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The programme has the following exit awards. - MSc Research in Health Practice (three years). The Professional Doctorate in Health is designed for a range of health and social care professionals who are interested in furthering their development as expert practitioners and researchers in practice. Read more
The programme has the following exit awards:

- MSc Research in Health Practice (three years)

Overview

The Professional Doctorate in Health is designed for a range of health and social care professionals who are interested in furthering their development as expert practitioners and researchers in practice.

By utilising web-based delivery blended with Summer Schools (typically five days in length), the programme aims to meet the learning needs of busy health and social care practitioners.

During the first two years of study you will complete a series of units covering research methods, evidence based practice, comparative health policy and other topics relevant to research in practice. Throughout the first two years you will also be developing a protocol for your doctoral research project. Unlike the PhD programme, we do not expect you to have a well-developed research protocol before commencing your studies. Your Personal Development Adviser (PDA) will work with you to develop your research plans, before handing over to an academic and practice-based supervisor during the second year.

Programme features:
- Carry out independent research and understand research methods whilst remaining in your practice area.
- Choose your learning style within a flexible environment amongst a multi-professional community.
- Expand your understanding of policy and practice in the context of international healthcare systems and service.

Time required for study:
We recognise that many of our students are in demanding full-time health or social care jobs and the Professional Doctorate in Health programme is designed to be flexible and supportive in order to accommodate these demands. However, you will need to be able to commit at least 15 hours per-week (on average) to your studies, either through study leave or by working during evenings, weekends and holidays.

Transfer to the PhD programme:
If who wish to exit with a PhD (Doctor of Philosophy) award, rather than the DHealth (Professional Doctorate in Health) award, then you may apply to do so at the end of the first or second year of study, while retaining the flexible mode of delivery and supervision designed for the Professional Doctorate in Health programme.

Visit the website http://www.bath.ac.uk/study/pg/programmes/prof-doct-in-heal/

Programme structure

This is a flexible programme. You will typically study over four or five years, but may take up to eight years (if required).

Year one:
- Research project preparation and planning
- Introduction to practice based research
- Research design and methods
- Evidence into practice

Year two:
- Research project design and development
- Professional issues in health 1 (policy)
- Professional issues in health 2 (practice)

Year three/four (Doctorate):
- Thesis

View summary table (http://www.bath.ac.uk/health/images/doctorate-in-health-programme-summary.jpg) or Programme & Unit Catalogue (http://www.bath.ac.uk/catalogues/2014-2015/hl/hl-proglist-pg.html#D) for further information.

Learning and teaching

Teaching takes the form of online units, which include resource libraries, access to all of the online journals (held by the University of Bath Library), and a structured series of activities and online discussion boards.

All resources can be accessed through ‘PD Online’ - our bespoke virtual learning environment. You will also be able to submit your assignments on PD Online and communicate directly with staff and your fellow students.

A Summer School is held once a year at the University (most often in September). You will attend one Summer School/Induction during your first year and one Summer School at the beginning of the second year.

Your tutor will provide support for your assignment preparation, as well as learning needs analysis and personal development planning.

The ‘research and thesis’ phase will be supervised by a panel of specialists; comprising a University academic member of staff (to ensure that the work is of a sufficient standard), and a practice-based specialist (to ensure that the work is at the forefront of practice).

Methods of assessment

Assessment consists of a combination of written assignments, literature reviews, research protocols and reflective accounts. There are no written examinations.

You will also produce a portfolio of evidence of application to practice, and have to undertake a face-to-face transfer interview and a final viva.

About the department

The Department’s aims are:

- To develop a research portfolio that is both of the highest academic standard and has applications in the real world
- To build on external links with the public services and other bodies concerned with health and society
- To innovate design and delivery of healthcare services
- To change corporate approaches to healthy organisations
- To support government reform of health and social care provision
- To identify and facilitate opportunities for academic collaboration and new developments.

The Department's postgraduate taught programmes combine academic excellence with flexible and innovative design and delivery; our postgraduate portfolio is distinguished by the provision of a number of Professional Masters and a Professional Doctorate programme designed to be studied part-time by learners working in a wide range of healthcare roles from all around the world. All our postgraduate courses are taught online and this has proved to be one of our unique selling points, with students able to continue within their practice area or working environment whilst gaining a further qualification.

Facilities, equipment, other resources
Sport and exercise science and medical science laboratories. Close links with the English Institute of Sport and the Department of Sports Development and Recreation.

International and industrial links
There are current links with primary care trusts, strategic health authorities, the two hospitals in Bath and colleagues in industry. The Department works closely with esteemed international academic institutions, and individual health practitioners, in order to meet the regional, national and global challenges facing health and social care.

Careers information
Postgraduate research students gain a wealth of experience to assist them with their next step and are offered personal career advice at the University. The Department has an established research training skills programme for all research students. The taught programmes enable students to extend their health and social care career pathways and to build important networks for further professional opportunities.

Find out more about the department here - http://www.bath.ac.uk/health/

Find out how to apply here - http://www.bath.ac.uk/study/pg/apply/index.html

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Our E-Business (Information Systems) MSc will build on your existing computing-related studies. You will develop advanced technical skills and business knowledge, which will equip you to differentiate your career in the modern corporate world. Read more
Our E-Business (Information Systems) MSc will build on your existing computing-related studies. You will develop advanced technical skills and business knowledge, which will equip you to differentiate your career in the modern corporate world.

On this course you will study within two world-class schools at Newcastle University. Newcastle University Business School deliver the course in conjunction with the School of Computing Science, which is the number one school in the UK for research impact in society as listed by the British government.

The e-business revolution would not exist without the never-ending research, development and application of innovative information and communication technologies. For example:
-Marketing managers would struggle to design promotional campaigns without business intelligence applications based on data warehouses and online analytical processing (OLAP) technologies
-Buyers would not be able to order the right products, from the right suppliers or during the correct time frames without integrated enterprise resource planning systems based on service-oriented architecture (SOA)
-The procurement process would not integrate supply chain partners in real-time and in an economic way without the extensible markup language (XML) protocol.

These examples show that visionary technologists must have solid strategic, entrepreneurial and organisational knowledge in order to make things happen.

Your development

The course will support your personal development, shape your entrepreneurial mind-set and enhance your employability prospects. We will prepare you to succeed in the modern e-business world.

