The Master of Fine Arts in Writing program offers graduate students an intimate, personalized learning experience while taking advantage of San Francisco’s vibrant, eclectic literary scene. Founded in 1986, the program is designed to instruct writers in creative techniques, nurture their individual development and vision, and help them thrive in the larger community of writers.
Our two-and-a-half year program offers workshops and literature seminars in the genres of fiction, poetry, and nonfiction. The distinctive design of the program emphasizes the connection between reading and the students’ own writing and fosters collegial relationships among faculty and students in small classes. All courses are taught by accomplished practicing writers, so that both literature seminars and workshops pay detailed attention to craft.
Because cross-fertilization enriches creativity, students are free to take courses outside their primary genre and sample a range of cross-genre literature seminars. Because depth of understanding is crucial to successful writing, students also take seminars and workshops that focus exclusively on one genre — long fiction, short fiction, poetry, or nonfiction. Students’ work culminates in a creative thesis — a book-length manuscript that is conceived, composed, and revised with extensive faculty mentoring.
You can request more information by visiting the website
Each year, we provide a small number of fellowships on a competitive basis. They are awarded to the top candidates in each genre. All applicants are automatically considered for a Graduate Fellowship; no separate application is needed. You will learn of any fellowship award at the time we notify you of your acceptance to the program.
Recent graduates of the MFA program can apply to teach the Introduction to Creative Writing for Non-majors course offered by the undergraduate English Department. The fellow will teach craft fundamentals to students at a beginning level, drawing on literary models in fiction, poetry, and nonfiction; provide creative prompts for student writing and helpful feedback on student work; and foster engagement with literature and creative writing.
This fellowship honors Lawrence Ferlinghetti who published and supported the work of writers who were outsiders―outside traditional academia or traditional social conventions. In his long career, Ferlinghetti has been a staunch proponent of First Amendment rights, including free speech. This fellowship, which provides full tuition funding, is awarded bi-annually to an applicant in poetry whose work embodies a concern for social justice and freedom of expression, interpreted in the broadest possible way. January 15, 2019.
The Zivic Fellowship, named after MFA alumna Jan Zivic, recognizes and supports an outstanding fiction or nonfiction student currently in the MFA program. To be considered, students must submit a writing sample and a one page statement to the MFA program. The fellowship is distributed in the fall semester of the student's second year.
The MFA in Writing Program, in conjunction with the undergraduate English department, offers several teaching assistantships to qualified students. Current students can apply for available assistantships. There are usually 8-12 positions per semester.
This course is for people who teach and support learning in higher education, e.g. nurses and midwives, allied health professionals, social workers, doctors, lecturers in any discipline and professional services staff. It is a dynamic, interactive and work-related course which has been designed in response to the continuing professional development needs of professionals with an educational role.
The course is accredited by the Nursing and Midwifery Council (nurses and midwives) for teacher status and for Fellowship status by the Higher Education Academy (HEA). It will develop your understanding and skills of facilitation and teaching. You will become confident in facilitating and supporting the design and delivery of education and in working with technology to enhance learning.
By the end of the course you will be able to teach in a broad range of professional contexts in the sound knowledge that your practice is based on solid conceptual principles.
You will learn through online and face-to- face group discussions, teaching practice, reading, challenge and debate, collaborative case analysis, independent study, presentations and research. Emphasis is placed on building on and developing your own personal experience. Assessments may include personal reflective critiques, e-portfolios, presentations, essays, curriculum documents and literature reviews. Class sizes vary between 8 - 30.
The e-PgCert is a fully online part-time course, accessible from anywhere, Most people complete one module per semester. Some modules on the PgDip/ MSc route still require attendance but are likely to become online in the future.
The e-PgCert is accredited by the NMC for teacher status (nurses and midwives only) and for Fellowship or Associate fellowship by the Higher Education Academy (HEA). People with limited teaching responsibility should apply as associate students to obtain Associate Fellowship of the HEA (by completing Education in Action A only). Recognition by other professional bodies may allow you to record a teaching qualification with your profession.
For the e-PgCert (online), you will complete:
Education in Action A (15 credits)/ Education in Action B (15 credits)/Curriculum Development (15 credits)/ Introduction to Learning with Technologies/ (15 credits)/ Evidencing Professional Practice (0 credits)
For the PgDip, you will also complete:
Current Issues (15 credits), Research (15/30 credits)/ and a further 15/30 credits from a negotiated choice.
If studying for a MSc, you will also complete
a dissertation (60 credits).
