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Masters Degrees (History Of Science And Technology)

We have 186 Masters Degrees (History Of Science And Technology)

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This programme will give you an insight into the complex history of technology, medicine, scientific knowledge and methodology, as well as how they have shaped the world we live in. Read more

This programme will give you an insight into the complex history of technology, medicine, scientific knowledge and methodology, as well as how they have shaped the world we live in.

You’ll explore the themes, concepts and debates in the study of the history of science through core modules. These will also allow you to develop your historical research skills, using our excellent library resources to work with primary and secondary sources. But you’ll also choose from a range of optional modules that allow you to specialise in topics areas that suit your interests, from birth, death and illness in the Middle Ages to modern science communication.

Guided by leading researchers and supported by our Centre of History and Philosophy of Science, you’ll learn in a stimulating environment with access to a wide range of activities. You could even gain research experience by getting involved in the development of our Museum of the History of Science, Technology and Medicine.

We have world-class research resources to support your studies. The Brotherton Library houses extensive manuscript, archive and printed material in its Special Collections, including Newton’s Principia, a first edition of his Opticks and thousands of books and journals on topics from the 16th century onwards on topics such as astronomy, botany, medicine, physiology, chemistry, inventions and alchemy. You’ll also have access to the collections of artefacts across campus that we have brought together through the Museum of the History of Science, Technology and Medicine.

The Centre also hosts a number of research seminars given by visiting speakers, staff members and doctoral students and which all postgraduate students are encouraged to attend. There are also regular reading groups on a wide range of topics and the seminar series of other centres within the School are also available.

Course content

In your first semester you’ll take a core module introducing you to different approaches and debates in history of science, technology and medicine, as well as how they have been used over time to help us understand scientific developments. You’ll build on this in the following semester with a second core module that will give you a foundation in historical skills and research methods, equipping you to work critically and sensitively with primary and secondary sources.

You’ll have the chance to demonstrate the skills and knowledge you’ve gained in your dissertation, which you’ll submit by the end of the year. This is an independently researched piece of work on a topic of your choice within the history of science, technology and medicine – and you can choose to take an extended dissertation if you want to go into even greater depth.

Throughout the year you’ll be able to choose from a range of optional modules, allowing you to develop your knowledge by specialising in a topic of your choice such as science and religion historically considered, or science in the museum. You’ll take one optional module if you take the extended dissertation, or two if you do the standard dissertation.

If you choose to study part-time, you’ll study over a longer period and take fewer modules in each year.

Course structure

These are typical modules/components studied and may change from time to time. Read more in our Terms and conditions.

Compulsory modules

You’ll take three compulsory modules, though you can choose whether to take a standard (60 credits) or extended (90 credits) dissertation. You’ll then choose one or two optional modules.

  • Historical Skills and Practices 30 credits
  • Current Approaches in the History of Science, Technology & Medicine 30 credits

Optional modules

  • The European Enlightenment 30 credits
  • Lifecycles: Birth, Death and Illness in the Middle Ages 30 credits
  • Science and Religion Historically Considered 30 credits
  • History & Theory of Modern Science Communication 30 credits
  • Special Option (History of Science) 30 credits
  • Science in the Museum: Interpretations & Practices 30 credits
  • The Origin of Modern Medicine (Birth of the Clinic) 30 credits

For more information on typical modules, read History of Science, Technology and Medicine MA Full Time in the course catalogue

For more information on typical modules, read History of Science, Technology and Medicine MA Part Time in the course catalogue

Learning and teaching

Most of our taught modules combine seminars and tutorials, where you will discuss issues and concepts stemming from your reading with a small group of students and your tutor. You’ll also benefit from one-to-one supervision while you complete your dissertation. Independent study is also an important element of the programme, allowing you to develop your skills and pursue your own interests more closely.

Assessment

We assess your progress using a combination of exams and coursework, giving you the freedom to research and write on topic areas that suit your interests within each module you study.

Career opportunities

You’ll gain a range of in-depth subject knowledge throughout this programme, as well as a set of high-level transferable skills in research, analysis, interpretation and oral and written communication that are very attractive to employers.

As a result, you’ll be equipped for a wide range of careers. Some of these will make direct use of your subject knowledge, such as museum work or public engagement with science, while your skills will enable you to succeed in fields such as business and finance, publishing, IT and teaching.

Graduates of our School also regularly go onto careers in journalism, the media, social work, human resources, PR, recruitment and the charity sector. Many also continue with their studies at PhD level and pursue careers in academia.

Careers support

We encourage you to prepare for your career from day one. That’s one of the reasons Leeds graduates are so sought after by employers.

The Careers Centre and staff in your faculty provide a range of help and advice to help you plan your career and make well-informed decisions along the way, even after you graduate. Find out more at the Careers website.



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The MPhil in History and Philosophy of Science and Medicine is a full-time 9-month course that provides students with the opportunity to carry out focused research under close supervision by senior members of the University. Read more
The MPhil in History and Philosophy of Science and Medicine is a full-time 9-month course that provides students with the opportunity to carry out focused research under close supervision by senior members of the University. Students will acquire or develop skills and expertise relevant to their research interests, as well as a critical and well informed understanding of the roles of the sciences in society. Those intending to go on to doctoral work will learn the research skills needed to help them prepare a well planned and focused PhD proposal. During the course students gain experience of presenting their own work and discussing the issues that arise from it with an audience of their peers and senior members of the Department; they will attend lectures, supervisions and research seminars in a range of technical and specialist subjects central to research in the different areas of History and Philosophy of Science and Medicine.

The educational aims of the programme are:

- to give students with relevant training at first-degree level the opportunity to carry out focussed research in History, Philosophy of Science and Medicine under close supervision;
- to give students the opportunity to acquire or develop skills and expertise relevant to their research interests;
- to enable students to acquire a critical and well informed understanding of the roles of the sciences in society; and
- to help students intending to go on to doctoral work to acquire the requisite research skills and to prepare a well planned and focussed PhD proposal.

Visit the website: http://www.graduate.study.cam.ac.uk/courses/directory/hphpmpstm

Course detail

The MPhil course is taught by supervisions and seminars and assessed by three research essays and a dissertation.

The topics of the essays and dissertation should each fall within the following specified subject areas:

1. General philosophy of science
2. History of ancient and medieval science, technology and medicine
3. History of early modern science, technology and medicine
4. History of modern science, technology and medicine
5. History, philosophy and sociology of the life sciences
6. History, philosophy and sociology of the physical and mathematical sciences
7. History, philosophy and sociology of the social and psychological sciences
8. History, philosophy and sociology of medicine
9. Ethics and politics of science
10. History and methodology of history, philosophy and sociology of science, technology and medicine

Format

The MPhil seminars are the core teaching resource for this course. In the first part of year these seminars are led by different senior members of the Department and focus on selected readings. During the rest of the year the seminars provide opportunities for MPhil students to present their own work.

Students are encouraged to attend the lectures, research seminars, workshops and reading groups that make the Department a hive of intellectual activity. The Department also offers graduate training workshops, which focus on key research, presentation, publication and employment skills.

The MPhil programme is administered by the MPhil Manager, who meets all new MPhil students as a group in early October, then sees each of the students individually to discuss their proposed essay and dissertation topics. The Manager is responsible for finding appropriate supervisors for each of these topics; the supervisors are then responsible for helping the student do the research and writing needed for the essays and the dissertation. Students will see each of their supervisors frequently; the MPhil Manager sees each student at regular intervals during the year to discuss progress and offer help and advice.

Supervisions are designed to provide students with the opportunity to set their own agenda for their studies. The supervisor's job is to support the student's research, not to grade their work – supervisors are formally excluded from the examination process.

See the website http://www.graduate.study.cam.ac.uk/courses/directory/hphpmpstm

Learning Outcomes

By the end of the course, students will have:

- Knowledge and Understanding -

- developed a deeper knowledge of their chosen areas of History, Philosophy of Science and Medicine and of the critical debates within them;
- acquired a conceptual understanding that enables the evaluation of current research and methodologies;
- formed a critical view of the roles of the sciences in society.

- Skills and other attributes -

By the end of the course students should have:

- acquired or consolidated historiographic, linguistic, technical and ancillary skills appropriate for research in their chosen area;
- demonstrated independent judgement, based on their own research;
- presented their own ideas in a public forum and learned to contribute constructively within an international environment.

Assessment

- A dissertation of up to 15,000 words. Examiners may request an oral examination but this is not normally required.
- Three essays, each of up to 5,000 words.

Students receive independent reports from two examiners on each of their three essays and the dissertation.

Continuing

The usual preconditions for continuing to the PhD are an overall first class mark in the MPhil, a satisfactory performance in an interview and agreement of the PhD proposal with a potential supervisor.

How to apply: http://www.graduate.study.cam.ac.uk/applying

Funding Opportunities

- Rausing Studentships
- Raymond and Edith Williamson Studentships
- Lipton Studentships
- Wellcome Master's Awards

Please see the Department's graduate funding page for more information: http://www.hps.cam.ac.uk/studying/graduate/funding.html

General Funding Opportunities http://www.graduate.study.cam.ac.uk/finance/funding

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The MA in Imperial History will be administered by the School of History and convened by Dr. Giacomo Macola, Senior Lecturer in African History. Read more
The MA in Imperial History will be administered by the School of History and convened by Dr. Giacomo Macola, Senior Lecturer in African History.

This programme allows you to examine key themes and regions in the making of world history, from the 18th century to the present day.

Imperial history is a rapidly growing and innovative field of historical research, which offers you the opportunity to explore the origins, workings and legacies of empires. By critically engaging with a range of theoretical and empirical literatures, as well as conducting original research, you use historical data to tackle momentous questions relating to violence, development and global inequality.