On completion of the course you will demonstrate knowledge of:
-The business value of contemporary technologies
-Your personal development as an entrepreneur and intrapreneur
-The feasibility of disruptive e-business models
-Business planning and new ventures
-The link between business strategy and systems
-Business processes, such as the ones involving customers and suppliers
-Business intelligence systems
-Organisational alignment for the attainment of e-business benefits
-The management and development of e-business systems

Advanced computing technology such as:
-Cloud computing architecture
-Virtual machines
-Scalable computing
-Information security vulnerability and metrics
-Human factors and economic drivers effecting security
-Cryptography
-Information flow management
-Protocol analysis
-Advanced Java programming
-Distributed programming
-Advanced data communications
-XML/XSLT

Career focus

This course is for professionals with a computing-related academic background. You should want to excel in the technical and business sides of e-business initiatives in any area of a company. This ranges from Internet operations to internal systems, technology start-ups to multi-national corporations, including product and service providers.

You career will benefit through your enhanced computing expertise integrated with business objectives.

Our graduates progress into careers as technology consultants, IT managers, or project managers. The course is also relevant to industry analysts and product development managers in the e-business sector.

Many graduates from our E-Business courses have worked for international companies, such as:
-Google
-Yahoo
-Dell
-IBM
-Accenture
-KPMG
-Ernst & Young
-PwC
-Hewlett-Packard
-The Hut Group
-Travix International
-Hitachi Solutions
-BAE Systems Applied Intelligence
-Ctrl-Shift
-HSBC
-Lloyds Banking Group
-GlaxoSmithKline
-Datwyler
-Walmart

Other graduates have used their acquired expertise to start up their own companies, or develop their family business.

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The MRes is an award that may be the first step towards an academic research career. It would also be relevant for students keen to pursue research in other organisations with client-focused settings. Read more

The MRes is an award that may be the first step towards an academic research career. It would also be relevant for students keen to pursue research in other organisations with client-focused settings. The degree programme provides opportunities to develop advanced research skills, and assessments are focused on real world relevant outputs (such as a research protocol for a funding application and a potentially publishable paper for submission to the peer-review process). Individual modules may be available to applicants wishing to acquire particular research skills.

Teaching, learning and assessment

There are two taught modules (Research Methods and Applied Research) designed to develop skills in, and awareness of, the modern research environment. These are delivered via seminars, workshops, online learning and independent study. A major component of this course is the Research Project, which offers students the opportunity to carry out an extensive piece of research, or to produce a client report, with the expectation of an output suitable for submission to the peer-review the process for potential publication.

Applying to this programme

Due to the heavy focus on the Research Project, students will need to produce an outline protocol (2-3 sides of A4) of their intended research project, including a named supervisor who has the expertise to supervise the project, as part of the application process. This should normally be prepared in conjunction with the named academic member of staff. Applicants should therefore identify the subject area within which they would like to conduct their research and either make contact with a member of staff directly, or ask to be put in touch with subject area  research advisors via the programme leader Dr Stephen Darling (see opposite). Browsing webpages of the relevant subject areas within the School of Arts, Social Sciences and Management on the QMU website will allow potential applicants to determine the current research interests of the academic staff.

Teaching hours and attendance

Each module which you study on campus will require you to attend classes and carry out self-directed, independent work. Your attendance requirements at QMU will depend on which module you are studying and whether you are studying full or part-time.

Careers

The MRes may be the first stage in an academic career and the skills gained on this degree course are a sound basis on which to pursue doctoral studies for a PhD award. The skills gained through the MRes will also give students a thorough base from which to pursue a career in undertaking research activities in other organisations, relevant to service users, industry or society.

Quick Facts

  • Students who complete this  course will have acquired and demonstrated the fundamental skills required to successfully conduct sound research and disseminate research findings.
  • Graduates will be well-equipped to embark on a research career within academia.
  • Graduates will also be well-equipped to carry out research related activities in other settings, working for organisations beyond academia.




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This course has run since 2011, previously being integrated with the MPhil TMAT courses and taken part-time over two years. It is being re-launched in 2015 as a full-time one year course, based in the Cambridge Institute of Public Health’s Department of Public Health and Primary Care. Read more
This course has run since 2011, previously being integrated with the MPhil TMAT courses and taken part-time over two years. It is being re-launched in 2015 as a full-time one year course, based in the Cambridge Institute of Public Health’s Department of Public Health and Primary Care. More than half of the curriculum is shared with the MPhils in Public Health and Epidemiology. The aim of the course is to provide students with theoretical knowledge and skills as well as practical research experience to launch an academic clinical career in primary care.

The course draws on local strengths in working with large databases, primary care-based clinical trials and a wide range of other appropriate methods of quantitative and qualitative data collection and analyses. Throughout the course students are able to draw on the research expertise within the Institute of Public Health and wider expertise in the University.

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

Course detail

The aim of the course is to provide students with theoretical knowledge and skills as well as practical research experience to launch an academic clinical career in primary care. Specifically, the course aims to:

1. Contribute to the commitment of the Cambridge University Hospital’s NHS Foundation Trust (CUHNHSFT), Cambridgeshire Primary Care Trust/ Clinical Commissioning Group and the National Institute for Health Research (NIHR) to continuing professional development of NHS staff in an integrated academic and clinical environment;
2. Develop a cadre of primary care clinical research leaders who will pursue clinical Academic careers within academia, the NHS and industry;
3. Contribute to the commitment of the Health Education East of England to continuing professional development of GP Specialty Trainees in an integrated academic and clinical environment;
4. Expand critical and current knowledge of research methodologies through an academically vigorous education programme offered in a world-leading primary care clinical research environment;
5. Equip clinical researchers with knowledge about the complex issues associated with conducting sound translational research in general practice and community settings.

Learning Outcomes

Students who complete this programme successfully will have gained an understanding of the primary care research context, including the distinctive nature and contribution of primary care research, and the contribution of key underpinning methods. Specifically, graduates will possess a grounding in primary care-relevant epidemiological, psychological, sociological and health services research methods, statistical methods and data analyses including surveys, trials and evidence synthesis. Upon successful completion each student will be able to apply contemporary research tools to clinically relevant areas of investigation in primary care.

Successful completion of the MPhil will also equip students with the skills and knowledge defined by the Academy of Medical Sciences’ Supplementary Guidelines for the Annual Review of Competence Progression (ARCP) for Specialty Registrars undertaking joint clinical and academic training programmes (September 2011).

