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.
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:
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 Master of Science in Biomedical Engineering provides students with a state-of-the-art overview of all areas in biomedical engineering:
The teaching curriculum builds upon the top-class research conducted by the staff, most of whom are members of the Leuven Medical Technology Centre. This network facilitates industrial fellowships for our students and enables students to complete design projects and Master’s theses in collaboration with industry leaders and internationally recognized research labs.
Biomedical engineers are educated to integrate engineering and basic medical knowledge. This competence is obtained through coursework, practical exercises, interactive sessions, a design project and a Master’s thesis project.
Three courses provide students with basic medical knowledge on anatomy and functions of the human body. The core of the programme consists of biomedical engineering courses that cover the entire range of contemporary biomedical engineering: biomechanics, biomaterials, medical imaging, biosensors, biosignal processing, medical device design and regulatory affairs.
The elective courses have been grouped in four clusters: biomechanics and tissue engineering, medical devices, information acquisition systems, and Information processing software. These clusters allow the students to deepen their knowledge in one particular area of biomedical engineering by selecting courses from one cluster, while at the same time allowing other students to obtain a broad overview on the field of biomedical engineering by selecting courses from multiple clusters.
Students can opt for an internship which can take place in a Belgian company or in a medical technology centre abroad.
Through the general interest courses, the student has the opportunity to broaden his/her views beyond biomedical engineering. These include courses on management, on communication (e.g. engineering vocabulary in foreign languages), and on the socio-economic and ethical aspects of medical technology.
A design project and a Master’s thesis familiarize the student with the daily practice of a biomedical engineer.
The Faculty of Engineering Science at KU Leuven is involved in several Erasmus exchange programmes. For the Master of Science in Biomedical Engineering, this means that the student can complete one or two semesters abroad, at a number of selected universities.
An industrial fellowship is possible for three or six credits either between the Bachelor’s and the Master’s programme, or between the two phases of the Master’s programme. Students are also encouraged to consider the fellowship and short courses offered by BEST (Board of European Students of Technology) or through the ATHENS programme.
You can find more information on this topic on the website of the Faculty.
The programme responds to a societal need, which translates into an industrial opportunity.
Evaluation of the programme demonstrates that the objectives and goals are being achieved. The mix of mandatory and elective courses allows the student to become a generalist in Biomedical Engineering, but also to become a specialist in one topic; industry representatives report that graduates master a high level of skills, are flexible and integrate well in the companies.
Company visits expose all BME students to industry. Further industrial experience is available to all students.
Our international staff (mostly PhD students) actively supports the courses taught in English, contributing to the international exposure of the programme.
The Master’s programme is situated in a context of strong research groups in the field of biomedical engineering. All professors incorporate research topics in their courses.
Most alumni have found a job within three months after graduation.
This is an initial Master's programme and can be followed on a full-time or part-time basis.
Biomedical engineering is a rapidly growing sector, evidenced by an increase in the number of jobs and businesses. The Master of Science in Biomedical Engineering was created to respond to increased needs for healthcare in our society. These needs stem from an ageing population and the systemic challenge to provide more and better care with less manpower and in a cost-effective way. Industry, government, hospitals and social insurance companies require engineers with specialised training in the multidisciplinary domain of biomedical engineering.
As a biomedical engineer, you'll play a role in the design and production of state-of-the-art biomedical devices and/or medical information technology processes and procedures. You will be able to understand medical needs and translate them into engineering requirements. In addition, you will be able to design medical devices and procedures that can effectively solve problems through their integration in clinical practice. For that purpose, you'll complete the programme with knowledge of anatomy, physiology and human biotechnology and mastery of biomedical technology in areas such as biomechanics, biomaterials, tissue engineering, bio-instrumentation and medical information systems. The programme will help strengthen your creativity, prepare you for life-long learning, and train you how to formalise your knowledge for efficient re-use.
Careers await you in the medical device industry R&D engineering, or as a production or certification specialist. Perhaps you'll end up with a hospital career (technical department), or one in government. The broad technological background that is essential in biomedical engineering also makes you attractive to conventional industrial sectors. Or you can continue your education by pursuing a PhD in biomedical engineering; each year, several places are available thanks to the rapid innovation taking place in biomedical engineering and the increasing portfolio of approved research projects in universities worldwide.