Led by five specialists in the School of History, the programme takes a broad interdisciplinary approach which also encompasses renowned academics from other departments. The team offers particular expertise in African political history, the history of military technology and conflict, global histories of religion and the newly-emerging field of children and childhoods. You also have the opportunity to participate in the activities of the Centre for the History of Colonialisms (http://www.kent.ac.uk/history/centres/colonialisms/index.html).

This programme offers an ideal launching pad for students who envisage careers with an international dimension or plan to embark on doctoral work.

Visit the website https://www.kent.ac.uk/courses/postgraduate/360/imperial-history

The School of History at the University of Kent offers a great environment in which to research and study. Situated in a beautiful cathedral city with its own dynamic history, the University is within easy reach of the main London archives and is convenient for travelling to mainland Europe.

The School of History is a lively, research-led department where postgraduate students are given the opportunity to work alongside academics recognised as experts in their respective fields. The School was placed eighth nationally for research intensity in the Research Excellence Framework 2014, and consistently scores highly in the National Student Survey.

There is a good community spirit within the School, which includes regular postgraduate social meetings, weekly seminars and a comprehensive training programme with the full involvement of the School’s academic staff. Thanks to the wide range of teaching and research interests in the School, we can offer equally wide scope for research supervision covering British, European, African and American history.

At present, there are particularly strong groupings of research students in imperial and African history, medieval and early modern cultural and social history, early modern religious history, the history and cultural studies of science and medicine, the history of propaganda, military history, war and the media, and the history of Kent.

Course structure

The MA in Imperial History is available for one year full-time, or two years part-time study

Students take four modules: two compulsory and two additional specialist modules (to be chosen from a menu of at least five variable yearly options). 60 further credits are earned through a final 15,000-word-long dissertation.

Modules

Compulsory modules

- Methods and Interpretations in Historical Research
- Themes and Controversies Modern Imperial History
- Dissertation of 15,000 words

Optional modules

- Liberation Struggles in Southern Africa
- War in the Hispanic World since 1808
- Colonial Childhoods
- An Intimate History of the British Empire
- Europe in Crisis, 1900-1925
- No End of a Lesson: Britain and the Boer War
- Writing of Empire and Settlement
- Colonial and Postcolonial Discourses

Assessment

This is by coursework and a 15,000-word dissertation, which counts for one-third of the final grade.

Study support

Postgraduate resources
The resources for historical research at Kent are led by the University’s Templeman Library: a designated European Documentation Centre which holds specialised collections on slavery and antislavery, and on medical science. The Library has a substantial collection of secondary materials to back-up an excellent collection of primary sources including the British Cartoon Archive, newspapers, a large audio-visual library, and a complete set of British Second World War Ministry of Information propaganda pamphlets.

The School has a dedicated Centre for the Study of Propaganda and War, which has a distinctive archive of written, audio and visual propaganda materials, particularly in film, video and DVD. Locally, you have access to: the Canterbury Cathedral Library and Archive (a major collection for the study of medieval and early modern religious and social history); the Centre for Kentish Studies at Maidstone; and the National Maritime Collection at Greenwich. Kent is also within easy reach of the country’s premier research collections in London and the national libraries in Paris and Brussels.

Dynamic publishing culture
Staff publish regularly and widely in journals, conference proceedings and books. Among others, they have recently contributed to: Journal of Contemporary History; English Historical Review; British Journal for the History of Science; Technology and Culture; and War and Society.

Global Skills Award
All students registered for a taught Master's programme are eligible to apply for a place on our Global Skills Award Programme (http://www.kent.ac.uk/graduateschool/skills/programmes/gsa.html). The programme is designed to broaden your understanding of global issues and current affairs as well as to develop personal skills which will enhance your employability.

Research areas

Medieval and early modern history
Covering c400–c1500, incorporating such themes as Anglo-Saxon England, early-modern France, palaeography, British and European politics and society, religion and papacy.

Modern history
Covering c1500–present, incorporating such themes as modern British, European and American history, British military history, and 20th-century conflict and propaganda.

History of science, technology and medicine
Incorporating such themes as colonial science and medicine, Nazi medicine, eugenics, science and technology in 19th-century Britain.

Careers

As the job market becomes increasingly competitive, postgraduate qualifications are becoming more attractive to employers seeking individuals who have finely tuned skills and abilities, which our programmes encourage you to hone. As a result of the valuable transferable skills developed during your course of study, career prospects for history graduates are wide ranging. Our graduates go on to a variety of careers, from research within the government to teaching, politics to records management and journalism, to working within museums and galleries – to name but a few.

Find out how to apply here - https://www.kent.ac.uk/courses/postgraduate/apply/

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. This MA allows you to develop an in-depth understanding of the history of health, medicine and society. You’ll be trained in historical research methods and conceptual and methodological approaches to the history of health, medicine and society. Read more

This MA allows you to develop an in-depth understanding of the history of health, medicine and society.

You’ll be trained in historical research methods and conceptual and methodological approaches to the history of health, medicine and society. You can combine British, European and African history under the guidance of leading researchers in History, History and Philosophy and Science and Medieval Studies. You’ll have the chance to focus on topics and periods that suit your own interests, whether that’s the history of health, medicine and society in the Middle Ages or the First World War.

Looking at the health of individuals, families and communities, you could study the human life course from birth to death, the experiences of medical practitioners and caregivers, medicine during periods of war and conflict, or the impact of health policy in different societies. It’s an exciting opportunity to explore how health and medicine have always been shaped by the social and cultural context.

Specialist resources

We have an exceptional range of resources to help you explore the topics that interest you. The world-class Brotherton Library holds a wealth of resources in its Special Collections, including historical works on health, medicine, cookery and medicinal uses of food, as well as extensive archival material about the history of medicine, surgery and nursing during the First World War and across the region since the eighteenth century.

You’ll be encouraged to participate in events run by the School of History’s lively ‘Health, Medicine and Society’ research group, including seminars, reading group sessions and a postgraduate symposium. You’ll also be able to attend a huge range of other events at the University of Leeds, including seminars at the Centre for History and Philosophy of Science and the Leeds Centre for Medical Humanities.

You’ll also have access to the University’s Museum of Science, Technology and Medicine, which is especially rich in its medical collections, and we have close links with the Thackray Medical Museum in east Leeds and its 47,000 medical objects.

Course content

The first semester will lay the foundations of your studies, introducing you to historical research methods, and key sources, debates and methodologies in the history of health, medicine and society. You’ll take part in a source analysis workshop and gain practical knowledge of documentary, visual and material sources in the university and local area which can be used to study the history of health, medicine and society.

You’ll also develop specialist knowledge of the development of the history of medicine and the social history of medicine as historical sub-disciplines, and the place of health and medicine within the discipline of history.

In Semester Two, you’ll build on this knowledge with your choice from a wide range of optional modules, including specialist topics such as birth , death and illness in the Middle Ages; Medicine and warfare in the 19th and 20th centuries or disease and sexuality in Africa. You’ll also have the opportunity to work collaboratively with partner organisations, such as the West Yorkshire Archive Service, by studying the ‘Making History: Archive collaborations’ module.

Throughout the programme, you’ll develop your knowledge across a variety of areas as well as key skills in research and critical analysis. You’ll showcase these skills when you complete your dissertation, which will be independently researched on a topic of your choice and submitted by the end of the programme in September.

If you choose to study part-time, you’ll study over a longer period and take fewer modules in each year.

Course structure

Compulsory modules

  • Research Methodology in History 30 credits
  • Dissertation (History of Health, Medicine and Society) 60 credits
  • Approaches to the History of Health and Medicine 30 credits

Optional modules

  • Making History: Archive Collaborations 30 credits
  • Medicine and Warfare in the Nineteenth and Twentieth Centuries 30 credits
  • Women, Gender and Sexuality: Archives and Approaches 30 credits
  • Sexuality and Disease in African History 30 credits
  • Lifecycles: Birth, Death and Illness in the Middle Ages 30 credits
  • Special Option (History of Science) 30 credits
  • Science in the Museum: Interpretations & Practices 30 credits
  • The Origin of Modern Medicine (Birth of the Clinic) 30 credits

For more information on typical modules, read History of Health, Medicine and Society MA Full Time in the course catalogue

For more information on typical modules, read History of Health, Medicine and Society MA Part Time in the course catalogue

Learning and teaching

We use a range of teaching and learning methods. The majority of your modules will be taught through weekly seminars, where you’ll discuss issues and themes in your chosen modules with a small group of students and your tutors. Independent study is also crucial to this degree, giving you the space to shape your own studies and develop your skills.

Assessment

We use different types of assessment to help you develop a wide range of skills, including presentations, research proposals, project reports and essays, depending on the subjects you choose.

Career opportunities

This programme will heighten your cultural and social awareness as well as allowing you to build your historical knowledge. You’ll also gain high-level research, analysis and communication skills that will prove valuable in a wide range of careers.

Graduates have found success in a diverse range of careers in education, research and the private sector. Many others have continued with their studies at PhD level. Your knowledge and skills will appeal to a wide range of employers, including in the charitable, education, healthcare, and heritage sectors .

We offer different forms of support to help you reach your career goals. You’ll have the chance to attend our career groups, meeting students with similar plans, or you could become a paid academic mentor to an undergraduate completing their final-year dissertation. You could also apply for one of the internships we offer each year.



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Curating Science will enable you to develop an independent academic and curatorial practice at the intersection of histories, philosophies and social studies of science, science communication and museum studies. Read more

Curating Science will enable you to develop an independent academic and curatorial practice at the intersection of histories, philosophies and social studies of science, science communication and museum studies.