Michaelmas Term

This term focuses on epidemiological and biostatistical principles and procedures. Teaching sessions during this term will be shared with students from the MPhils in Epidemiology and Public Health course. The teaching in this term also includes training in basic data handling and analysis using the statistical package Stata.

The three modules are:

- Epidemiology
- Biostatistics
- Data handling and appraisal

During this term you will also complete an essay on the epidemiology of a chosen condition in a primary care population. This essay is a formal part of the MPhil examination and will contribute to your final mark. You should also begin to research an appropriate topic for your MPhil thesis. You should discuss this proposal with you Course Supervisor to assess the suitability of the topic and the availability of relevant data.

There will also be an assessment based on the epidemiological component of the first term. This assessment is informal and does not count towards your degree. The assessment provides your Course Supervisor and Course Directors with a guide to your progress. A guideline answer sheet will be provided at the end of the assessment.

Lent Term

This term includes modular-based lectures and seminars in more advanced aspects of epidemiological research and public health which are shared with students from the MPhils in Epidemiology and Public Health, and specific modules on Primary Care Research not shared with other MPhil students.

Modules shared with the MPhils in Epidemiology and Public Health:

- Health Policy
- Social Science
- Chronic disease epidemiology
- Genetic epidemiology and Public health genomics
- Health Promotion

Primary Care Research modules:

- Introduction to Primary Care Research
- Use of routine data in Primary Care
- Designing, delivering and analysing surveys in primary care
- Qualitative research

Please note some modules may move from term to term.

During this term you will also complete a second essay which should take the form of a protocol for your thesis research. This essay is a formal part of the MPhil examination and will contribute to your final mark. Before starting your protocol, the title of your thesis should be agreed with you Course and Thesis Supervisor. Both you Course and Thesis Supervisor should sign the thesis title form confirming the title. All students must have a designated Thesis Supervisor (in some cases this individual may also be the Course Supervisor).

Easter Term

This term includes a small number of modular-based lectures and seminars again shared with students from the MPhils in Epidemiology and Publich Health.

- Clinical Trials
- Health Economics
- Ethics and Law

The remainder of the term is dedicated to revision for the written examinations in June and thesis work. The term ends on the last business day of July 2016 with the hand-in of the thesis. If you leave the UK, you must be prepared to travel back to Cambridge for an oral examination, if required.

Assessment

A thesis not exceeding 20,000 words in length, including footnotes, but excluding tables, appendices, and bibliography, on a subject approved by the Degree Committee for the Faculties of Clinical Medicine and Veterinary Medicine.

Two essays, each not exceeding 3,000 words in length, on subjects approved by the Degree Committee

Two written papers, each of which may cover all the areas of study prescribed in the syllabus.

The course components are completed by the end of July. However, to complete the course, students will be required to attend a viva in person on a date (to be announced) in late August or early September.

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

Funding Opportunities

There are no specific funding opportunities advertised for this course. For information on more general funding opportunities, please follow the link below.

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

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Our MRes Experimental Cancer Medicine master's course will give nurses, doctors and clinical researchers the skills needed to work in early phase clinical studies. Read more

Our MRes Experimental Cancer Medicine master's course will give nurses, doctors and clinical researchers the skills needed to work in early phase clinical studies.

You will learn how to master experimental cancer through a combination of traditional teaching and hands-on learning, spending a year as a member of the Experimental Cancer Medicine Team at The Christie while also taking four structured taught units.

The taught units will see you learn the details of designing and delivering Phase 1 clinical studies, understanding the pre-clinical data required before a clinical programme can commence, and how to optimise early clinical studies to provide evidence for progressing a promising drug into Phase II/III clinical testing.

Alongside the taught elements, you will be allocated to one or more clinical trials that are being conducted by The Christie experimental cancer medicine team. You will have a named trainer and be exposed to tasks required in the setup, delivery, interpretation and audit of a clinical study.

Nursing and physician students will be expected to participate in patient care, including new and follow-on patient clinics, treatment and care-giving episodes with patients.

For clinical trials coordinators, no direct patient contact is envisaged and duties will involve clinical trial setup, protocol amendments, database setup, data entry, costing and billing for clinical research.

You will be able to choose two aspects of your direct clinical trial research experience to write up for your two research projects in a dissertation format. This will give you the skills and knowledge required to critically report medical, scientific and clinically related sciences for peer review.

Aims

The primary purpose of the MRes in Experimental Cancer Medicine is to provide you with the opportunity to work within a premier UK Phase 1 cancer clinical trials unit and, through a mix of taught and experiential learning, master the discipline of Experimental Cancer Medicine.

Special features

Extensive practical experience

You will spend most of your time gaining hands-on experience within The Christie's Experimental Cancer Medicine Team.

Additional course information

Meet the course team

Dr Natalie Cook is a Senior Clinical Lecturer in Experimental Cancer Medicine at the University and Honorary Consultant in Medical Oncology at The Christie. She completed a PhD at Cambridge, investigating translational therapeutics and biomarker assay design in pancreatic cancer.

Professor Hughes is Chair of Experimental Cancer Medicine at the University and Strategic Director of the Experimental Cancer Medicine team at The Christie. He is a member of the research strategy group for Manchester Cancer Research Centre. He serves on the Biomarker evaluation review panel for CRUK grant applications.

Professor Hughes was previously Global Vice-President for early clinical development at AstraZeneca, overseeing around 100 Phase 0/1/2 clinical studies. He was previously Global Vice-President for early phase clinical oncology, having been involved in over 200 early phase clinical studies.

Dr Matthew Krebs is a Clinical Senior Lecturer in Experimental Cancer Medicine at the University and Honorary Consultant in Medical Oncology at The Christie.

He has a PhD in circulating biomarkers and postdoctoral experience in single cell and ctDNA molecular profiling. He is Principal Investigator on a portfolio of phase 1 clinical trials and has research interests in clinical development of novel drugs for lung cancer and integration of biomarkers with experimental drug development.

Teaching and learning

Our course is structured around a 2:1 split between clinical-based research projects and taught elements respectively.

Taught course units will predominantly use lectures and workshops.

For the research projects, teaching and learning will take place through one-to-one mentoring from a member of the Experimental Cancer Medicine team.

The clinical and academic experience of contributors to this course will provide you with an exceptional teaching and learning experience.

Coursework and assessment

You will be assessed through oral presentations, single best answer exams, written reports and dissertation.