Graduates from this course have gone on to develop their educational practice within their current role, to teach in higher education, to work in practice development, and continuing professional development. International students have returned to their home countries to develop education programmes at undergraduate and postgraduate level. Many graduates have gained promoted posts or gained additional responsibilities as a result of undertaking the course.
Normally a UK honours degree or equivalent. In addition, it is possible candidates with alternative qualifications and appropriate relevant professional experience may be considered. It is required that you have an existing teaching role in your workplace at undergraduate level or above. In addition, for qualified nurses or midwives you must have:
Candidates who do not have standard entry requirements may be asked to submit a formative essay to demonstrate the knowledge and skills required at this level.
International: Where your honours degree has not been studied in English, you will be required to provide evidence of English language competence at no less than IELTS 7.0 and no individual component score below 6.5.
This course is suitable if you are involved in teaching or supporting learning in higher education. It is designed for both experienced and newly appointed academic staff. You gain the skills, understanding and confidence to develop an informed, reflective and self-critical approach to learning, teaching and assessment activities. Prior qualifications and experience determine your entry level.
The course develops your understanding of theory and practice relating to learning, teaching and assessment in higher education. You develop your skills in creating and managing effective learning environments, module and course design, and how best to support students in higher education. It also aims to increase your awareness and understanding of the wider higher education context, current issues and the role of an academic in higher education today. Each module includes an observed assessment of your teaching.
The course sits within the Higher Education Academy (HEA) accredited TALENT framework at Sheffield Hallam. Completing the module learning and teaching in higher education leads to Associate Fellowship of the HEA, equating to ‘descriptor 1’ within the UK Professional Standards Framework.
Completing the full postgraduate certificate leads to Fellowship of the HEA, equating to ‘descriptor 2’ of the UK Professional Standards Framework. These are both nationally recognised within Higher Education. If you are not a member of staff at Sheffield Hallam you need to pay an admin fee to the HEA to claim your fellowship.
After completing this course, you may wish to progress onto the PgDip and MA Education.
For more information regarding our routes into teaching, including funding, placements, QTS skills tests and career prospects visit our teach site.
This course sits within the Higher Education Academy (HEA) accredited TALENT framework at Sheffield Hallam and completing both modules leads to Fellowship of the HEA.
Assessment is based completely upon coursework.
This course is designed to enhance your career potential, by developing your skills as a member of academic staff in a higher education institute.
Whether you're a newly qualified or experienced member of staff teaching on higher education programmes, this course allows you to work towards being awarded your all-important Fellowship of the Higher Education Academy (HEA). HEA Fellowship brings a range of benefits to develop and progress your career. It provides a valuable measure of success and is increasingly sought by employers across the higher education sector as a condition of appointment and promotion.The Higher Education Academy works with higher education providers and organisations to improve the professional experience of HE teachers through fellowships, accreditation, awards and professional development provision.
The Higher Education MA provides a flexible development programme in teaching and learning for staff already teaching higher education courses.The course aims to enable you to become a competent and skilled practitioner in all aspects of teaching, learning and assessment in higher education.
You'll be encouraged to embrace professional values and attitudes to teaching, learning and assessment and the course provides a framework which enables you to do this. Through this process you'll be encouraged to reflect upon your own professional experiences and set up your own targets for professional development.This enables you to evidence engagement with the UK Professional Standards Framework (UKPSF) and gain Fellowship of the Higher Education Academy.
You'll be taught by an outstanding team of teachers; in fact we've been ranked in the top five in the Guardian Guide for Education for the sixth year running. You'll also have access to our extensive professional and academic network which feeds directly into course design and delivery and to excellent facilities and specialist equipment.
The Award of Institutional Credit in Learning and Teaching in Higher Education (ALTHE) is an applied, practice-based programme supporting professional development in higher education and offering a first step towards a higher education teaching qualification. The programme provides an introduction to teaching, learning and assessment in higher education for those with relatively little teaching but for whom a Postgraduate Certificate in Higher Education is not appropriate; fractional or part-time staff; those with teaching support or assistant roles.
The programme's two courses provide solid grounding in the practice of teaching and reflection in higher education. Using a reflective and experiential approach, participants evaluate their own professional practice, relating this reflection to educational theory and scholarship to develop pedagogical understanding and innovative responses to the challenges of teaching in higher education. One of the two courses is studied with PG Certificate in Higher Education participants.