You will engage with current debates in science communication and interpretive practice in museums, including cutting-edge art-science practices that are reimagining ways of knowing and being in the 21st Century. Alongside this, you will be encouraged to develop innovative practices of dialogic and participative engagement, developing their own ways of convening public spaces for debate.

You will undertake a range of active learning activities from developing displays, programmes and events to developing digital content and designing their own research projects. You will be supported throughout by an interdisciplinary academic staff team drawn from museum and curatorial studies and the histories and philosophies of science, as well as professionals from our partner institutions.

Students can specialise in their own areas of interest, through choosing from an array of optional modules that explore contemporary curatorial strategies, technologies and media, cultural memory, histories of medicine, audiences, participation and engagement. You will have the option of undertaking a negotiated placement with a museum or heritage organisation.

Course content

All students on the MA in Curating Science will take three core modules.

The History and Theory of Modern Science Communication allows students to explore how science, technology and medicine have been communicated to a wider public in the past. Students will identify how the processes and purposes of science communication has changed over the last two centuries and debate the consequences for science communication of the introduction of new media, ranging from the radio to the internet. The module addresses these questions by surveying the development of science communication since 1750, and by examining the changing theoretical perspectives that have underpinned these developments. Students will learn to re-examine the processes of contemporary science communication in the light of a deeper understanding of this history.

Interpreting Cultures is underpinned by action learning and puts contemporary curation in an international context. From the outset, students work on an interpretation intervention with one of the archives and collections on campus (such as The Stanley & Audrey Burton Gallery; Special Collections; Treasures of the Brotherton; Marks and Spencer Company Archive; ULITA ― an Archive of International Textiles; Museum of the History of Science, Technology and Medicine). This intensive experience of project planning, management, collaboration and team working prepares students for the option of undertaking a negotiated work placement in the second semester or optional modules exploring audiences, participation or engagement.

Through our Advanced Research Skills modules, students are equipped to undertake assessments and ultimately develop their own research project. The modules build to a symposium in Semester 2 where students present initial research findings towards a dissertation on a research topic of interest.

In addition, students choose from a range of optional modules offered by the School of Fine Art, History of Art and Cultural Studies and the School of Philosophy, Religion and History of Science. These include the opportunity to complete a placement or consultancy project role in either curational approaches or engagement.

Course structure


Compulsory modules

  • Curating Science Individual project (dissertation / practice-led) 50 credits
  • Advanced Research Skills 15 credits
  • Advanced Research Skills 25 credits
  • Interpreting Cultures 30 credits
  • History & Theory of Modern Science Communication 30 credits

Optional modules

  • Making Sense of Sound 30 credits
  • Encountering Things: Art and Entanglement in Anglo-Saxon England 30 credits
  • Anthropology, Art and Representation 30 credits
  • Humanity, Animality and Globality 30 credits
  • Technology, Media and Critical Culture 30 credits
  • Placements in Context: Policy, Organizations and Practice 30 credits
  • Historical Skills and Practices 30 credits
  • The Origin of Modern Medicine (Birth of the Clinic) 30 credits
  • Audience Engagement and Impact 30 credits

Learning and teaching

You will be taught by leading researchers and experienced practitioners in their fields, and you’ll benefit from a range of teaching and learning methods. They include lectures and seminars, gallery and museum visits, as well as hands-on experience of specific collections in library sessions.

Assessment

We use a range of assessment methods including essays, presentations, assignments and literature reviews among others, depending on the modules you choose.

Career opportunities

Through a combination of theory and practice, the programme produces graduates who are able to develop professional careers in the museums and heritage sector whilst retaining a critical and reflexive eye on their own practice and that of the institutions in which they work. It will equip you with a good understanding of the issues and approaches to science communication and curation, interpretation and engagement, as well as practical work experience ― a combination which is very valuable to employers.

To get a flavour of the kinds of career trajectories our graduates of allied MAs have taken see the ‘news’ section of the Centre for Critical Studies in Museums, Galleries and Heritage and the alumni pages of the School website.

Careers support

We encourage you to prepare for your career from day one. That’s one of the reasons Leeds graduates are so sought after by employers.

The Careers Centre and staff in your faculty provide a range of help and advice to help you plan your career and make well-informed decisions along the way, even after you graduate. Find out more at the Careers website.

Placement opportunities

In Semester 2 you will have the option to undertake a negotiated work placement to gain first-hand experience of curating science.

We have close links with many of the major cultural institutions and organisations in the region, meaning there are plenty of opportunities for you to explore. If you have a particular ambition in mind for your placement, we usually try to find a role that suits you.

Students on allied MAs have completed placements in organisations such as Leeds City Museum, Leeds Art Gallery, Harewood House, the Henry Moore Institute, National Science and Media Museum, York City Art Gallery, National Railway Museum, Impressions Gallery, The Tetley, Yorkshire Sculpture Park, Lotherton Hall, Abbey House Museum and the Royal Armouries.



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This programme introduces you to the advanced study of the history of medicine and health in the modern period and equips you with the conceptual and practical skills to carry out independent historical research in this field. . Read more

This programme introduces you to the advanced study of the history of medicine and health in the modern period and equips you with the conceptual and practical skills to carry out independent historical research in this field. 

You learn from experts working in the field and examine how different societies, cultures and races have conceptualised disease, reacted to changes in environment and created different technological artefacts and scientific knowledge. The programme covers a range of concepts, placing developments within medical theory and practice in a broad social and cultural framework.

About the School of History

The School of History at the University of Kent offers a great environment in which to research and study. Situated in a beautiful cathedral city with its own dynamic history, the University is within easy reach of the main London archives and is convenient for travelling to mainland Europe.

The School of History is a lively, research-led department where postgraduate students are given the opportunity to work alongside academics recognised as experts in their respective fields. The School was placed eighth nationally for research intensity in the most recent Research Excellence Framework, and consistently scores highly in the National Student Survey.

There is a good community spirit within the School, which includes regular postgraduate social meetings, weekly seminars and a comprehensive training programme with the full involvement of the School’s academic staff. Thanks to the wide range of teaching and research interests in the School, we can offer equally wide scope for research supervision covering British, European, African and American history.

Modules

The following modules are indicative of those offered on this programme. This list is based on the current curriculum and may change year to year in response to new curriculum developments and innovation. Most programmes will require you to study a combination of compulsory and optional modules. You may also have the option to take modules from other programmes so that you may customise your programme and explore other subject areas that interest you.

Students take four modules including two compulsory modules (HI835 - Modern Medicine and Health, 1850 to the Present and HI878 - Methods and Interpretations in Historical Research) and two additional specialist modules (to be chosen from a choice of variable yearly options). 

60 further credits are earned through a final 15,000-word-long dissertation.

HI878 - Methods and Interpretations of Historical Research (30 credits)

HI835 - Modern Medicine and Health, 1850 to the Present (30 credits)

HI857 - Geiger Counter at Ground Zero: Explorations of Nuclear America (30 credits)

HI817 - Deformed, Deranged and Deviant (30 credits)

HI881 - Museums, Material Culture and the History of Science (30 credits)

HI883 - Work Placement (30 credits)

HI887 - Knowledge in the Real World (30 credits)

HI888 - Money and Medicine in Britain and America since 1750 (30 credits)

HI993 - History Dissertation (60 credits)

This programme aims to:

  • ensure that students of the history of medicine and health acquire a comprehensive knowledge and understanding of the historical modes of theory and analysis.
  • enable students to understand and use concepts, approaches and methods of history of medicine and health in different academic contexts. Develop students' capacities to think critically about past events and experiences.
  • encourage students to relate the academic study of the history of medicine and health to questions of public debate and concern.
  • promote a curriculum supported by scholarship, staff development and a research culture that promotes breadth and depth of intellectual enquiry and debate.

Study support

Postgraduate resources

The resources for historical research at Kent are led by the University’s Templeman Library: a designated European Documentation Centre which holds specialised collections on slavery and antislavery, and on medical science. The Library has a substantial collection of secondary materials to back-up an excellent collection of primary sources including the British Cartoon Archive, newspapers, a large audio-visual library, and a complete set of British Second World War Ministry of Information propaganda pamphlets.

The School has a dedicated Centre for the Study of Propaganda and War, which has a distinctive archive of written, audio and visual propaganda materials, particularly in film, video and DVD. Locally, you have access to: the Canterbury Cathedral Library and Archive (a major collection for the study of medieval and early modern religious and social history); the Centre for Kentish Studies at Maidstone; and the National Maritime Collection at Greenwich. Kent is also within easy reach of the country’s premier research collections in London and the national libraries in Paris and Brussels.

Dynamic publishing culture

Staff publish regularly and widely in journals, conference proceedings and books. Among others, they have recently contributed to: Journal of Contemporary History; English Historical Review; British Journal for the History of Science; Technology and Culture; and War and Society.

Global Skills Award

All students registered for a taught Master's programme are eligible to apply for a place on our Global Skills Award Programme (http://www.kent.ac.uk/graduateschool/skills/programmes/gsa.html). The programme is designed to broaden your understanding of global issues and current affairs as well as to develop personal skills which will enhance your employability

Research areas

Medieval and early modern history

Covering c400–c1500, incorporating such themes as Anglo-Saxon England, early-modern France, palaeography, British and European politics and society, religion and papacy.

Modern history

Covering c1500–present, incorporating such themes as modern British, European and American history, British military history, and 20th-century conflict and propaganda.

History of science, technology and medicine

Incorporating such themes as colonial science and medicine, Nazi medicine, eugenics, science and technology in 19th-century Britain.