For each research project, you will write a dissertation of 10,000 to 15,000 words. Examples of suitable practical projects include the following.

Research proposal

  • Compilation of a research proposal to research council/charity
  • Writing a protocol and trial costings for sponsor
  • Research and write a successful expression of interest selected by grant funder for full development

Publication-based/dissertation by publication

  • Writing a clinical study report
  • Authoring a peer-review journal review/original article

Service development/professional report/ report based dissertation

  • Public health report/outbreak report/health needs assessment/health impact assessment
  • Proposal for service development/organisational change
  • Audit/evaluate service delivery/policy
  • Implement recommended change from audit report

Adapted systematic review (qualitative data)

  • Compiling the platform of scientific evidence for a new drug indication from literature
  • Review of alternative research methodologies from literature

Full systematic review that includes data collection (quantitative data)

  • Referral patterns for Phase 1 patients

Qualitative or quantitative empirical research

  • Design, conduct, analyse and report an experiment

Qualitative secondary data analysis/analysis of existing quantitative data

  • Compilation, mining and analysis of existing clinical data sets

Quantitative secondary data analysis/analysis of existing qualitative data/theoretical study/narrative review

  • Policy analysis or discourse analysis/content analysis
  • A critical review of policy using framework analysis

Facilities

Teaching will take place within The Christie NHS Foundation Trust , Withington.

Disability support

Practical support and advice for current students and applicants is available from the Disability Advisory and Support Service. Email: 

Career opportunities

This course is relevant to physician, nursing and clinical research students who are considering a career in Phase 1 clinical studies.

The course provides a theoretical and experiential learning experience and offers a foundation for roles within other experimental cancer medicine centres within the UK and EU, as well as careers in academia, the pharmaceutical industry, clinical trials management and medicine.

The MRes is ideal for high-calibre graduates and professionals wishing to undertake directly channelled research training in the clinical and medical oncology field.



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This programme is for students looking for a career in diplomacy, as well as those who seek a clearer understanding of both the mechanisms of the dialogue between states and the instruments of statecraft commonly employed. Read more

This programme is for students looking for a career in diplomacy, as well as those who seek a clearer understanding of both the mechanisms of the dialogue between states and the instruments of statecraft commonly employed.

We offer a flexible programmes and a wide choice of modules (part-time students also welcome).

In the Department of Political Science and International Studies we offer much more than a degree. As a student here, you have the opportunity to take part in a wide range of events, with some or all of the costs paid for by the School. 

Course details

Diplomacy is at the heart of International Relations and ranges from peaceful negotiations to coercion and economic sanctions. It is often key to the prevention or resolution of conflict and plays a strategic role in other key international issues such as trade and security.

This degree offers insight into both the mechanisms of dialogue between states and the instruments of statecraft commonly employed. It is particularly suitable for students interested in a career in diplomacy, including mid-career students.

Topics and issues examined include

  • The methodology and practice of diplomacy
  • Coercive diplomacy, including economic sanctions
  • The law and practice of diplomatic immunity
  • The purpose of protocol
  • The pitfalls of international summitry and the theory behind different approaches to negotiations
  • The limits and successes of public diplomacy

One of the real strengths of our masters programmes is the wide range of available modules, giving students the ability to tailor their course of study to their own academic interests.

Who is the programme for?

This programme is for students looking for a career in diplomacy, as well as those who seek a clearer understanding of both the mechanisms of the dialogue between states and the instruments of statecraft commonly employed.

More information on: International Relations MA (with specialist pathways)

Learning and teaching

We advocate an enquiry-based approach to learning, which means that we encourage you to become an independent and self-motivated learner. Through the programme of study we offer, we will develop the qualities that employers value in today's university graduates - qualities that will set you apart in your future career.

To help you develop the above-mentioned skills, we adopt a range of teaching methods. They may include:

  • Lectures - listening to experts sharing their knowledge and discoveries in challenging and provocative ways. Students are expected to 'read-around' the subject matter of their lectures, adding to their understanding and developing their critical faculties and analytical skills.
  • Seminars - where you present and discuss your ideas and knowledge in smaller groups and debate interpretations and opinions with other students.
  • Tutorials - are your opportunity to discuss your work with your tutor, usually in small groups.
  • Workshops - are problem solving sessions facilitated by a member of academic staff; these sessions usually involve students working in groups.

Our lecturers and tutors will ensure you have all the resources you need to make the transition from A levels to the more rigorous demands of a degree.

More about teaching and learning at the University of Birmingham.

Enhancing your student experience

In the School of Government and Society we offer much more than a degree. As a student here, whether undergraduate or postgraduate, you have the opportunity to take part in a wide range of events, with some or all of the costs paid for by the School.

Some of these are targeted to help you build skills and experience for your CV, others are more open events designed to expose you to high-level speakers on current debates relevant to all Government and Society students.

Read more of our students' experiences and profiles on the school website.

Employability

Graduates from the School have gone on to work in a range of careers, with recent graduates working with organisations such as the United Nations, Foreign and Commonwealth Office, local authorities in the UK and overseas and the Department for International Development.

The School takes employability very seriously and as well as linking students to the central careers services, also incorporates opportunities to enhance their employment prospects, including highlighting work experience opportunities, encouraging volunteering in extra-curricular projects (such as student seminars and events) and by inviting backgrounds for students to meet.

More information about careers and employability

Careers Network

The Careers Network provides a dedicated service to help you find work experience or internship opportunities outside of your studies, either part-time during term-time, or over the summer vacation. Right from the start of your degree you will have access to our interactive careers service, through which many regional, national and international employers advertise their vacancies, and your college internship officers will go out and about to find vacancies that will be a useful addition to your CV. 

Find out more about support for work experience and internships, bursaries, or mentoring.



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The MSc Machine Intelligence aims to equip students and engineering professionals through a diverse range of research informed learning, with the skills to maintain a future-thinking career. Read more

The MSc Machine Intelligence aims to equip students and engineering professionals through a diverse range of research informed learning, with the skills to maintain a future-thinking career. The programme goes beyond current technology, looking at predicting future innovation by equipping learners with the tools to see through media hype and effectively analyse the evolution of future technologies and engage with these technologies as they emerge.

Whether you're looking to deepen and diversify your industrial experience or continue your education through an innovative Master's degree, this programme provides an ideal opportunity to develop your technical and intellectual skills, staying one step ahead. 

