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Masters Degrees (Visual Impairment)

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This new programme will interest graduates who want to make a difference to the lives of a wide range of children in education. You will compare inclusive educational practices in Scotland, the UK and across the world. Read more

This new programme will interest graduates who want to make a difference to the lives of a wide range of children in education. You will compare inclusive educational practices in Scotland, the UK and across the world. You will study particular approaches to removing barriers to learning and including all children.

The programme has specific pathways for Postgraduate Diploma (visually impaired learners), Postgraduate Diploma (deaf learners) and Postgraduate Diploma (bilingual learners).

Programme structure

Compulsory courses

  • Inclusive Pedagogy
  • Sources of knowledge
  • Conceptualising research

Option courses

You will choose three option courses from this range:

  • Comparative approaches to inclusive and special education
  • Collaborative working in children’s services
  • Education for all
  • Teachers as agents of change
  • Foundations of international child protection
  • Issues and strategies for teaching and learning (VI)
  • Inclusion of pupils with visual impairment
  • Cerebral VI and profound and multiple learning difficulties
  • Audiology and audiometry
  • Language and communication (deaf children)
  • The developing bilingual learner
  • Specific learning difficulties: dyslexia
  • Assessing pupils with visual impairment
  • Bilingualism and other additional support needs
  • Promoting achievement and curriculum access to deaf / bilingual learners
  • Specific learning difficulties: co-occurring difficulties
  • Deaf Studies
  • an option course worth up to 40 credits from within the School or from elsewhere in the University (at SCQF level 11), subject to approval by the programme director

Dissertation (MSc)

  • Planning research
  • Research dissertation

Learning outcomes

The programme aims to:

  • develop and appropriately apply knowledge, skills and attitudes relevant to inclusive education and the contexts in which it takes place
  • reflect critically on the relationships between theory and practice and explore issues in the implementation of educational and social principles and ideals
  • engage with and where appropriate influence policy issues and the practice of professionals in relation to the delivery of inclusive education
  • develop extended skills in research and enquiry, including the use of literature, reviewing evidence, gathering, organising and evaluating data, responding to evidence and providing critical comment

Career opportunities

Suiting newly qualified teachers and experienced practitioners alike, this programme provides a qualification that can open doors to a new career in inclusive and special education, or an advanced role in the field.

It can also provide the foundations for a career in policy formation and development, as well as a broad range of highly transferable skills, such as communication and project management, which can be applied to roles in any field.



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The PG Dip in Habilitation and Disabilities of Sight (Children and Young People) trains students to support, plan, carry out, supervise and evaluate children’s and young people’s (from birth to 25 years) habilitation skills at home, in public settings, and in educational transitions. Read more

The PG Dip in Habilitation and Disabilities of Sight (Children and Young People) trains students to support, plan, carry out, supervise and evaluate children’s and young people’s (from birth to 25 years) habilitation skills at home, in public settings, and in educational transitions.

About this degree

The programme provides students with the opportunity to benefit from our links with Habilitation VIUK (formerly MISE UK), obtaining a qualification that matches the initial quality standards-based registration requirements for habilitation practitioners in the UK. Students work with eminent practitioners in the field of visual impairment, gaining experience of working in a variety of habilitation settings and environments.

Students undertake modules to the value of 180 credits. The programme consists of four core modules (45 credits).

Students are able to exit with a Graduate Certificate on successful completion of modules one and two (taken in this order and worth 90 credits) and all other first-year assessment elements.

Core modules

Passes in all four core modules, taken in order, and successful completion of all the various assessment elements of the programme are required for an overall pass for the programme.

  • Policy and Practice in Habilitation Studies
  • Habilitation in Educational Contexts and the Extended Curriculum
  • Habilitation at Home, In Public Contexts and During Transitions
  • Habilitation, Professional Practices and the Service Setting: The Extended Assessed Placement

Teaching and learning

Both face-to-face and virtual learning environment elements will inform the pattern of teaching on the programme. It is assessed by written assessments, coursework assignments, practical skill assessments, skill observations, self-videoed practical assessment activities, presentations, placements, and a portfolio which is matched against the Quality Standards for Habilitation Work with Children and Young People (2011).

Placement

Modules three and four involve an extended training/teaching placement.