The 'Learning, teaching and assessing in higher education' course includes planning and facilitating learning, assessing, and giving feedback. 'Foundations of professional development in HE' includes development of a portfolio of evidence meeting expectations of the UK Professional Standards Framework, including teaching practice assessments.
The programme is online blended, using a variety of web 2.0 tools to provide socially interactive experience through learning activities including group-work and webinars, with two face-to-face study days (Saturdays) and teaching observations. Support is provided by the programme team, peers, online tutor, personal tutor and mentors. For further information please contact the programme leader at: [email protected]
Outcomes of successful completion include eligibility for Associate Fellowship of the HEA and 20 credits at Level 7, for potential progression into a PG Certificate in HE using the credit transfer system.
The aims of the programme are to:
Students are required to study the following compulsory courses.
The programme is assessed through a variety of coursework assignments including formative group and individual assignments using different media and summative individual reflective assignments including essays, teaching practice assessments and an e-portfolio which evidences reflective practice, meeting the expectations of the UK Professional Standards Framework (Associate Fellowship). All coursework is marked on a pass/fail basis, and excellence is recognised in the feedback.
Accredited by the Higher Education Academy (HEA) for Associate Fellowship of the HEA.
The programme helps to equip participants for a career in HE teaching and provides a first step towards an HE teaching qualification.
For successful participation in the programme access to a computer with audio capacity, a camera/webcam and very good broadband connection are required. The programme provides induction and support where needed in use of technology for online learning and teaching.
This framework is designed for junior doctors who have been awarded a place as an Academic Clinical Fellow. It meets the requirements set out by NIHR for accredited academic experience, whilst leaving the student free to maintain their primary focus on gaining a fellowship (Wellcome, MRC etc).
This framework is designed for junior doctors who have been awarded a place as an Academic Clinical Fellow. It meets the requirements set out by National Institute for Health Research (NIHR) for accredited academic experience, whilst leaving the student free to maintain their primary focus on gaining a fellowship (Wellcome, MRC etc).
This Academic Clinical Fellows framework will allow you to select academic components which will:
The Centre for Reviews and Dissemination (CRD) has been awarded a prestigious NIHR funded Fellowships in Systematic Review, which provides a fully funded MSc in applied health research alongside practical training in evidence synthesis through supported project work.
We encourage applications for this Fellowship from academically outstanding and highly motivated graduates in science and social science subjects.
The Fellowship will combine (i) MSc tuition in applied health research methods with (ii) practical training in key research synthesis methods (iii) in-depth coaching in individual participant data (IPD) synthesis. The successful candidate will train in systematic review/evidence synthesis in CRD and will contribute to range of research projects to gain broad experience. They will register for an MSc in Applied Health Research to be carried out part-time over two years in the Department of Health Sciences (DoHS). http://www.york.ac.uk/healthsciences/gradschool/health-serv-res/. The fellowship will be supervised by Professor Lesley Stewart and Dr Bob Phillips.
You will hold (or expect to gain) a first or upper second class honours degree, have an aptitude for research and ambition to develop a career in evidence synthesis and health research. You will have strong quantitative skills. We particularly welcome applications from graduates from science and social science disciplines who wish to transition to health research.
The University is committed to promoting a diverse and inclusive community – a place where we can all be ourselves and succeed on merit. We offer a range of family friendly, inclusive employment policies, flexible working arrangements, staff engagement forums, campus facilities and services to support staff from different backgrounds.
This two-year, part-time masters programme is offered jointly by the Royal College of Surgeons of Edinburgh and the University of Edinburgh, and is taught entirely online. Both institutions have combined well previously to deliver an award-winning Master’s programme to support early surgical training, and continue to serve as a powerful brand in surgery.
You will be taught by experienced tutors – all leading clinicians in their field – and you will have access to well-defined and managed learning resources and educational material, including an unparalleled online library facility.
Illustrative cases will cover technical skills and procedures as well as core knowledge and clinical skills.
Our online learning technology is fully interactive, award-winning and enables you to communicate with our highly qualified teaching staff from the comfort of your own home or workplace.
Our online students not only have access to Edinburgh’s excellent resources, but also become part of a supportive online community, bringing together students and tutors from around the world.
Based on the UK Intercollegiate Surgical Curriculum, this programme allows you to select advanced modules that match your declared subspecialty, and supports your study towards the Fellowship of the Royal College of Surgeons (FRCS) examinations.
Compulsory modules will cover the basic elements of subspecialties, for instance, emergency surgery and critical care including the assessment and the pre-/peri-/post-operative care of the surgical patient.
These modules will be taught and assessed using a clinical problem-based approach, supported by systems-based review of the course material.