The programme provides the opportunity to explore: future technologies; robotics; cybernetics and intelligent systems; distributed systems; advanced design and ergonomics; securing future technologies; and future business thinking, all set within a forward-thinking context. This programme offers the opportunity to participate in a highly motivated intellectual environment with research-active tutors and like-minded peers, whilst exploring and engaging with cutting-edge future technologies.

Outcomes

The aims of the programme are to:

  • Show you how to analyse, design, implement and manage intelligent and future focused technologies and systems in the context of engineering-related issues facing global societies
  • Provide you with the skills to further your career in these areas
  • Support you in understanding the innovative and pioneering approaches in this field and to be able to apply them to the solution of present, near future and future real-world problems in developing novel industrial and commercially-relevant solutions.

Course content

  • Future Technologies
  • Robotics
  • Cybernetics and Intelligent Systems
  • Distributed Systems
  • Research, Planning and Communication
  • Future Business Thinking
  • Securing Future Technologies
  • Individual Research Project.

Assessment

Assessments include examinations, coursework, group work and an individual project.

Careers

Postgraduate students from this programme will find employment opportunities as futurologists, engineers, scientists and technical managers in the private sector (engineering design firms, engineering consultancy, communications companies, social media companies and similar), in the public sector (local government, town and country planning), an entrepreneur or they may wish to pursue further qualifications such as a PhD within the Faculty of Engineering and Science at the University of Greenwich to become even more specialised. City banks, currency and stocks trading companies, consultancies, government agencies and NGOs will also be interested in employing the type of future orientated intelligent systems engineers that will graduate from this MSc.

Specialised equipment

Online resources: Students will require access to existing online resources such as Moodle, e-mails, library online resources, databases, Web of Knowledge, Scopus, Internet of Things, Internet of Everything.

Hardware: Computers, laboratory equipment to include but not limited to: experimental and laboratory equipment to support practical based learning (hardware and software development systems, robotic hardware, mobile robots, cybernetics hardware and software, Internet of Things, Sensors and Systems, WiFi development, 3D printers, laser cutters, 3D scanners, cutting edge single board computers)

Software: Matlab, Simulink, C/C++ compilers, development systems, networking and communication protocol monitoring and development.

Robotics: A specialist robotics laboratory has been developed containing a Robothespian industrial robotic arm, mobile robots and other robotic actuators and systems.



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Course description. Our MRes Experimental Medicine (Cancer) programme will give nurses, doctors, clinical researchers and clinical trials co-ordinators the skills needed to work in early phase clinical studies. Read more

Course description

Our MRes Experimental Medicine (Cancer) programme will give nurses, doctors, clinical researchers and clinical trials co-ordinators the skills needed to work in early phase clinical studies.

You will learn how to master experimental medicine with a focus on cancer through a combination of traditional teaching and hands-on learning, through spending a year as a member of the Experimental Cancer Medicine Team at The Christie while also taking four structured taught units.

The taught units will see you learn the details of designing and delivering Phase 1 clinical studies, understanding the pre-clinical data required before a clinical programme can commence, and how to optimise early clinical studies to provide evidence for progressing a promising drug into Phase II/III clinical testing.

Alongside the taught elements, you will be allocated to one or more clinical trials that are being conducted by The Christie Experimental Cancer Medicine team. You will have a named supervisor and be exposed to tasks required in the setup, delivery, interpretation and audit of a clinical study.

Nursing and physician students will be expected to participate in patient care, including new and follow-on patient clinics, treatment and care-giving episodes with patients. For clinical trial coordinators, no direct patient contact is envisaged and duties will involve clinical trial setup, protocol amendments, database setup, data entry, costing and billing for clinical research.

You will be able to choose two aspects of your direct clinical trial research experience to write up for your two research projects in a dissertation format. This will give you the skills and knowledge required to critically report medical, scientific and clinically related sciences for peer review.

Aims

The primary purpose of the MRes in Experimental Medicine (Cancer) is to provide you with the opportunity to work within a premier UK Phase 1 cancer clinical trials unit and, through a mix of taught and experiential learning, master the discipline of experimental medicine related to cancer.

Special features

Extensive practical experience

You will spend most of your time gaining hands-on experience through completion of two research projects within The Christie's Experimental Cancer Medicine Team.

Taught by experts in Experimental Medicine within dedicated research and clinical trials facilities

You will also have opportunities to interact with and learn from experimental medicine researchers within the Manchester Biomedical Research Centre and the Manchester Clinical Research Centre across a range of different fields and thereby broaden your knowledge and experience of experimental medicine.



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Course description. Our MRes Experimental Medicine (Dermatology) programme will give nurses, doctors, clinical researchers and research programme managers the skills needed to work in early phase clinical studies. Read more

Course description

Our MRes Experimental Medicine (Dermatology) programme will give nurses, doctors, clinical researchers and research programme managers the skills needed to work in early phase clinical studies.

You will learn how to master experimental medicine with a focus on dermatology through a combination of traditional teaching and hands-on learning, through spending a year working closely with the Experimental Medicine Dermatology Team of the Biomedical Research Centre while also taking four structured taught units.

The taught units will see you learn the details of designing and delivering Phase 1 clinical studies, understanding the pre-clinical data required before a clinical programme can commence, and how to optimise early clinical studies to provide evidence for progressing a promising drug or intervention into Phase II/III clinical testing.

Alongside the taught elements, you will have a named supervisor and be exposed to tasks required in the setup, delivery, interpretation and audit of a clinical study.

Nursing and physician students may participate in patient care, including new and follow-on patient clinics, treatment and care-giving episodes with patients.

For non-registered clinical researchers and research programme managers, no direct patient contact is envisaged and you may participate in clinical trial setup, protocol amendments, database setup, data entry, costing and billing for clinical research.

You will be able to choose two aspects of your direct clinical trial research experience to write up for your two research projects in a dissertation format. This will give you the skills and knowledge required to critically report medical, scientific and clinically related sciences for peer review.

Aims

The primary purpose of the MRes in Experimental Medicine (Dermatology) is to provide you with the opportunity to work within a premier Biomedical Research Centre and, through a mix of taught and experiential learning, master the discipline of experimental medicine related to dermatology.

Special features

Extensive practical experience

You will spend most of your time gaining hands-on experience through completion of two research projects working closely with the Experimental Medicine Dermatology Team of the Manchester Biomedical Research Centre.