Further information on modules and degree structure is available on the department website: Habilitation and Disabilities of Sight (Children and Young People) Grad Dip

Careers

Graduates of this programme are currently working as habilitation specialists and assistants in local authorities for sensory services, consortia or sensory impairment services for national and local visual and sensory impairment-related charities.

Employability

Graduates of this programme work across agencies such as local authorities, schools, and charities to support and develop the habilitation (mobility and independence) of children and young people who are blind or partially sighted.

Why study this degree at UCL?

This programme has been matched against the National Occupational Standards for Sensory Services of the CWDC (2009) and has been developed with the support of the DfE, RNIB and Habilitation VIUK. It takes trainees from the basics of habilitation up to the standard needed for registration as an Habilitation Specailist with HabilitationVIUK.

Successful completion of the Graduate Diploma, followed by a probationary year, is a registration requirement of the UK Habilitation Professional Body, Habilitation VI UK.

Introductory Braille sessions are available for those not already qualified.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Psychology & Human Development

78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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The Sensory Systems, Technologies & Therapies (SenSyT) MRes programme was devised in consultation with industry partners developing treatments for sensory disorders. Read more

The Sensory Systems, Technologies & Therapies (SenSyT) MRes programme was devised in consultation with industry partners developing treatments for sensory disorders. It is an innovative biomedical and translational sciences programme intended for students pursuing a career in academia or in the pharmaceutical and biotechnology industrial sectors.

About this degree

Through a major year-long research project and supplemental coursework, students will learn to conduct cutting-edge research aimed at understanding fundamental principles of sensory systems function and/or developing novel technologies and therapies for sensory disorders, such as deafness and blindness.

Students undertake modules to the value of 180 credits.

The programme consists of three core modules (45 credits), one optional module (15 credits) and a research project with dissertation/report (120 credits).

Core modules

  • Introduction to Sensory Systems, Technologies & Therapies
  • Research in Practice
  • Translating Science into the Clinic

Optional modules

One optional module can be chosen from a group of appropriate modules currently offered at the UCL Ear Institute or at the UCL Institute of Ophthalmology, to provide more in-depth knowledge and understanding of particular issues in sensory systems research. Examples include:

  • Anatomy and Physiology of the Audiovestibular System
  • Auditory Biophysics and Electroacoustics
  • Ocular Cell Biology, Genetics and Epidemiology of Ocular Disease
  • Ocular Development in Health and Disease
  • Visual Neuroscience

Students may choose an alternative optional module from across UCL with prior approval of the Programme Director, provided that it aligns with the topic of the extended research project.

Dissertation/report

All students undertake a year-long independent research project which culminates in a dissertation of 15,000 words.

Teaching and learning

The programme is delivered through a combination of lectures, tutorials, practicals, seminars, workshops, journal clubs, and an extended research project. Assessment is through coursework, oral presentations, essays, practicals, unseen written examinations, and research dissertation.

Further information on modules and degree structure is available on the department website: Sensory Systems, Technologies and Therapies MRes

Funding

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website.

Careers

The Sensory Systems, Technologies and Therapies MRes was devised in consultation not only with academic scientists pursuing cutting-edge research in sensory systems and therapies, but also with representatives from industries interested in developing new treatments for sensory disorders. The programme has therefore been designed with the intention of ensuring that successful graduates will be attractive candidates either for further PhD research or for jobs in the commercial sector (for example, in companies developing or marketing novel treatments for visual impairment or hearing loss).

Employability

Students will graduate with interdisciplinary training in sensory systems science; a good understanding of the clinical and commercial context for development of sensory systems technologies and therapies; and substantive experience with a cutting-edge research project.

Why study this degree at UCL?

UCL is among the world's top universities for biomedical research, with particular strength in neuroscience, sensory systems research, and translational studies. Students taking the Sensory Systems, Technologies and Therapies MRes will be based at the UCL Ear Institute, an internationally recognised centre for auditory research, and will also take core modules at the UCL Institute of Ophthalmology, one of the world's major centres for vision research.

MRes students will have access to potential research supervisors from across all UCL, and will benefit from interaction with students on the Sensory Systems, Technologies and Therapies MPhil/PhD. The Sensory Systems, Technologies and Therapies MRes will therefore provide students with outstanding opportunities to learn from and network with scientists, engineers, clinicians and students throughout the UCL community.