Careers

As the job market becomes increasingly competitive, postgraduate qualifications are becoming more attractive to employers seeking individuals who have finely tuned skills and abilities, which our programmes encourage you to hone. As a result of the valuable transferable skills developed during your course of study, career prospects for history graduates are wide ranging. Our graduates go on to a variety of careers, from research within the government to teaching, politics to records management and journalism, to working within museums and galleries – to name but a few.

Find out how to apply here - https://www.kent.ac.uk/courses/postgraduate/apply/



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The MA in Digital Media is unique in its combination of practical and theoretical approaches to contemporary media and technology- http://www.gold.ac.uk/pg/ma-digital-media-technology-cultural-form/. Read more
The MA in Digital Media is unique in its combination of practical and theoretical approaches to contemporary media and technology- http://www.gold.ac.uk/pg/ma-digital-media-technology-cultural-form/

The established and exciting degree is designed to help you understand digital transformations in media, culture and society and apply this understanding in practice, in the media and creative industries and in further research. You will be equipped with skills that can be applied to current and future developments in digital media, social media, computing and other aspects of technology.

The MA in Digital Media educates aspiring media practitioners and academics as well as early and mid-career professionals who seek to reflect on their roles in a structured and stimulating learning environment designed to give all students up-to-the-minute knowledge of digital media and the skills to apply that knowledge to future developments.

The MA offers two pathways:

-Pathway 1 is a theory programme where you learn about developments in digital media and technology from a wide range of perspectives

-Pathway 2 is a theory and practice programme where you improve your skills, understanding and experience in one of the following areas:

Documentary
Image making
Journalism
Writing

Acclaimed academics and practitioners

Benefit from the experience and expertise of one of the world’s leading media and communications departments. You'll be taught by theorists and practitioners of international standing: Sarah Kember, Joanna Zylinska, Graham Young, Tony Dowmunt, Angela Phillips, Julian Henriques and David Morley.

Work placements and internships

The MA in Digital Media regularly attracts offers of work placements and internships. Recently these have come from Google, The Science Museum and N1creative.com.

Facilities

Our students have access to state-of-the-art facilities including well-equipped lecture and seminar rooms, exhibition spaces, computer facilities and digital media suites.

The department is also currently host to the renowned philosopher of media and technology, Bernard Stiegler and students will have access to his modulein Media Philosophy as well as priority access to the innovative and popular option After New Media. Designed to complement the MA in Digital Media, this course provides a framework for thinking about the current media environment as well as future forms of human and computer interaction.

An established record

The MA in Digital Media has been redefining media theory and practice since 2004. Our students become proficient in:

the history, sociology and philosophy of digital media
the application of critical conceptual skills to specialist areas and future forms of media
multimedia skills in image making (photography, video, animation, graphic art) script writing, journalism and documentary
MA Digital Media students have access the pioneering option ‘After New Media’, a non-assessed online module which explores the themes of self mediation, ethical mediation and intelligent mediation, and develops a framework for thinking about 'life' after new media. As befits a course of this kind we will be combining media, and exploring their pedagogic potential – uniting digital-online technologies with more traditional teaching formats, such as reading groups, seminars and an end of year symposium.

Contact the department

If you have specific questions about the degree, contact Dr Sarah Kember.

Modules & Structure

The programme consists of:

Two compulsory core modules
Pathway 1 - between two and four option modules (worth 60 credits) OR
Pathway 2 - a two-term practice block (worth 30 credits) and either one or two option modules (worth 30 credits)
The dissertation or the practice/theory project

Assessment

Seen take-home paper; essays; dissertation or practice/theory project and other production work in the area of documentary, image-making, journalism or fiction.

Programme overview

This is an exciting programme which offers a critical, contextual and practical approach to digital media and technology. It problematises approaches to the 'new' media in academic and professional debate, especially those which overemphasise the potential for radical social change led by a homogenised technology itself.

The programme is defined by its resistance to technological determinism and its insistence on the importance of addressing the social and historical contexts within which a range of media technologies are employed. In order to provide a contextual framework and facilitate the conceptualisation of digital media and technologies as fully cultural forms and processes, the programme will draw on a range of disciplines including: media and cultural studies, sociology, anthropology and philosophy. However, the programme will remain focused on key contemporary concerns about the potential role of digital media in society and on refiguring the contours of the 'new' media debate.

The programme offers two pathways. Pathway 1 addresses central theoretical and conceptual concerns relating to digital media. Pathway 2 combines theoretical analysis and practical work, offering students the opportunity to explore new media theories and concepts in practice. Pathway 2 is primarily aimed at students who already have some experience in one of the areas on offer: documentary; digital photography and image making; journalism; writing. It is meant to appeal to media industry professionals who are keen to reflect critically on their practice within a structured learning environment, graduates of practice-based courses but also those who have gained their practical experience in documentary; digital photography and image making; journalism or writing in informal settings.

Programme structure

The first compulsory core course is Digital Media - critical perspectives and this is taught in a small workshop format in the Autumn term. This course functions as a foundation for the second core course and offers students a map of the key debates in digital media. The course is taught in ten two hour workshop sessions and is supported by the provision of one-to-one tutorials.

The second compulsory core course is Technology and Cultural Form - debates, models, dialogues and this develops questions of technology, power, politics and subjectivity which were introduced in the first core course. The first part of this course highlights the key conceptual concerns of a contextualised approach to digital media plus the relevant debates and models formulated by key figures in the field. The second part of this course aims to generate a dialogue between theoreticians and practitioners around some of the most intellectually stimulating, contentious and contemporary ideas in the field without necessarily seeking a resolution. This course is taught in ten two hour workshop sessions during the Spring term and is supported by the weekly provision of one-to-one tutorials.

Students are required to take options from the lists provided by the Media and Communications, Anthropology, Comparative Literature and Sociology Departments as well as the Centre for Cultural Studies. Examples might include: After New Media, Nature and Culture, Cultural Theory, Globalisation, Risk and Control, Embodiment and Experience, Political Communications. Options are taught primarily through lectures and seminars and take place in the Autumn or Spring terms.

Each student's option profile is discussed with the programme convenor in order to ensure that the balance of subject-specific topics is appropriate for the individual concerned. Option courses are taught primarily through lectures, seminars and tutorials and take place in the Autumn or Spring terms.

All students are required to produce either a 12,000 word dissertation on a topic agreed by the student and supervisor or a practice/theory project in the area of documentary, photography and image making, journalism or fiction. The length of the practical element is dependent on the media and the form used and will be agreed in advance with the supervisor. It will, however, be comparable with practical projects undertaken in practice MA programmes in the relevant field. Students undertaking the practice/theory project will also be expected to submit a 3-4000 word analysis of their practice which locates it within the theoretical debates explored in the MA as a whole. This essay may be presented as a separate document or as an integral part of the project depending on the nature of the project and by a agreement with both theory and practice supervisors.

Programme outcomes

The programme's subject specific learning outcomes require students to analyse and contextualise developments in digital media and technology with reference to key debates in the history, sociology, anthropology and philosophy of the media. Students who opt for the practice/theory pathway will also be required to produce material of publishable or broadcast standard and to evaluate the ways in which theoretical and practical insights intersect. All students will develop a wide range of transferable qualities and skills necessary for employment in related or unrelated areas. These are described by the Quality Assurance Agency as: 'the exercise of initiative and personal responsibility, decision-making in complex and unpredictable situations, and the independent learning ability required for continuing professional development'.

By the end of the programme students will be able to:

-Map and critically evaluate key debates in the field of new media
-Analyse and contextualise current and future developments in digital media and technology
-Evaluate and articulate key historical, sociological, anthropological and philosophical approaches to the study of digital media and technology
-Demonstrate in-depth knowledge of at least four differing areas of inquiry
-Demonstrate an advanced level of conceptual knowledge and (where relevant) practical skill appropriate for a sustained piece of work in the field
-Prepare and deliver clearly argued and informed work
-Locate, retrieve and present relevant information for a specific project
-Manage a complex array of competing demands and work effectively to a deadline
-Work resourcefully and independently
-Think critically and/or work practically within a given context

Skills

We provide graduates with skills that are cutting edge: in the critical analysis and/or creative production of digital media; in the disciplinary knowledge and conceptual frameworks necessary for current and future forms of media and technology; in the awareness of how digital media and technologies are re-shaping society from the ways we communicate (through social media and web 2.0) to the increasingly ‘smart’ environments in which we live.

Careers

Our programme provides a theory and practice pathway and prepares students for work in the following areas:

-media and creative industries; advertising, marketing and PR (graduates of the MA Digital Media have found work with Virgin Media, Google, the BBC and other leading organisations worldwide)
-research and academia (graduates from this programme have gone on to study for PhD degrees in higher education institutions around the world and also here with us)
-media production and new media art (graduates have exhibited, published and produced work in photography, journalism, TV, documentary, film and multimedia)

Graduate Ekaterina discusses her career:

"I work for a company, called Visual DNA, which already sounds like life happening After New Media. The company is the largest data provider in Europe and is totally multinational. We actually try to analyse human visual DNA, you memories, feelings, thoughts about the future, anticipations, etc by creating personality quizzes where instead of verbal answers we tend to use images.

My role is as Creative Developer. It involves working with images from concept to finding/shooting and post-production. My qualifications perfectly matched what they’ve been looking for, Digital Media rocks!

My tip for the new-to-be-graduates is this: physically go to places and companies and talk to people. It really opens up loads of possibilities, and when I tell someone where I’ve graduated from they look impressed, and there is some sort of respect coming from them."

Funding

Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.