Taught by experts in Experimental Medicine within dedicated research and clinical trials facilities

You will also have opportunities to interact with and learn from experimental medicine researchers across a range of different fields within the Manchester Biomedical Research Centre and the Manchester Clinical Research Facility and thereby broaden your knowledge and experience of experimental medicine.



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Course description. Our MRes Experimental Medicine (Hearing Health) programme will give nurses, doctors, audiologists, clinical researchers and research programme managers the skills needed to work in early phase clinical studies. Read more

Course description

Our MRes Experimental Medicine (Hearing Health) programme will give nurses, doctors, audiologists, clinical researchers and research programme managers the skills needed to work in early phase clinical studies.

You will learn how to master experimental medicine with a focus on Hearing Health through a combination of traditional teaching and hands-on learning, through spending a year working closely with the Experimental Medicine Hearing Health Team of the Biomedical Research Centre while also taking four structured taught units.

The taught units will see you learn the details of designing and delivering Phase 1 clinical studies, understanding the pre-clinical data required before a clinical programme can commence, and how to optimise early clinical studies to provide evidence for progressing a promising drug or intervention into Phase II/III clinical testing.

Alongside the taught elements, you will have a named supervisor and be exposed to tasks required in the setup, delivery, interpretation and audit of a clinical study.

Nursing, physician and audiology students may participate in patient care, including new and follow-on patient clinics, treatment and care-giving episodes with patients.

For non-registered clinical researchers and research programme managers, no direct patient contact is envisaged and you may participate in clinical trial setup, protocol amendments, database setup, data entry, costing and billing for clinical research.

You will be able to choose two aspects of your direct clinical trial research experience to write up for your two research projects in a dissertation format. This will give you the skills and knowledge required to critically report medical, scientific and clinically related sciences for peer review.

Aims

The primary purpose of the MRes in Experimental Medicine (Hearing Health) is to provide you with the opportunity to work within a premier Biomedical Research Centre and, through a mix of taught and experiential learning, master the discipline of experimental medicine related to hearing health.

Special features

Extensive practical experience

You will spend most of your time gaining hands-on experience through completion of two research projects working closely with the Experimental Medicine Hearing Health Team of the Manchester Biomedical Research Centre.

Taught by experts in Experimental Medicine within dedicated research and clinical trials facilities

You will also have opportunities to interact with and learn from experimental medicine researchers across a range of different fields within the Manchester Biomedical Research Centre and the Manchester Clinical Research Facility and thereby broaden your knowledge and experience of experimental medicine.



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Course description. Our MRes Experimental Medicine (Musculoskeletal) programme will give nurses, doctors, clinical researchers and research programme managers the skills needed to work in early phase clinical studies. Read more

Course description

Our MRes Experimental Medicine (Musculoskeletal) programme will give nurses, doctors, clinical researchers and research programme managers the skills needed to work in early phase clinical studies.

You will learn how to master experimental medicine with a focus on musculoskeletal through a combination of traditional teaching and hands-on learning that includes spending a year working closely with the Experimental Medicine Musculoskeletal Team of the Biomedical Research Centre while also taking four structured taught units.

The taught units will see you learn the details of designing and delivering Phase 1 clinical studies, understanding the pre-clinical data required before a clinical programme can commence, and how to optimise early clinical studies to provide evidence for progressing a promising drug or intervention into Phase II/III clinical testing.

Alongside the taught elements, you will have a named supervisor and be exposed to tasks required in the setup, delivery, interpretation and audit of a clinical study.

Nursing and physician students may participate in patient care, including new and follow-on patient clinics, treatment and care-giving episodes with patients.

For non-registered clinical researchers and research programme managers, no direct patient contact is envisaged and you may participate in clinical trial setup, protocol amendments, database setup, data entry, costing and billing for clinical research.

You will be able to choose two aspects of your direct clinical trial research experience to write up for your two research projects in a dissertation format. This will give you the skills and knowledge required to critically report medical, scientific and clinically related sciences for peer review.

Aims

The primary purpose of the MRes in Experimental Medicine (Musculoskeletal) is to provide you with the opportunity to work within a premier Biomedical Research Centre and, through a mix of taught and experiential learning, master the discipline of experimental medicine related to musculoskeletal.

Special features

Extensive practical experience

You will spend most of your time gaining hands-on experience through completion of two research projects working closely with the Experimental Medicine Musculoskeletal Team of the Manchester Biomedical Research Centre

Taught by experts in Experimental Medicine within dedicated research and clinical trials facilities

You will also have opportunities to interact with and learn from experimental medicine researchers across a range of different fields within the Manchester Biomedical Research Centre and the Manchester Clinical Research Facility and thereby broaden your knowledge and experience of experimental medicine.



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Course description. Our MRes Experimental Medicine (Respiratory) programme will give nurses, doctors, clinical researchers and research programme managers the skills needed to work in early phase clinical studies. Read more

Course description

Our MRes Experimental Medicine (Respiratory) programme will give nurses, doctors, clinical researchers and research programme managers the skills needed to work in early phase clinical studies.

You will learn how to master experimental medicine with a focus on respiratory through a combination of traditional teaching and hands-on learning, through spending a year working closely with the Experimental Medicine Respiratory Team of the Biomedical Research Centre while also taking four structured taught units.

The taught units will see you learn the details of designing and delivering early phase clinical studies, understanding the pre-clinical data required before a clinical programme can commence, and how to optimise early clinical studies to provide evidence for progressing a promising drug or intervention into Phase II/III clinical testing.

Alongside the taught elements, you will have a named supervisor and be exposed to tasks required in the setup, delivery, interpretation and audit of a clinical study.

Nursing and physician students may participate in patient care, including new and follow-on patient clinics, treatment and care-giving episodes with patients.

For non-registered clinical researchers and research programme managers, no direct patient contact is envisaged and you may participate in clinical trial setup, protocol amendments, database setup, data entry, costing and billing for clinical research.

You will be able to choose two aspects of your direct clinical trial research experience to write up for your two research projects in a dissertation format. This will give you the skills and knowledge required to critically report medical, scientific and clinically related sciences for peer review.

Aims

The primary purpose of the MRes in Experimental Medicine (Respiratory) is to provide you with the opportunity to work within a premier Biomedical Research Centre and, through a mix of taught and experiential learning, master the discipline of experimental medicine related to respiratory.