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A flexible distance learning Master’s programme that enables eye care professionals to enhance their knowledge, critical awareness of current issues, and to be at the forefront of their academic discipline. Read more
A flexible distance learning Master’s programme that enables eye care professionals to enhance their knowledge, critical awareness of current issues, and to be at the forefront of their academic discipline.

Course outline

Flexible credit accumulation
New students initially register as LHS postgraduate students within a framework of flexible credit accumulation (FCA). Within this framework it is possible to graduate with a Postgraduate Certificate in Optometry (60 taught credits); Postgraduate Diploma in Optometry (120 taught credits); M.Sc. in Optometry/ Ophthalmic Science (180 credits: 120 taught, 60 dissertation) or the Doctor of Optometry (DOptom)/ Doctor of Ophthalmic Science (DOphSc). The MSc requires the completion of 6 taught modules (120 credits) and a 60 credit narrative research review (dissertation). As part of the flexible programme, UK optometrists may complete the theoretical element of the GOC-approved Independent Prescribing for Optometrists. Further information is available here.

Timescales for study
Taught credits are valid for 5 years, so students studying for an MSc/ PG Diploma/ PG Certificate must complete their studies within 5 years of enrolment on the programme.

Subject guide and modules

20 credit taught modules include:
-Accommodation and Presbyopia (OP4AAP)
-Advanced Contact Lenses (OP4ACL)
-Advanced Visual Science (OP4AVS)
-General Ocular Therapeutics (OP4GOT)
-Glaucoma (OP4GL1)
-Investigative Ophthalmic Science (OP4IOS)
-Myopia (OP4MY1)
-Nutrition and the Eye (OP4NE1)
-Ocular Pharmacology and Therapeutics (OP4OT1) - GOC-approved Independent Prescribing module
-Prescribing for disorders of the eye (OP4OT2) - GOC-approved Independent Prescribing module
-Refractive Surgery (OP4RS1)
-Research Methods (OP4RM1)
-Retinal and Macular Disorders (OP4RMD)
-Visual Impairment (OP4VI1)

For the MSc, you will also undertake a 60 credit research review dissertation module, supervised by a member of Aston academic staff.

Learning, teaching & assessment

Online lectures are used to support your learning; these are available on our virtual learning environment whenever you chose to view them, and are accompanied by short formative tests throughout the module. Each module includes a substantial piece of coursework, e.g. a scientific literature review or portfolio of case records. The pass mark for all forms of taught module assessment is 50%.

The dissertation module involves exploring an area relevant to contemporary practice in an extended literature review or short practical project. You will be supervised by an experienced member of academic staff.

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A professional doctorate that enables eye care professionals to enhance their knowledge, critical awareness of current issues, and to be at the forefront of their academic discipline through taught and research elements. Read more
A professional doctorate that enables eye care professionals to enhance their knowledge, critical awareness of current issues, and to be at the forefront of their academic discipline through taught and research elements.

Course outline

The Doctor of Optometry/ Doctor of Ophthalmic Science (previously known as the Aston “Ophthalmic Doctorate”) is a unique qualification - a professional doctorate - that enables eye care professionals to enhance their knowledge, and critical awareness of current issues, and to be at the forefront of their academic discipline through taught and research elements.

Taught modules are 20 credits each, nominally equivalent to 200 hours of student learning. Modules consist of remote access lectures with electronic formative assessments and a module coursework assignment such as reflective case records, or an essay/literature review related to the module. There are two study periods per year to complete taught modules; 1st October -31st January and 1st March - 30th June. Module results are ratified at Examination Boards held shortly after the end of each study period.

The research project is the major component of the doctorate, supervised by members of the Optometry Subject Group academic staff. Students will develop their research proposals based upon their own clinical interests, or may opt to select a project nominated by an Aston academic. Because this is a distance-learning programme, the research is not normally carried out on the University campus, and it is essential that the student has access to the facilities and resources needed to carry out the research, usually in the student's place of work.

The research stage requires a significant long-term commitment, as it is equivalent to around 2 years of full-time work (i.e. 4 years part-time). Candidates ultimately submit a thesis which is examined in a viva voce examination.

The Doctor of Optometry programme is aimed at practising optometrists, who will complete case records where required for taught module coursework, and will undertake a practice- based research project. The Doctor of Ophthalmic Science programme is for eye care professionals who may not be practising optometrists, e.g. medics/ orthoptists/ product designers; these students may complete scientific essays to fulfil the coursework requirements, and undertake a non-clinical research project.