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This MA will use the unique contributions of Shropshire to many areas of science. As those contributions include the theory of evolution, major geology advances and leading roles in the industrial use of iron and other materials, this focus will not restrict you as a student in any way. Read more
This MA will use the unique contributions of Shropshire to many areas of science. As those contributions include the theory of evolution, major geology advances and leading roles in the industrial use of iron and other materials, this focus will not restrict you as a student in any way. You will have the opportunity to explore any aspect of the history of science as you develop an understanding of how social factors have influenced scientific advances and how those, in turn, have impacted on society.

Why study History of Science at Shrewsbury?

Shropshire has had a strong influence on the development of science since the 19th century. Two of its most famous sons are Charles Darwin and William Penny-Brookes. Charles Darwin's theory of evolution has been highly influential in all areas of biology and beyond. Also known as the 'Father of the Modern Olympics', William Penny-Brookes promoted the use of exercise in prevention and treatment of illness. Apart from these two examples, Shropshire has had crucial roles in advances in many other areas, including geology, medicine and the industrial revolution. This Masters programme will cover scientific advances over the centuries, and within each module one section will cover Shropshire's unique contributions to the subject.

Features:

During this course, you will literally be following in the footsteps of many scientific giants – of which Charles Darwin was the greatest. You will be able to walk Darwin's thinking path while pondering how geology has shaped our evolution; sit in the library where Darwin was schooled in natural history; and reflect on one county's immense contribution to the world we know today.

Programme Structure:

The modules given below are the latest example of the curriculum available on this degree programme. Please note that programme structures and individual modules are subject to change from time to time for reasons which include curriculum enhancement, staff changes, student numbers, improvements in technology, changes to placements or regulatory or external body requirements.

The programme is modular with six taught modules – each worth 20 credits - and culminates in a 60-credit Dissertation. Modules are as follows:
- A Brief History of Time - a review of major advances in science over time – with a particular emphasis on building the research skills required for Level 7. Your literature searching, critical appraisal and writing skills will be developed through a series of group exercises.

- Darwin and Evolution - a look at how the evidence Darwin collected on the Beagle voyage persuaded him of the truth of evolution. You will discuss the influence of his family on his theory and also on the delay to publish. You will also follow the development of evolutionary theory – through the modern synthesis to molecular evolutionary studies.

- History of Medicine - in which you will learn about the important medical advances that have been made over the centuries. William Farr (the father of medical statistics) from Kenley was the first to use statistics effectively in epidemiology, demonstrating that the source of cholera was polluted water. Other important Shropshire medics include Henry Hickson (one of the fathers of anaesthesia) and Agnes Hunt (the first orthopaedic nurse and founder of the Shropshire Orthopaedic Hospital, which later moved to Oswestry and is now known as Robert Jones and Agnes Hunt Orthopaedic Hospital).

- The Rocks of Ages - in which you will explore the unique rich geological heritage in a county that represents most of the rock types found throughout most of the geological period of time. You will also examine the work of the geological pioneers, such as Impey Murchison, and their contribution to our modern understanding of earth sciences.

- Iron and the Industrial Revolution - Shropshire's pioneering scientific and technological iron founding processes contributed directly to the development of modern metallurgy. In this module you will explore the inquisitiveness of the industrial pioneers such as Abraham Darby and their understanding of the natural environment that led to the birth of the industrial revolution.

- Dissertation - which aims to provide you with an opportunity to investigate systematically and in depth a topic of direct relevance to the programme of study and your personal interests; to enable you to draw on and contribute to the development of the growing body of knowledge in the broad history of science field; and to enable you to present the outcomes of personal research in the form of a substantial review paper and an academic research article suitable for publication in an appropriate research journal.

Assessment

We use a flexible mode of delivery, including three-day intensive modules and evening lectures to facilitate attendance from students in employment, both nationwide and internationally. Assessments vary between modules – but will be coursework only – and will include a review paper, a report case study, poster, or an oral presentation. Please contact us for further details.

The Dissertation is assessed by the production of a substantial review paper and an academic research article suitable for publication in an appropriate research journal.

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This programme offers breadth across a wide range of historical and philosophical themes. It also encourages intensive investigation and specialisation. Read more
This programme offers breadth across a wide range of historical and philosophical themes. It also encourages intensive investigation and specialisation: a survey of nearly 3,000 years of scientific ideas and communities, and an exploration of the inner workings of science's methods and theories.

Degree information

The programme provides broad-based training in the history of science, the philosophy of science, and an “integrated history and philosophy of science”. The historical coverage is broad, from antiquity to the present, while the philosophical coverage spans causality and the philosophy of medicine as well as the metaphysics of chemistry and computer science.

MSc students undertake modules to the value of 180 credits.

The programme consists of one core module (15 credits), four optional modules (60 credits), three ancillary modules (45 credits), and a dissertation (60 credits). The Postgraduate Diploma programme consists of one core module (15 credits), four optional modules (60 credits) and three ancillary modules (45 credits), available in full time mode. The Postgraduate Certificate programme consists of one core module (15 credits) and three optional modules (45 credits), available in full time mode.

Core modules
-Introduction to Science and Technology Studies

Optional modules - students choose four options from the following:
-Science in the 19th Century
-Material Culture and Science in the 18th Century
-Early Modern Science
-Medieval Science and Medicine in Global Perspective
-Science in Antiquity
-Causality, Mechanism, and Classification in Science
-Knowledge, Evidence, and Explanation in Science
-Science, Art, and Philosophy
-Special Topics Seminar in History and Philosophy of Science

One optional module from our sister MSc programme, Science, Technology, and Society, may be substituted here provided it contributes to a coherent programme of study.

Ancillary Modules - students choose three ancillary modules which may be options from our degrees, e.g. Science in the 20th Century and Beyond, and Curating the History of Science, or they might be selected from any other programme at UCL.

Dissertation/research project
All MSc students undertake an independent research project which culminates in a dissertation of 10,000–12,000 words.

Teaching and learning
The programme is delivered through a combination of seminars, lectures, tutorials and research supervision. Student performance is assessed through coursework such as long and short essays, advocacy work and project work.

Careers

Our programme provides essential training for students wishing to pursue PhD level study in related fields. It also provides appropriate training for those pursuing careers in education, museum and archival curatorship, or governance and policy-making.

Employability
During the course of this programme, students will develop a wide range of transferable skills, including writing, research, critical thinking, and working in collaboration with others. Most graduates of this programme go on to follow careers that engage with the substance of the degree, including in the museums sector, or in academia. For these students, this programme provides an excellent opportunity to develop the specialist skills and personal connections necessary to succeed. These include basic curatorial skills, developing personal contacts in London museums, and developing personal and intellectual connections with key thinkers in the field.

Why study this degree at UCL?

There is no UK academic department quite like UCL Science & Technology Studies. The department combines award-winning teaching with award-winning public engagement.

We are research-active over an enormous range of topics. Our teaching builds on research not only in our subject specialties but also in the fundamentals of teaching and learning.

Our programme makes unique use of London’s attractions and resources. We have close links with the Science Museum, the National Maritime Museum, the Natural History Museum, the Wellcome Library, and UCL Museums & Collections. We also use the city as a classroom, with custom-made walking tours, site visits, and special excursions.

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Research programmes are best suited to students who have a clear idea of a topic they would like to investigate in detail. The MA by Research entails producing a 30,000-word thesis. Read more
Research programmes are best suited to students who have a clear idea of a topic they would like to investigate in detail.

The MA by Research entails producing a 30,000-word thesis.

We welcome research applications across the range of expertise within the School. We run regular seminars in medieval and Tudor studies, modern history, the history and cultural studies of science, and the study of propaganda.

Visit the website https://www.kent.ac.uk/courses/postgraduate/89/history

About the School of History

The School of History at the University of Kent offers a great environment in which to research and study. Situated in a beautiful cathedral city with its own dynamic history, the University is within easy reach of the main London archives and is convenient for travelling to mainland Europe.

The School of History is a lively, research-led department where postgraduate students are given the opportunity to work alongside academics recognised as experts in their respective fields. The School was placed eighth nationally for research intensity in the most recent Research Excellence Framework, and consistently scores highly in the National Student Survey.

There is a good community spirit within the School, which includes regular postgraduate social meetings, weekly seminars and a comprehensive training programme with the full involvement of the School’s academic staff. Thanks to the wide range of teaching and research interests in the School, we can offer equally wide scope for research supervision covering British, European, African and American history.

At present, there are particularly strong groupings of research students in medieval and early modern cultural and social history, early modern religious history, the history and cultural studies of science and medicine, the medicine, the history of propaganda, military history, war and the media, and the history of Kent.

Course structure

All first-year research students attend a Methodologies and Research Skills seminar, which is split between components run by the School and others provided by the Faculty of Humanities. This training improves your knowledge of both historical theory and methods of using primary material, and can assist in funding applications.

Study support

Postgraduate resources
The resources for historical research at Kent are led by the University’s Templeman Library: a designated European Documentation Centre which holds specialised collections on slavery and antislavery, and on medical science. The Library has a substantial collection of secondary materials to back-up an excellent collection of primary sources including the British Cartoon Archive, newspapers, a large audio-visual library, and a complete set of British Second World War Ministry of Information propaganda pamphlets.

The School has a dedicated Centre for the Study of Propaganda and War, which has a distinctive archive of written, audio and visual propaganda materials, particularly in film, video and DVD. Locally, you have access to: the Canterbury Cathedral Library and Archive (a major collection for the study of medieval and early modern religious and social history); the Centre for Kentish Studies at Maidstone; and the National Maritime Collection at Greenwich. Kent is also within easy reach of the country’s premier research collections in London and the national libraries in Paris and Brussels.

