to complete the two Certificate level core modules:

Research Methods for Professional Inquiry (30 credits)
Critical Pedagogies (30 credits)
The CLD Standards Council qualifying route requires the completion of two Diploma level modules:

Evidence-Based Practice 1 (30 credits)
Evidence-Based Practice 2 (30 credits)
Those on the CPD route can instead select two optional 30 credit modules from the range available to complete the Diploma level.

All Masters students will then be required to complete the 60 credit Dissertation module.

How you will be assessed

Formative assessment and feedback are a feature of all modules. Formative and summative assessments are designed to arise naturally from study and work. Assessments may be in a range of styles including written assignments, portfolios, presentations all designed to best evidence the learning of any given module.

Careers

The programme offers excellent professional qualifications and options for ongoing CPD for those in seeking practitioner and managerial posts in:
Local Authority Services and Projects
Third Sector Organisations
Community Learning and Development Services
Culture and Leisure Services
Community Health
Youth Work
Housing
Community Development
Adult Literacies and Numeracies
Family Learning
Community & Adult Learning
Local Economic Regeneration
Social Enterprise Development
Further & Higher Education

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School Direct (Tuition Fee) is a route into teaching at both primary and secondary levels. Trainees join other student teachers on the established Music PGCE programme at the UCL Institute of Education (IOE), whilst undertaking their teaching experience at their host school or alliance. Read more

School Direct (Tuition Fee) is a route into teaching at both primary and secondary levels. Trainees join other student teachers on the established Music PGCE programme at the UCL Institute of Education (IOE), whilst undertaking their teaching experience at their host school or alliance.

About this programme

The Music PGCE introduces students to the broad scope of Music as a curriculum subject across the 11-16 age range. The course is designed to support musicians in coming to an understanding of what it means to be an effective and succesful music educator. Our priority is to develop your expertise in a variety of teaching situations, by exploring a range of different teaching styles. We will offer a range of perspectives on the principles of syllabus design, evaluation and assessment. We aim to deepen students' theoretical understanding of educational issues through engaging practical music workshops, lectures, seminars and tutorials.

Students undertake two Master’s-level (level 7) modules of 30 credits each, totaling 60 credits. These can be carried forward onto full Master’s programmes at the IOE.

The Secondary PGCE consists of three core modules: two Master’s-level (level 7) modules, which are assessed through written assignments and practical musicianship tasks, and the Professional Practice module, which is assessed by the observation of practical teaching in placement schools.

Completion of the Professional Practice module and the two level 7 (Master’s level) modules (60 credits) will result in the award of a Postgraduate Certificate of Education (PGCE). Completion of the Professional Practice module and one or two level 6 (undergraduate/Bachelor’s level) modules, will lead to the Professional Graduate Certificate of Education (PgCE).

Core modules

  • Subject Studies - Music (30 Master's-level credits)
  • Wider Educational Studies - Music (30 Master's-level credits)
  • Professional Practice

Optional modules

  • There are no optional modules for this programme

Placement

You will spend most of your time (120 days) in schools, working with music mentors who support you through your school placements. The Professional Practice module is assessed through these placements, associated tasks and a portfolio.

Teaching and learning

The programme is delivered via keynote lectures, subject lectures, seminars, workshops, tutorials and directed study days at the IOE, as well as time spent in placement at the host school or alliance. Assessment is by the observation of practical teaching, assignments and a portfolio (which links into continuing professional development in the induction year).

Further information on modules and programme structure is available on the department website: School Direct (Tuition Fee): Music

Funding

Bursaries of £4,000-£9,000 are available to students who meet the eligibility criteria for the Music programme. To find out what funding may be available to you, please visit the Department for Education website.

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the UCL Scholarships and Funding website.

Careers

Graduates of this programme are currently working across a broad range of areas, including: classroom music and instrumental teachers, music educators, workshop leaders and consultants in National Music Hubs and local authorities, learning and participation programme leaders for professional orchestras, and resident composers in schools.

Recent career destinations for this programme

  • Secondary School Teacher (Music), St Mary's and St Johns CE School
  • Secondary School Teacher (Music), Sacred Heart High School Hammersmith
  • Secondary School Teacher (Music), Cecil Jones College
  • Secondary School Teacher (Music), Chestnut Grove Academy

Employability

Graduates of the Secondary PGCE programme are highly employable and sought after by schools and colleges in London and beyond. Almost all graduates secure their first teaching post by the time they finish the PGCE programme. Graduates of the programme also have great career prospects, with many becoming Head of Department or a Head of Year within 2-5 years, often acting, in their schools, as mentors to new PGCE student teachers. Many of our graduates become senior teachers (such as Assistant Headteachers or Head of a Faculty) in 5-8 years of graduating, and some are now Headteachers. Others have developed their careers as subject specialist teachers and educators, both becoming lead teachers in the classroom and researching, writing and advising other teachers themselves. The Secondary PGCE Programme is a springboard into a rewarding career, not just as a skilled teacher, but as an educational leader.

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this programme at UCL?

UCL Institute of Education (IOE) offers one of the larger music PGCE programmes in the country, allowing students to benefit from a team of lecturers with a wide range of expertise and interests. 

"I can't rate my training highly enough. Not only am I a more confident musician, but I am now equipped to apply all the ideas I've learnt from workshops, lectures and from my research to my teaching. I feel excited and prepared for my future career" (PGCE Music Student Teacher Evaluation, 2016)

Our central London location means that we are able to draw on the world-leading expertise of professional musicians and music educators. For example, a number of subject sessions are arranged in collaboration with expert musicians from The London Sinfonietta, LSO St Luke's (Gamelan) and the Kingdom Choir (Gospel).

While undertaking placements in our network of partner schools, students also benefit from the wealth of expertise on offer in London and the opportunity to teach music in a vibrant and dynamic setting.

Accreditation:

This route leads to the award of QTS (Qualified Teacher Status).



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