This degree is only available as part-time distance learning, so it is vital that the student has access to a good broadband internet connection.

Flexible credit accumulation

New students initially register as LHS postgraduate students within a framework of flexible credit accumulation (FCA). Within this framework it is possible to graduate with a Postgraduate Certificate in Optometry (60 taught credits); Postgraduate Diploma in Optometry (120 taught credits); M.Sc. in Optometry/ Ophthalmic Science (180 credits: 120 taught, 60 dissertation) or the Doctor of Optometry (DOptom)/ Doctor of Ophthalmic Science (DOphSc).

As part of the flexible programme, UK optometrists may complete the theoretical element of the GOC-approved Independent Prescribing for Optometrists. Further information is available here: http://www1.aston.ac.uk/lhs/cpd/courses/optometry/independent-prescribing-for-optometrists/

The MSc requires the completion of 6 taught modules (120 credits) and a 60 credit narrative research review (dissertation).

Completion of the DOptom/ DOphSc requires 180 taught module credits and successful completion of a substantial personal research project, with submission of a thesis/ portfolio of work and a viva voce examination with an internal and external examiner. Up to 60 credits may be awarded in respect of Recognition of Prior Learning (RPL), whether experiential or certificated (e.g. previous completion of the Aston MOptom). To progress to full doctoral registration requires a minimum of 120 taught module credits including the compulsory 20 credit Research Methods module, an approved project proposal, and successful completion of the qualifying report stage, assessed by viva voce examination with an internal examiner. The report and the viva voce examination will be used to assess suitability for progression to the full doctoral project.

Timescales for study

Taught credits are valid for 5 years, so students studying for an MSc/PG Diploma/PG Certificate must complete their studies within 5 years of enrolment on the programme.

Students undertaking the DOptom/DOphSc. programme must complete their taught module requirement and complete the research stage within 6 years of registration. Note that in accordance with University Regulations for part-time research students, the earliest date for completion of the doctoral programme (i.e. submission of thesis/ portfolio) is 4 years following registration.

Subject guide and modules

Taught modules include:
-Accommodation and Presbyopia (OP4AAP)
-Advanced Contact Lenses (OP4ACL)
-Advanced Visual Science (OP4AVS)
-General Ocular Therapeutics (OP4GOT)
-Glaucoma (OP4GL1)
-Investigative Ophthalmic Science (OP4IOS)
-Myopia (OP4MY1)
-Nutrition and the Eye (OP4NE1)
-Ocular Pharmacology and Therapeutics (OP4OT1)
-Prescribing for disorders of the eye (OP4OT2)
-Refractive Surgery (OP4RS1)
-Research Methods (OP4RM1)
-Research Review (Dissertation modules OP4OPR and OP40SR)
-Retinal and Macular Disorders (OP4RMD)
-Visual Impairment (OP4VI1)

Learning, teaching & assessment

For taught modules, online lectures, available on our virtual environment whenever you chose to view them are accompanied by short tests throughout the module. Each module includes a substantial piece of coursework, e.g. a scientific literature review or portfolio of case records. The pass mark for all forms of taught module assessment is 50%.

For the main element of the doctorate, the research project, candidates submit a report and undergo a qualifying report stage within one year of becoming research active. Once this stage has been passed, candidates continue their research, culminating in the submission of a thesis (up to 80, 000 words) which is examined in a viva examination by experts in the chosen field. The degree of Doctor of Optometry or Doctor of Ophthalmic Science is awarded to candidates who successfully defend their thesis.

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This unique programme combines music psychology with neuroscience, focusing on both the biological and cognitive aspects of musical behaviour. Read more

This unique programme combines music psychology with neuroscience, focusing on both the biological and cognitive aspects of musical behaviour.

The MSc in Music, Mind and Brain (MMB) is highly interdisciplinary and draws on expertise from leading figures in the field, in areas ranging from music cognition, cognitive neuroscience, computational modelling, music education and music therapy.

As a student on the MSc, you will learn about topics in music psychology (from perception to cognition) and the cognitive neuroscience of music, and will acquire all the necessary skills to pursue your own high-quality research.

The programme benefits from good links with institutions such as the Institute of Education, the Royal College of Music, and the National Hospital for Neurology and Neurosurgery.

Teaching staff

The Msc in Music, Mind and Brain was founded by Professor Lauren Stewart.