Special features

Extensive practical experience

You will spend most of your time gaining hands-on experience through completion of two research projects working closely with the Experimental Medicine Respiratory Team of the Manchester Biomedical Research Centre

Taught by experts in Experimental Medicine within dedicated research and clinical trials facilities

You will also have opportunities to interact with and learn from experimental medicine researchers across a range of different fields within the Manchester Biomedical Research Centre and the Manchester Clinical Research Facility and thereby broaden your knowledge and experience of experimental medicine.



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Overview. Increasing demand for consultants so job prospects are excellent. An opportunity to be involved with and help shape the future of this rapidly evolving specialty. Read more

Overview

  • Increasing demand for consultants so job prospects are excellent
  • An opportunity to be involved with and help shape the future of this rapidly evolving specialty
  • An exciting and varied workload with fantastic opportunities for lifelong learning

Our online Acute Medicine courses are offered in partnership with the University of South Wales, who have a strong reputation for delivering innovative learning. You will receive your transcript from the University of South Wales.

Acute medicine is a rapidly evolving specialty and as many generalist healthcare professionals undertake acute medicine as part of their daily routines, there is a demand for tailored education, particularly at Masters level. 

You will develop a systematic understanding of evidence-based, protocol delivered practice, which is crucial in optimising acute care.

Like other specialties, acute medicine is multi-disciplinary, particularly with the event of physician assistants and specialist nurse practitioners. This course is therefore aimed at the multi-disciplinary team, covering the major spectrum of disease areas that would present acutely. 

This is a theoretical course that aims to supplement the education of existing healthcare professionals, as opposed to a practical course in acute medicine.

A distinctive aspect of our courses is that they allow you to study at post-graduate level without release from work. With no lectures or webinars at set times, you can fit your studies flexibly around your personal and professional commitments.

Who are our acute medicine courses for?

You will typically be a doctor, nurse, physiotherapist, occupational therapist, pharmacist or radiographer. On completion you will be able to progress in your career as well as directly improve patient care.

You may apply for the MSc in Acute Medicine as a two-year course, firstly completing the Postgraduate Diploma (120 credits), followed by the MSc (60 credits).

Postgraduate Diploma in Acute Medicine

Why do the course?

On completion of the acute medicine postgraduate course, you will have: 

  • A systematic understanding of acute medicine, skills in critical appraisal and application of knowledge for direct patient benefit/service development and future study
  • Life-long learning and advanced problem-solving skills that can be applied to clinical practice in acute medicine
  • The ability to lead complex tasks and processes in the delivery and advancement of acute medical specialty-related care
  • The ability to deliver leadership to teams in multi-agency, multi-cultural and/or international contexts
  • The skills to critically evaluate the delivery of care to patients
  • A systematic understanding of evidence based medicine in relation to the acutely ill patient
  • The ability to use relevant understanding, methodologies and approaches to address complex issues of patient management across the spectrum of medical specialties that comprise acute medicine
  • The ability to critically evaluate evidence and guidance across acute medical specialties and implement best practice and innovation in complex patient scenarios
  • A University of South Wales Postgraduate Diploma

Why study with Diploma MSc?

  • Time: You'll complete your Postgraduate Diploma in 1 calendar year as opposed to 2 years for others. Plus, to our knowledge, we are the least expensive postgraduate diploma in the UK.
  • Quality: Our award winning courses delivered with the University of South Wales are also accredited by the Royal College of GPs, plus our faculty are key opinion leaders both nationally and internationally.
  • Career progression: Our courses have helped over 1500 alumni progress their careers and salary, as well as their academic credentials. 22 peer review publications have emanated from the course and our course directors are there to help people publish.
  • Customer service: Our group sizes are small and unlike other universities where you are just a uni number, to us you are a valued customer who we are lucky to have on our course.

Course structure:

The online course lasts one calendar year and is a part-time distance learning course. It consists of 6 modules per year, each of 6 weeks duration.

Module 1 - Respiratory and Cardiovascular Emergencies

Module 2 - Diabetes and Endocrine Emergencies

Module 3 - Gastroenterological Emergencies

Module 4 - Acute Presentations with Infection and Sepsis

Module 5 - Acute Neurological Disorders and Stroke

Module 6 - Acute Renal, Metabolic and Toxicological Emergencies

MSc in Acute Medicine

The Acute Medicine MSc course provides a progression route for the Postgraduate Diploma course in Acute Medicine.

The MSc in Acute Medicine runs over 1 calendar year. Starting with an initial 12-week online module to develop skills in critical appraisal and knowledge of research methodologies, you will produce a 1,500 word proposal. This will inform your subsequent 10,500 word professional project.

Home based students have the option to do an Independent Prescribing module, enabling eligible nurses and pharmacists to become an Independent Prescriber as part of their Acute Medicine MSc.

On completion of the Acute Medicine Masters, you will have:

  • A systematic understanding of acute medicine, skills in critical appraisal and application of knowledge for direct patient benefit/service development and future study
  • Life-long learning and advanced problem-solving skills that you can apply to clinical practice in acute medicine
  • The ability to lead complex tasks and processes in the delivery and advancement of acute medical 
  • specialty-related care
  • The ability to deliver leadership to teams in multi-agency, multi-cultural and/or international contexts
  • The ability to critically evaluate the delivery of care to patients
  • A systematic understanding of evidence based medicine in relation to the acutely ill patient
  • The ability to use relevant understanding, methodologies and approaches to address complex issues of patient management across the spectrum of medical specialties that comprise acute medicine
  • The ability to critically evaluate evidence and guidance across acute medical specialties and implement best practice and innovation in complex patient scenarios
  • The knowledge of research methods and application to practice at MSc level
  • An extended scope of practice by either; Independent prescribing OR Exploring a professional subject area in more depth utilising knowledge gained in the previous modules
  • A University of South Wales MSc 

Course structure

Module 1 - Research Methods and Critical Appraisal in Acute Medicine: Acute Medicine

Module 2 - Professional Project

Find out more on our website or .



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The Master’s in Clinical Dentistry (MClinDent) Endodontology programme is perfect for dentists who are keen to increase the range of endodontic options they offer. Read more

The Master’s in Clinical Dentistry (MClinDent) Endodontology programme is perfect for dentists who are keen to increase the range of endodontic options they offer. The course aims to prepare you for practice, with the theoretical knowledge and expertise you need to confidently treat the most challenging and endodontically compromised teeth.