Dynamic publishing culture
Staff publish regularly and widely in journals, conference proceedings and books. Among others, they have recently contributed to: Journal of Contemporary History; English Historical Review; British Journal for the History of Science; Technology and Culture; and War and Society.

Researcher Development Programme
Kent's Graduate School co-ordinates the Researcher Development Programme (http://www.kent.ac.uk/graduateschool/skills/programmes/tstindex.html) for research students, which includes workshops focused on research, specialist and transferable skills. The programme is mapped to the national Researcher Development Framework and covers a diverse range of topics, including subjectspecific research skills, research management, personal effectiveness, communication skills, networking and teamworking, and career management skills

Research areas

Medieval and early modern history
Covering c400–c1500, incorporating such themes as Anglo-Saxon England, early-modern France, palaeography, British and European politics and society, religion and papacy.

Modern history
Covering c1500–present, incorporating such themes as modern British, European and American history, British military history, and 20th-century conflict and propaganda.

History of science, technology and medicine
Incorporating such themes as colonial science and medicine, Nazi medicine, eugenics, science and technology in 19th-century Britain.

Careers

As the job market becomes increasingly competitive, postgraduate qualifications are becoming more attractive to employers seeking individuals who have finely tuned skills and abilities, which our programmes encourage you to hone. As a result of the valuable transferable skills developed during your course of study, career prospects for history graduates are wide ranging. Our graduates go on to a variety of careers, from research within the government to teaching, politics to records management and journalism, to working within museums and galleries – to name but a few.

Find out how to apply here - https://www.kent.ac.uk/courses/postgraduate/apply/

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Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015). All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). Read more

About the course

Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015).

All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). This ensures not only the highest possible quality of provision, but also relevance in reflecting national and school-level priorities in Education.

Aims

School and Local Authorities are increasingly seeking to employ teachers with not only high levels of competence and skill in classroom practice, but practitioners who have advanced subject knowledge for teaching and enhanced knowledge of systems and theories relevant to education. Therefore, the aims of this program are:

to enable student teachers to develop a critical understanding of issues and theories that impact upon classroom practice in teaching, learning and assessment in secondary schools;
to support student teachers in their exploration and critical reflection on their own and others practice in relation to national and regional priorities and policies and current research relevant to the Key Stages for this programme;
to promote student teachers' practical teaching skills and subject knowledge for teaching across the relevant Key Stages for this programme, making links with relevant theory to inform practice.

The programme aims to further develop students' existing transferable skills in communication, literacy, numeracy and critical reasoning.
It is suitable for those who wish to gain employment as teachers and who aspire to progress to leadership and management roles in schools or in the wider world of education. It will provide an excellent foundation for progression to either higher academic or advanced professional qualifications.

Course Content

The PGCE is an intensive programme, which combines an exploration of principles and methods of teaching and learning with practical school-based teaching placements. It lasts for 36 weeks from early September to late June.

The Primary programme prepares you to work with pupils aged 5-11. At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our Partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

The PGCE Primary course is structured around three modules, which share a generic General Professional Education (GPE) component. The GPE programme involves an enquiry based learning approach, which combines taught sessions with independent professional learning activities (PLAs). These PLAs require independent research, which is either school-related or school-based.

The three PGCE modules are:

1. Education Studies I
This module covers the following GPE themes:
Professionalism, values and reflective practice;
Safeguarding, child protection and e-safety;
Understanding curriculum and the National Curriculum;
Supporting learners, learning and effective behaviour management;
Inclusive education, with a specific focus on supporting pupils with SEND and SEBD;
Effective planning and teaching to promote pupil progress;
Assessment and its role in promoting effective learning.
Applying for your first post;
Understanding data analysis to support effective teaching and learning;
Behaviour for learning and the wider professional responsibilities of the subject teacher;
Inclusive education, with a specific focus on supporting pupils with English as an Additional Language, pupils receiving the Pupil Premium and able pupils;
Safeguarding with a focus on the Prevent and Channel national strategy and bullying and homophobic bullying.

2. Education Studies II
This module aims to develop understanding of the learning, teaching and assessment of the National Curriculum for Key Stage 1 & 2, in the Core (English, Mathematics and Science) and Foundation subjects (Computing, Physical Education, History, Geography, Religious Education, Art and Music).
The primary focus will be on developing approaches to maximise the impact you can make on pupil progress (TS2). This module focuses on special educational needs and disabilities (SEND) and ways to meet the differentiated needs of a range of pupils in relation to theoretical perspectives and real-life classroom applications and strategies are addressed.

3. Education Studies III (Curriculum Enhancement)
The following range of Curriculum Enhancements are usually offered: Bilingualism, Culture & Identities (BCI), Mathematics, Mathematical Thinking, Physical Education, Talk, Science, Computing
This unique module aims to develop curriculum expertise in the chosen area, whereby student teachers can:
research and develop innovative skills and projects within the context of their curriculum enhancement study and school setting;
apply the skills and principles of highly effective planning, teaching and assessment principles of National Curriculum focus areas, using a broad range of learning, teaching and assessment resources and approaches;
explore and develop skills in ‘specialised’ cross-curricula approaches.

School Experience

School-based professional learning is a compulsory element of all programmes leading to a recommendation for QTS. The course involves the statutory requirement of at least 120 days of school experience in the form of block school placements undertaken in at least two different contexts.

Our current partnership schools are mainly located in the West London area and adjoining Home Counties. We have developed close links with a number of very good schools over a number of years, and offer placements within carefully chosen schools that provide an appropriate professional learning experience. The ethnic and cultural diversity of the schools we work with is a distinctive aspect of our provision and we are equally proud of the diversity of our student teacher cohort, who reflect the communities in which many of them go on to work as teachers.

We also offer student teachers the opportunity to experience placements in alternative settings, which include special schools and Pupil Referral Units (PRUs). This further demonstrates our commitment to preparing teachers to work with young people in a diverse range of educational contexts.

You will be allocated a school-based mentor, selected for their experience and expertise, who is there to help you develop and learn while you are on placement. The importance of this person should not be underestimated. Teaching is a very challenging profession and with the help of your school-based mentor and your University tutor we aim to make sure that you have support every step of the way, encouraging reflection and development.

Disclosure and Barring Service (DBS), Childcare Disqualification and Prohibition Orders

As an accredited provider of Initial Teacher Education we have to have regard to the Department for Education’s statutory guidance Keeping Children Safe in Education, when carrying out their duties to safeguard and promote the welfare of children. We ensure that all student teachers have been subject to Disclosure and Barring Service (DBS) criminal records checks, including a check of the children’s barred list. The Department for Education has published statutory guidance on the application to schools of the Childcare (Disqualification) Regulations 2009 and related obligations under the Childcare Act 2006. We undertake our responsibility to ensure that the student teachers are not, therefore, disqualified from childcare or that the student teacher has obtained a childcare disqualification waiver from Ofsted. We also check that candidates are not subject to a prohibition order for teaching issued by the Secretary of State.

The application will cost £51.86 (this amount may be subject to change) and the University will send further instructions as part of the admissions process. For further guidance please email .

Teaching

We adopt an enquiry-based learning approach in our PGCE Primary courses where students are encouraged to research and investigate a range of broad and subject specific educational themes and issues and bring their findings back for discussion in interactive lectures, workshops and seminars. These themes and issues address national, regional and partnership priorities as well as specific areas for investigation with the subject area.

Assessment

Postgraduate Certificate in Education (PGCE)
The PGCE Primary programme carries 60 Master’s Level credits and requires you to successfully complete three formally assessed pieces of academic work during the year.
All of these assessments also require an accompanying portfolio of evidence.
The Master’s Level credits provide an excellent foundation for future academic and professional study.

Qualified Teacher Status
Alongside the PGCE academic award for your programme, you will also be assessed for the recommendation of Qualified Teacher Status (QTS). In order to be recommended for QTS you are required to demonstrate that you have met the Teachers’ Standards (DfE, 2013) in both the University and in school and alternative education settings. All aspects of the programme are designed around you being able to demonstrate that you are meeting the Teachers’ Standards.

Part 1 of the Teachers’ Standards require you to:
Set high expectations which inspire, motivate and challenge pupils
Promote good progress and outcomes by pupils
Demonstrate good subject and curriculum knowledge
Plan and teach well structured lessons
Adapt teaching to respond to the strengths and needs of all pupils
Make accurate and productive use of assessment
Manage behaviour effectively to ensure a good and safe learning environment
Fulfil wider professional responsibilities (Teachers’ Standards, DfE, 2013)

Part 2 of the Teachers’ Standards require students to demonstrate the highest standards of personal and professional conduct.

As the PGCE is a professional course, 100% attendance is an expectation.

Recommendation for Qualified Teacher Status will be made by the PGCE Examination Board for all those who successfully demonstrate the Teachers’ Standards as shown in the requirements for University and school-based work.

Special Features

As a leading centre of education and with roots in teacher education dating back to 1798, we are able to provide first class teacher education that is internationally recognised.

A Brunel PGCE is a recognised symbol of quality teacher education which accounts for our high employment rates.

At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

You will benefit from an established partnership between Brunel and a variety of educational institutions and local schools. Brunel education degrees offer multicultural placement learning opportunities. For example, our location in West London and our diverse and well-established schools network means you will gain highly-valued placement learning experiences in vibrant multicultural schools.