Academic modules will explore research and teaching methodology, whilst enabling students to develop the ability to analyse published evidence and enhance their interactive and written clinical communication skills. Students will also have the opportunity to complete an academic research project in Year 2 e.g. Original research or a Systematic Review in a relevant area of work. Following completion of the programme, students are encouraged to seek publication of their study in a peer-reviewed journal.
Students are supported throughout the programme through asynchronous discussions with e-tutors who are all leading clinicians in their field. Students also have access to a large learning resource, including subscriptions to key online books and journals. A written examination (MCQ) is held in the second year, following completion of core modules.
The ChM provides advanced training for surgeons preparing for the intercollegiate fellowship examination and those approaching consultancy.
This fashion business course covers the creative, managerial and commercial aspects of the global fashion industry. You will learn through projects which are based on case study scenarios, simulate real-life practice, and incorporate group interaction, ensuring you are equipped with the relevant knowledge and skills for a rewarding head office career.
A key feature of the course is digital literacy, including strategic digital communications and analytics. You will also develop an understanding of fashion brand management, including luxury branding, and will explore the ways in which consumers respond to fashion and how their needs are anticipated, identified and satisfied.
Specific fashion strategies relating to trend forecasting, positioning and pricing, supply chain, marketing, retailing, internationalisation and ethical issues will also be taught.
STAGES 1 & 2
You will develop your knowledge and understanding of the key areas of fashion management including fashion branding, the fashion business environment, fashion forecasting, buying and merchandising and global fashion strategy. You will also gain communication, management and digital strategy skills. A four week period of professional industry experience is undertaken at the end of the taught modules for September starts, or between stage 1 and 2 for January starts.
You will work independently but under tutorial supervision, to undertake research and prepare a 15,000 word dissertation on a fashion related topic within a relevant field. This provides you with the opportunity to integrate and synthesise your knowledge and understanding of fashion management. A practical project or professional consultancy option is available as an alternative to the traditional written dissertation.
You will learn through a combination of lectures, tutorials and workshop sessions. These comprise of a mix of group study, discussion, simulation and presentations of findings by groups and individuals. You will work as an individual and also as part of a team on case studies, projects, study trips, presentations and discussions.
You will gain experience using industry specific software including Lectra’s Kaledo fashion software, Adobe Photoshop, the Retailer Business Simulation package and WGSN, the leading online trend-analysis and research service.
Access to our virtual learning environment, CampusMoodle, is also provided giving you access from home to learning materials (including videos, e-books and journals).
The course requires you to become independent 'open learners' and take responsibility for when, where and how your learning occurs. You will spend approximately 30 hours per week working on your own, undertaking prescribed reading, preparing for group activities and researching and writing course assessments.
STAFF DELIVERING ON THIS COURSE
All the MSc Fashion Management teaching staff have worked in a variety of roles in industry such as fashion design and garment development, visual merchandising, fabric design, marketing and events management.
All staff have teaching qualifications, including fellowship or senior fellowship of the Higher Education Academy, recognising their practice, impact and leadership in teaching and learning.
Other staff members include fashion industry experts, media technicians and subject experts in supporting disciplines of Communication, Media, Marketing and Management.
Typically students are assessed each year:
We aim to provide you with feedback within 20 working days of hand-in for all written exams, coursework and practical exams.
You will undertake a 4 week (generally unpaid) professional placement or consultancy project in a fashion-related company, which will enable you to put into practice the knowledge and skills developed throughout the course. For September starts, this placement opportunity takes place at the end of Semester 2. For January starts, the placement takes place between Semesters 1 and 2.
You will have access to our Employment and Professional Enrichment Hub, who will support you in sourcing and validating a suitable placement position.
Previous placements include Zara, Hugo Boss, John Lewis, Ferregamo, Johnston’s of Elgin and Debenhams.
Fashion is a multi-disciplinary business activity and the fashion industry recognises a need for those with both management and digital skills.
On completion of this course, you will be ready to make a valuable contribution within the regional, national and global fashion business sector and its wider community.
Opportunities exist in head office roles, often located in fashion capitals such as London, in fashion buying, financial merchandising and allocation, brand management, marketing and digital content creation.
Roles held by our graduates include Content Manager for Amazon in London, PR and Events Assistant for Michael Kors in Italy, Merchandiser for Gucci Group in Hong Kong, Merchandiser at ASOS in London, Buyer at Lifestyle Sports in Ireland.
Please visit the website to find out how to apply.