Taught by renowned academics and experts in the field, you will learn how to use advanced technologies through a blended learning approach. You will be exposed to an intensive mix of lectures, seminars and practical workshops using advanced microscopes, piezo techniques and other contemporary ways of managing endodontic problems. You will also work with colleagues from other programmes to discuss management of patient cases with a multidisciplinary approach and develop sound judgement based on evidence.

As part of this programme, you will design and implement a research project that advances understanding in the discipline. Our objective is to provide dental surgeons with the core knowledge and clinical skills essential for the delivery of competent, high-quality dental care.

The Master's in Clinical Dentistry (MClinDent) Endodontology degree is awarded by BPP University.

Modules

Aetiology and diagnosis of diseases of the pulp (20 credits)

This module explains the causes and aetiology of pulpal disease and how they may be treated or prevented. It provides knowledge of the morphology of teeth including the size, shape and course of the pulp chamber and canals developing an awareness of anatomical variations. Students will also be able diagnose pulpal disease, treat endodontology emergencies and advise patients of post-operative sequelae.

Management of the compromised dental pulp (20 credits)

This module teaches students to develop a comprehensive, properly sequenced treatment plan and alternative plans based on all diagnostic data. It introduces the latest methods of managing disease of the pulp and technologies of root canal preparation, debridement and obturation underpinned by evidence-based treatment planning. It also covers restorative protocols and their influence on current thinking with regard the long-term prognosis of the root treated tooth.

Biomechanics of osseointegration (20 credits)

If root canal treatment is not a viable or cost-effective treatment option this module gives an overview of implants and the theory of osseointegration with guidance on patient selection, diagnosis, treatment planning, and restorative protocols.

Endodontology retreatment and navigating the complex root canal anatomy (15 credits)

This module develops competency in retreatment of failed root canal treatment as a result of under-preparation, inadequate obturation and iatrogenic perforation of the canal system. Included is the management of facial trauma and surgical endodontology with risk assessment and determination of long-term prognosis.

Occlusion (15 credits)

This module addresses clinical aspects of occlusal treatment: diagnosis and treatment protocol, fabrication of bite splints, treatment of temporomandibular disorders, the creation of functional restorations, occlusal adjustment, and treatment of malocclusion.

Advanced clinical practice (30 credits)

Students present and treat a minimum of ten surgical cases, four of which are under supervision and appraised at an regional clinic. Students also contribute to seminars and present interesting case reports they treated or intend to treat under supervision or independently. The cases build up a clinical portfolio that is marked for evidence of successful completion of the module.

Evidence-based dentistry: understanding research (20 credits)

Introduces statistics, measurement, research design, and argument exploring their specific application in dental research and evaluation of different treatment modalities.

Evidence-based dentistry: professional project (40 credits)

Students will be able to develop a research question and produce a research dissertation in an area relevant to their practice.



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Our master's program is designed for educators who are excited about the potential technology offers for increasing student engagement and learning. Read more

Our master's program is designed for educators who are excited about the potential technology offers for increasing student engagement and learning. Our students want to extend their skills for implementing relevant technology-enhanced activities in their own learning environments.

The hands-on quality of the Educational Technology program addresses the disparity between understanding the functionality of technology and knowing how it can be taught to students. More accurately, it’s not just why you’d use technology, but how it could be strategically implemented.

Our graduates will be prepared to:

  • Optimize the use of active learning techniques via relevant technology tools
  • Take existing curriculum and transform it for a contemporary student audience
  • Design and teach online, hybrid, or blended courses
  • Serve as a peer technology coach for colleagues

Program Details

The Educational Technology master's program is designed for working professionals who are interested in both creative exploration and practical application of digital technologies.

Our focus is always on giving students tools and strategies that they can use right away in their own learning environments. We also understand that every school has different types and amounts of resources, so we explore a wide variety of technology tools with an emphasis on low-cost or free resources.

The program will be of benefit to teachers in both K-12 and post-secondary settings, educational leaders, curriculum and technology specialists, software developers, corporate trainers, and others interested in the intersection of digital technologies and education.

USF's Educational Technology program gives you five powerful ways to enhance your pedagogical toolkit and increase your impact on future learners. Enter as a savvy instructor, work hard, and leave as a:

  • Digital leader
  • Digital storyteller
  • Digital educator
  • Digital designer
  • Digital change agent

Curriculum Structure

The curriculum focuses on the discerning use of technological tools to increase student engagement, motivation, and active learning.

Master's candidates are encouraged to leverage their learning for immediate applicability; course projects require students to apply new skills to discipline-specific content needs.

The Educational Technology program helps educators:

  1. Apply technology-enhanced educational practices in and out of the classroom.
  2. Prepare to evolve with the rapidly changing educational and technological landscapes.
  3. Understand the structure and function of educational technology systems.

The culminating assessment for this project-based master's degree is a portfolio website, which can serve as a platform for sharing and collaborating with other educators, as well as an electronic resume for those wishing to advance their careers.

Program Delivery

Classes meet on teaching weekends, an alternate weekend schedule of about two weekends a month to accommodate adult students, most of whom have full-time jobs and other obligations. The Educational Technology program is designed to be completed in five semesters (two years) including summers. To finish in this timeline, you can plan to take two courses per semester. See the master's program courses.

Program Learning Outcomes

The Educational Technology master's program has five program outcomes.

Upon completion of the MA in Educational Technology students will be able to:

  1. Using knowledge of human cognition, multimedia learning theory, and digital design principles, students will plan and create multimedia instructional materials that enhance their professional or educational practice.
  2. Students will create products (radio-style audio story and a multimedia screencast) that demonstrate their skills at multimedia production.
  3. Create a ready-to-implement course or unit re-design based on a blueprint plan that details scope and sequence, formative and summative assessments, plans for feedback, and a clear protocol for communication and workflow via a LMS. The re-design must transfer a traditional course, unit, or program to a flipped, blended, 1:1, or completely online environment.
  4. Students will design and create a professional website that will serve as their connection hub with other educational professionals. The website will include a blog, a multimedia gallery, a teaching philosophy statement, teaching/professional background, and relevant social sharing links.
  5. Students will apply design thinking to address issues of social justice within the field of educational technology.
  6. Students will create their professional identity, connect with other educational technology leaders, and reflect on their learning and practice as an educator in the digital age.


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