Beyond ITE, for early career teachers we offer the Masters in Teaching (MAT), where students can utilise their 60 PGCE Masters level credits to continue their postgraduate studies part-time, whilst also meeting the requirements outlined for Newly Qualified Teachers (NQTs) and early career development. Where schools have qualified for Enhanced Partnership status with Brunel University London, NQTs in those schools have access to the first year MAT module for free, illustrating our commitment to supporting NQTs into and through their first year of teaching. We also offer a Masters in Education (MAEd), a Doctorate in Education (EdDoc) and PhD postgraduate routes through the Department of Education. This continuum of provision ensures a commitment to teacher education and professional learning at all stages and the growing community of professional practice strengthens our Partnership.

Staff are nationally and internationally recognised for their research, and liaise with government and other agencies on education policy issues. The Department of Education is host to a number of research centres, including the Brunel Able Children’s Centre. The process of learning is informed by cutting-edge research by staff in the strands of: Science, Technology, Engineering and Mathematics (STEM) and Pedagogy and Professional Practice (PPP).

You can take advantage of free access to our excellent University Academic Skills service, ASK.

We have an award winning Professional Development Centre.

Our library has been nominated for national awards for its outstanding provision.

We have on-site volunteering opportunities through our Brunel Volunteers provision.

Our Disability and Dyslexia Service team have an excellent track record of support for students.

Our Union of Brunel Students provides you with a range of additional support and a broad range of extra-curricular opportunities and social events.

There is excellent University-wide access to PCs and the Internet, as well as free loan of media equipment and music/recording studios, and web space on the University server.

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The study of the history of art at Leeds has an international reputation for its innovative, rigorous, diverse and critically engaged approaches. Read more

The study of the history of art at Leeds has an international reputation for its innovative, rigorous, diverse and critically engaged approaches. Previously called MA History of Art, the name has been changed for 2018 to highlight the established strengths of this course with its emphasis on social and political approaches to art history.

At the cutting edge of the discipline, the MA in the Social History of Art builds on a unique legacy of dynamic and challenging scholarship, and continues to test the parameters of the discipline and shape wider debates in the field.

Around a shared commitment to understanding art as central to the production and reproduction of the social worlds we inhabit, our key research strengths lie in feminist, gender and Jewish studies, on questions of materialism and materiality, the postcolonial and the ‘non-Western’, as well as in provocations of those fields of art history considered more ‘established’, from Medieval and Renaissance up to the contemporary.

We combine an exceptional range of optional modules, core modules on methodology and advanced research skills, and self-directed research leading to a dissertation on a topic of your own choice.

Specialist facilities

The School of Fine Art, History of Art and Cultural Studies offers a modern and well-equipped learning environment, complete with professionally laid out studios and versatile exhibition spaces in a beautiful listed building, fully redesigned and refurbished, at the heart of the University campus.

The University incorporates world-class library resources and collections, the Stanley & Audrey Burton Gallery, Treasures of the Brotherton, the Museum of the History of Science, Technology and Medicine, ULITA – an Archive of International Textiles and the [email protected] performance venue.

The world class Brotherton Library holds a wide variety of archive and early printed material in its Special Collections which are available for use in your independent research. Our other library resources are also excellent, and the University Library offers a comprehensive training programme to help you make the most of them.

Course content

Across both semesters, you’ll take core modules. These will enable you to develop practical skills for advanced-level research, and to engage critically with key debates in art history from the foundations of the discipline up to contemporary approaches.

Alongside this, you’ll work in depth on specialist topics, with choices from an array of optional modules covering a considerable chronological and geographic range with diverse critical and methodological approaches.

The development of your research skills and specialist knowledge will ultimately be focused in the writing of your dissertation – an independent and self-devised research project, which you will undertake with the guidance of your supervisor.

If you choose to study part-time, you’ll study over a longer period and take fewer modules in each year.

Course structure

These are typical modules/components studied and may change from time to time. Read more in our Terms and conditions.

Compulsory modules

  • MA History of Art Core Course 30 credits
  • Advanced Research Skills 1 5 credits
  • Advanced Research Skills 2 5 credits
  • Art History Dissertation 50 credits

Optional modules

  • Reading Sexual Difference 30 credits
  • The Margins of Medieval Art 30 credits
  • Unfinished Business: Trauma, Cultural Memory and the Holocaust 30 credits
  • Movies, Migrants and Diasporas 30 credits
  • Aesthetics and Politics 30 credits
  • Intersecting Practices: Questioning the Intersection of Contemporary Art and Heritage 30 credits
  • Encountering Things: Art and Entanglement in Anglo-Saxon England 30 credits
  • Anthropology, Art and Representation 30 credits
  • Unmaking Things: Materials and Ideas in the European Renaissance 30 credits
  • Individual Directed Study 30 credits

For more information on typical modules, read Social History of Art MA Full Time in the course catalogue

For more information on typical modules, read Social History of Art MA Part Time in the course catalogue

Learning and teaching

We use a range of teaching methods including lectures, online learning, seminars and tutorials. However, independent study is crucial to the programme ― it allows you to prepare for classes and assessments, build on your skills and form your own ideas and research questions.

Assessment

Our taught modules are generally assessed through essays, which you will submit at the end of the semester in which you take each module.

Career opportunities

This programme will develop your visual, critical and cultural awareness and expand your subject knowledge in history of art. In addition, it will equip you with sophisticated research, analytical, critical and communication skills that will put you in a good position to succeed in a variety of careers.

Our graduates have pursued careers as curators and education staff in museums and galleries and worked for national heritage organisations, as well as in journalism, publishing, arts marketing, public relations, university administration and teaching. Others have transferred the skills they gained into fields like the insurance industry, independent style editing and freelance writing on fashion, arts and culture.

Many of our graduates have also continued with their research at PhD level and secured external funding to support them – including AHRC scholarships. A large proportion of our former research students are now developing academic careers in the UK, Europe, Asia, USA and Canada.

Careers support

We encourage you to prepare for your career from day one. That’s one of the reasons Leeds graduates are so sought after by employers.

The Careers Centre and staff in your faculty provide a range of help and advice to help you plan your career and make well-informed decisions along the way, even after you graduate. Find out more at the Careers website.



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This programme explores the histories of science, technology and medicine (HSTM) through a wide range of case studies, from the emergence of professional scientific disciplines such as physics and biology, to the growth of `Big Science' in the Cold war era, to the complex history of the National Health Service. Read more
This programme explores the histories of science, technology and medicine (HSTM) through a wide range of case studies, from the emergence of professional scientific disciplines such as physics and biology, to the growth of `Big Science' in the Cold war era, to the complex history of the National Health Service. We focus on the integrated understanding of HSTM through consideration of sites, institutions, and schools of thought and practice, and pay particular attention to how scientists and medics have communicated with non-specialist audiences.

The taught course consists of lectures, seminars and tutorials. Reflecting CHSTM¿s established research strengths, studies focus on nineteenth- and twentieth-century cases. Students will gain experience in historical essay-writing before researching and writing an extensive dissertation on a specialised topic, supervised by experienced researchers.

This MSc is appropriate for students from any disciplinary background. It works both as an advanced study course for students with undergraduate experience in HSTM, and as a conversion route for students from other backgrounds (often in the sciences, but also including general history, social policy, and other fields).

The HSTM pathway is the most appropriate for students who have wide-ranging interests across the field, or are interested in the histories of the physical sciences or the life sciences in particular. If you wish to focus on biomedicine or healthcare, you may prefer the Medical Humanities pathway. If you are particularly interested in contemporary science communication or policy, you should consider the parallel Science Communication MSc programme.

Aims

-To explore the histories of theories, practices, authority claims, institutions and people, spaces and places, and communication in science, technology and medicine, across their social, cultural and political contexts.
-To provide an opportunity and open access to study particular topics of historical and contemporary significance in depth encourage and support the development of analytical skills in understanding the changing form and function of science, technology and medicine in society.
-To encourage and support the development of transferable writing and presentational skills of the highest standard, and thereby prepare students for further academic study or employment.
-To provide a comprehensive introduction to research methods in the history of science, technology and medicine, including work with libraries, archives, databases, and oral history.
-To enable students to produce a major piece of original research and writing in the form of a dissertation.

Teaching and learning

Teaching includes a mixture of lectures and small-group seminar discussions built around readings and other materials. We emphasise the use both of primary sources, and of current research in the field. Most students will also visit local museums and other sites of interest to work on objects or archives. All students meet regularly with a mentor from the Centre's PhD community, a designated personal tutor from among the staff, and, from Semester 2, a dissertation supervisor. Progression is developed through the Faculty's online-delivery Electronic Graduate Training Programme.

Coursework and assessment

Assessment is mostly based on traditional essay-format coursework submission. The HSTM pathway includes one examination based on a precirculated paper. All MSc students undertake a research dissertation (or optionally, for Medical Humanities students, a portfolio of creative work) counting for 60 of the 180 credits.

Career opportunities

Many of our students go on to PhD research in related areas, or to careers in fields including museums, libraries and archives; teaching; technical authorship and editing; science policy work; research administration; journalism and the media.

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The Science Communication MA at Kent is unique in that it includes both practical and critical aspects of the subject. Read more

The Science Communication MA at Kent is unique in that it includes both practical and critical aspects of the subject. You engage with a variety of media, including print, audio-visual and web-based presentation. 

You are taught by lecturers in medical and science humanities, and by scientists. These include nationally recognised teachers, a blogger for a national newspaper, museum experts and regulars on national media.

About the School of History

The School of History at the University of Kent offers a great environment in which to research and study. Situated in a beautiful cathedral city with its own dynamic history, the University is within easy reach of the main London archives and is convenient for travelling to mainland Europe.

The School of History is a lively, research-led department where postgraduate students are given the opportunity to work alongside academics recognised as experts in their respective fields. The School was placed eighth nationally for research intensity in the Research Excellence Framework 2014.

