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.
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.
Visit our website for more information on fees, scholarships, postgraduate loans and other funding options to study Education for the Health Professions at Swansea University - 'Welsh University of the Year 2017' (Times and Sunday Times Good University Guide 2017).
The Education for Health Professions course aims to enable students to develop an in-depth understanding of educational principles and values so as to develop their expertise in teaching, assessing and supervision in clinical and academic settings
- granted approval by the Nursing and Midwifery Council for a recordable teaching qualification
- accreditation from the Academy of Medical Educators (AoME) for Membership and Higher Education Academy (HEA) for Fellowship and Associate Fellowship
Teaching and Employability:
- successful completion enables the student to apply for full membership of AoME without going through the individual assessment process
- the programme facilitates teaching experience within an academic setting for those students who are either seeking an NMC recordable teaching qualification or who have an interest in developing their career in teaching within the academic setting
Part one of the course is split into core and optional modules. Education for the Health Professions course students progress to part one after successful completion of part one and will then undertake the dissertation module.
Although there are no specific placement opportunities during the Education for the Health Professions course, the College is able to facilitate teaching experience within the academic setting for those students who are either seeking an NMC recordable teaching qualification or who have an interest in developing their career in teaching within the academic setting.
Education is a core element of professional practice. Mentors, supervisors and teachers are vital to the preparation of the next generation of practitioners and clinicians.
However the role of the healthcare educator in a clinical setting is complex in terms of combining teaching activities with clinical commitments and contextualising the activities within different programmes, professional requirements and individual learners’ needs.
The Education for the Health Professions course has been designed specifically to meet the needs to the healthcare professional engaged in education in the clinical and/or academic setting.
The Education for the Health Professions Programme will enable the student to develop an in-depth understanding of educational principles and values so as to develop their expertise in teaching, assessing and supervision in clinical and academic settings.
It aims to:
- develop an in-depth understanding of educational issues, principles and values so as to develop expertise in teaching, assessing and supervision
- develop the core skills of critical analysis, evaluation, synthesis, creative and reflective thinking
- conduct research into their own educational practice
- promote inter-professional collaboration and understanding across a range of health; professions in relation to the practice of education
- develop their ability to design and adapt their teaching and assessing to maximise the learning potential inherent in the range of settings in which they teach and develop their ability to research their practice as educators
The Education for Health Professions degree is driven by educational practice.
Education for the Health Professions course students learn about, from and for educational practice. Students are required to identify an appropriate practising physician for the duration of the programme that will support and facilitate learning in the workplace.
Modules on the Education for the Health Professions course may include:
Assessment and Feedback
Designing and Evaluating Your Teaching
Teaching and Learning for Practice Teachers
Teaching and Learning for the Health Professions' Educators
Mentoring and Supervision
Researching Educational Practice
Leadership in Practice
Evidence and Theory Based Education
Teaching and Learning in Practice
The Education for the Health Professions programme provide students with the opportunity to teach and develop their careers within healthcare education across a number of sectors including further education, higher education, the NHS, Adult and Community Education, as well as private training providers.
The College of Human and Health Sciences has a vibrant postgraduate community with students drawn from a variety of backgrounds and nationalities. The College is known for its friendly, welcoming and supportive environment, which combined with its extensive facilities, state-of-the-art technology and superb beachside location, helps to ensure that students benefit from an exceptional student experience.
In addition, students have access to a wide range of excellent facilities and equipment for realistic workplace experiences.
This new two year part-time Masters programme in Vascular & Endovascular Surgery, taught entirely online, is offered by the Royal College of Surgeons of Edinburgh and the University of Edinburgh, and leads to the degree of Master of Surgery (ChM).
Based on the UK Intercollegiate Surgical Curriculum, the programme provides advanced training for surgeons preparing for the intercollegiate fellowship examination and approaching independent surgical practice.
The ChM provides advanced training for surgeons preparing for the intercollegiate fellowship examination and approaching consultancy.
On completion of this programme students will be able to:
The programme is taught entirely online. Students are supported by asynchronous discussion with e-tutors (all leading clinicians in their field) and have access to a large learning resource, including subscriptions to key online books and journals.
Our award-winning interactive online learning technology enables you to communicate with our highly qualified teaching staff from the comfort of your own home or workplace.
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.
The programme runs on a semester basis over 2-4 years and involves approximately 10-15 hours of study each week, in a flexible modular manner.
The programme is delivered using a purpose-built learning environment that supports a variety of learning styles, and allows students flexibility in their study patterns.
Courses within the programme are also offered as Continuous Professional Development (CPD).
Core modules in each area of vascular and endovascular surgery are aligned to the ISPC Curriculum. These are taught and assessed using a clinical problem-based approach, supported by systems-based review of the course material, which should mirror ‘in-the-workplace’ activities.
Component courses include Principles of Vascular Practice, Aneurysms, Venous & Lymphatic Disorders, Vascular Trauma and Principles of Endovascular Practice. Each semester, courses are taught concurrently such that a student may be engaged in 5-6 asynchronous discussions at any one time (one per course). Students will spent 10-15 hours on programme-related study each week (activities include reading the discussion thread, reading around the topic, contributing to the discussion).
Knowledge and understanding will be assessed in the second year, following completion of core modules, with a formal written examination (MCQs and EMIs) that will replicate the trainees upcoming exit exams.
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 are required to complete a dissertation based on original research or a systematic review in a relevant area of work. Alternatively, an individual with a number of peer-reviewed journal publications may undertake an academic critique of their work.
The programme will offer an alternative to clinical / laboratory research training for those students who do not wish to take time out of surgical training. It will develop the trainee's academic portfolio and facilitate surgical research projects essential to a research active career.
The ChM programme is designed to follow the ISCP curriculum and prepare the advanced surgical trainee for their exit professional examinations allowing appointment as an independently practising surgeon.
The award of ChM will highlight the trainee's commitment to continual professional development and will ensure a competitive edge when applying for consultant positions.