There is a good community spirit within the School, which includes regular postgraduate social meetings, weekly seminars and a comprehensive training programme with the full involvement of the School's academic staff.

National ratings

History at Kent was ranked 19th in The Guardian University Guide 2017. In the National Student Survey 2016, 94% of our History students were satisfied with the overall quality of their course. 

History at Kent was ranked 16th for graduate prospects in The Guardian University Guide 2017 and 17th for graduate prospects in The Complete University Guide 2017. Of History students who graduated in 2015, 92% were in work or further study within six months (DLHE).

Modules

The following modules are indicative of those offered on this programme. This list is based on the current curriculum and may change year to year in response to new curriculum developments and innovation. Most programmes will require you to study a combination of compulsory and optional modules.

You take four modules including two compulsory modules (BI830, Science at Work and HI866, Science and Medicine in Context) and two additional specialist modules (to be chosen from a choice of variable yearly options). 

During the summer term and over the summer vacation you take the History Dissertation module, which involves writing a 15,000-18,000 word thesis. 

HI866 - Science and Medicine in Context (30 credits)

BI830 - Science at Work (30 credits)

HI817 - Deformed, Deranged and Deviant (30 credits)

HI857 - Geiger Counter at Ground Zero: Explorations of Nuclear America (30 credits)

HI881 - Museums, Material Culture and the History of Science (30 credits)

HI883 - Work Placement (30 credits)

HI887 - Knowledge in the Real World (30 credits)

HI888 - Money and Medicine in Britain and America since 1750 (30 credits)

HI993 - History Dissertation (60 credits)

The programme aims to:

  • equip students to communicate science effectively in a variety of media
  • enable students to understand the social and professional processes by which scientific knowledge is made and communicated
  • give students an understanding of the process of scientific investigation
  • provide a stimulating, research-active environment for teaching and learning in which students are supported and motivated to achieve academic and personal potential
  • facilitate learning experience (integration and application of knowledge) through a variety of teaching and assessment methods
  • give students the experience of undertaking an independent research project
  • prepare students for further training and employment in science and non-science based careers by developing transferable and cognitive skills
  • develop the qualities needed for employment in situations requiring the exercise of professionalism, independent thought, personal responsibility and decision-making in complex and unpredictable circumstances Provide access to as wide a range of students as practicable

Research areas

Medieval and early modern history

Covering c400–c1500, incorporating such themes as Anglo-Saxon England, early-modern France, palaeography, British and European politics and society, religion and papacy.

Modern history

Covering c1500–present, incorporating such themes as modern British, European and American history, British military history, and 20th-century conflict and propaganda.

History of science, technology and medicine

Incorporating such themes as colonial science and medicine, Nazi medicine, eugenics, science and technology in 19th-century Britain.

Careers

As the job market becomes increasingly competitive, postgraduate qualifications are becoming more attractive to employers seeking individuals who have finely tuned skills and abilities, which our programmes encourage you to hone. As a result of the valuable transferable skills developed during your course of study, career prospects for history graduates are wide ranging. Our graduates go on to a variety of careers, from research within the government to teaching, politics to records management and journalism, to working within museums and galleries – to name but a few.

Find out how to apply here - https://www.kent.ac.uk/courses/postgraduate/apply/



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Our newly designed programme takes account of twenty-first-century developments in the field, giving students a trans-historical and often multi-disciplinary research approach to a set of broad, founding concepts and making sure they are up-to-date with the evolving digital focus of recent research in English studies. Read more
Our newly designed programme takes account of twenty-first-century developments in the field, giving students a trans-historical and often multi-disciplinary research approach to a set of broad, founding concepts and making sure they are up-to-date with the evolving digital focus of recent research in English studies. Our research specialisms include American studies and the literary periods Early Modern, Victorian, and Modern and Contemporary.

Additional areas of expertise include linguistics, Irish studies, drama, and the history of the book. We guarantee all students that each module will include components relating to our stated research specialisms.

Alongside our flagship ‘Research Mentoring’ module—where students work under the mentorship of a range of literary experts, studying the research they are currently undertaking – this allows students to follow a specific specialism through their MA.

Study areas include resources for advanced research, research mentorship, icons and iconoclasts, boundaries and transgressions, texts and technology, and a dissertation.

See the website http://www.lboro.ac.uk/study/postgraduate/programmes/departments/arts/english/

Programme modules

This is not a conclusive but typical structure of the programme.

Programme modules:
Semester 1

- Icons and Iconoclasts
This module considers issues in literary history, particularly those of canonisation, the politics of reputation, fashion, and posterity, and the processes by which certain writers and texts become culturally embedded and certain others do not. It also examines ideas of formal and generic convention and reception history. In seminars, students will look at either a single text (which could be ‘iconic’ and canonical, ‘iconoclastic’ and unassimilated by cultural institutions such as universities, or a text which is deemed canonical despite its apparent rejection of convention, respectability, etc., e.g. Ulysses), or pit an ‘iconic’ and an ‘iconoclastic’ text against each other. The module will be driven by authors and texts rather than by overarching theoretical considerations. For example, one could read an H.G. Wells scientific romance' such as The Time Machine (1895) against a less well-known example of Victorian or Edwardian science fiction, or pit a familiar early modern drama alongside one which is less often studied or performed. The course will fashion a series of dialogues between writers, texts, history and audiences. These dialogues will range across historical eras appropriate to the research interests of staff teaching on the module, so coverage may vary from one year to another.

- Resources for Advanced Research
The module aims to introduce students to a range of different research methods; develop their research skills to Master’s level; and enhance their library skills. It also aims to introduce them to different ways of engaging in research cultures appropriate to the focus of their studies; enable them to develop a research profile; and gain skills in the presentation of their research. The module prepares students for the Dissertation module and aims to provide them with skills useful for disseminating the results of their dissertation after they graduate.

- Research Mentorship
From a list of available faculty, students choose four staff members (mentors) to work with in three-week blocks throughout the semester. They study what the staff member is currently researching, giving them a unique insight into current research as it happens. The process is one of mentorship and academic shadowing. The reading is likely to be a mixture of primary and secondary texts, and potentially an introduction to specific research questions and methodologies. Staff will be offered in groups, e.g. for every three weeks, there should be between three to five members of staff to choose from and, as far as possible, there will be a spread of expertise so that students can follow an area of faculty research specialism as much as possible. This may include the early-modern, Victorian, or Modern and Contemporary literary periods, American studies, or Irish Studies.

Semester 2:
- Boundaries and Transgressions
This module aims to identify and explore forms of transgression in a wide range of written texts from the early modern period to the present. Working with members of staff with a variety of research specialisms, students will assess what is at stake – aesthetically, culturally and ideologically – in boundary-crossings of very diverse kinds. ‘Boundaries and Transgressions’ will be issue-led, analysing some of the conceptual, temporal and spatial crossings performed by literary texts. This module offers students an exciting opportunity to consider mutations in literary transgression during some four hundred years. Cultural boundaries will appear as violated rather than safely policed (as when gender divides break down, or the body and the mind mingle promiscuously, or the human is entangled with – not shielded from – the animal). Elsewhere, the module will explore texts that cross periods (writings in which, for example, Victorianism and modernism interweave) or range across plural geographies (American literature, say, that refuses a posture of national autonomy and traverses the Atlantic or the Pacific).

- Texts and Technologies
This module focuses upon how texts and technologies have developed in intertwined manners. As technology changes, so can texts, their modes of distribution, their social and cultural significance and influence, and their manner of being collected, stored, and accessed. The module seeks to explore how texts and technology have influenced each other in different historical periods; to examine the response to communication technology in literary and theoretical texts; and to trace fundamental changes in literature and literary research brought about by radical technological developments such as the printing press, the internet, digital analysis, and digital data storage. How do changes in technology alter the way we experience texts and how we use them?

Summer
- Dissertation
The module enables students to initiate, devise, develop and successfully complete a research-based dissertation, and to further their knowledge and practical experience of research methods and techniques in English Studies. Students will identify an area of study that they would like to develop further. The module will consist of independent research, but students will meet with, and receive oral and written feedback from, an individual supervisor. The supervisor will give guidance on the subject matter, focus, structure and research area of the dissertation. Between Easter and the end of semester they can submit up to 5,000 words in draft form for comment and discuss the development of their chapters with their supervisors. Students will then work independently after the end of the semester to produce a 15,000 word dissertation.

Careers and further study

This programme meets the needs of students seeking to qualify for entry to a research degree, teachers of literature and those wishing to update their knowledge or develop their own research skills.

Why choose Arts, English and Drama at Loughborough?

The School of Arts, English and Drama is renowned as one of the world’s top places for studying the visual, literary and performing arts, offering outstanding opportunities across its wide remit. Each course is designed to inspire talented individuals with the drive and determination to succeed.

We provide many exciting ways to enhance skills, including research-led teaching by recognised international scholars, access to multi-million pound facilities, contact with prominent industry links, and superb entrepreneurial support.

A unique range of post-graduate taught programmes and research opportunities encompass art, design, history, theory, performance, postmedieval literature, linguistics studies.

We offer a unique range of postgraduate taught programmes and research opportunities which encompasses art, design, theory, performance by practice, post-medieval literature, creative writing, linguistics and theatre

- Facilities
Our students have full access to our state-of-the-art facilities, which offer a tantalising number of creative possibilities. They provide industry standard outputs, and you will receive an unparalleled level of professional training in using them.

- Career Prospects
Over 92% of our graduates were in employment and/or further study six months after graduating. Our students develop excellent transferable skills because of the range of topics studied on our courses and the diversity of teaching and learning methods we use.

Find out how to apply here http://www.lboro.ac.uk/study/postgraduate/programmes/departments/arts/english/

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