Current programme directors Dr Daniel Müllensiefen and Dr Maria Herrojo-Ruiz are joined by an expert teaching faculty, all of whom have international profiles within the fields of music psychology and/or the neuroscience of music.

Our Eminent Invited Speaker Series brings world-leading researchers to Goldsmiths to present their latest research to our students.

What kind of project can I do?

We offer a range of research projects, drawing on a variety of approaches: behavioural, computational, neuroscientific. Students are also invited to propose a project of their own choice, providing appropriate supervision can be offered.

If a student has a contact with an external supervisor, it may be possible to arrange for project supervision outside Goldsmiths with the involvement of a faculty member as co-supervisor. Examples of previous projects include:

  • Exploring Absolute Pitch in Children and Young People with Visual Impairment
  • An fMRI Study Investigating how Music Impacts on the Perception of Emotion
  • The Influence of Native Language on Rhythmic Grouping
  • Neural Correlates of Melodic Expectancy

Core courses

Assessment

Written examinations; written coursework (essays); oral presentations; research dissertation.

Careers

The programme will appeal to you if you are interested in pursuing doctoral research in this area or if you are already a music professional wishing to approach music scientifically. 

Graduates from the Music, Mind and Brain programme have gone on to work in one of the following areas:

  • Academia: Either pursuing a PhD, working in research position or engaged with university-level teaching
  • Music and media industry
  • Music practitioner or performer
  • Music teacher

Other careers that would be informed by this programme include music therapy, neuro-rehabilitation, music consultancy and music and adverstising.

Find out more about employability at Goldsmiths



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This course has been designed to fulfil the learning needs of the postgraduate eye care professional in practice; to provide advanced knowledge and facilitate understanding in this rapidly expanding field of healthcare. Read more
This course has been designed to fulfil the learning needs of the postgraduate eye care professional in practice; to provide advanced knowledge and facilitate understanding in this rapidly expanding field of healthcare.

The flexibility of the programme allows you to simply enrol for a module that interests you (what we refer to as non-degree), or aim for a specific Cardiff University Award

The MSc/PgDip/PgCert provides the opportunity for you to learn with one of the leading Optometry Schools in the UK, rated excellent for teaching and research, and amongst the highest ranked for overall undergraduate student satisfaction.  In 2015-16 we had 100% satisfaction in the Postgraduate Taught Education Survey.

We have designed this programme with you in mind - a busy professional who needs postgraduate studies to be flexible, to fit in with work, home and family life, to fulfil CET requirements and to achieve something worthwhile.  Many of the modules available are accredited by the College of Optometrists to provide Professional Certificates, Higher Certificates and Diplomas.

WOPEC (the Wales Optometry Postgraduate Education Centre) based at Cardiff University, already has an excellent reputation for delivering quality continuing education in an accessible format. If you have already completed a WOPEC course you may find you have already achieved some credits towards a University Award on this programme.

A deliberately wide portfolio of modules is offered in order to recognise the increasing desire for specialist training within optometry, including glaucoma, visual impairment, acute eye care, paediatrics, dry eye, medical retina, clinical teaching and leadership, amongst others. Specific programme pathways are suggested for optometrists wishing to focus on certain areas of practice, and there is a recommended programme pathway for those returning to work after a career break.

The programme is primarily aimed at eye care professionals in practice, studying part-time, at a distance from the University, with internet access to our virtual learning environment (VLE). Two thirds of the modules available on this programme also contain advanced practical training, which will normally be provided over a 1-2 day period.

Successful students on this programme will have an advanced standing both clinically and academically, taking them to the forefront of the profession, and enhancing their personal and professional development.

Several modules are aligned with nationally agreed competency standards – for example, the Low Vision Service Wales and the MECS scheme among others.

Students who have evidence of achieving such standards within the last three years can present this to the Director of the programme for consideration for approved prior learning (APL) accreditation, where module credits would be given to the student in recognition of their prior achievements.

Structure

The majority of the course will be delivered via Learning Central, the University's e-Learning system. You will have access to multimedia lecture presentations, supporting resources and discussions led by course tutors. On many of the modules leading educators in the field also provide practical skills workshops and tutorials directly relevant to everyday practice. These workshops are delivered by our staff within our custom-designed building. These sessions are an integral part of the course so attendance is compulsory.

Formative and summative assessment is via online multiple choice questions, submitted written coursework and assignments (including group wikis and blogs) plus practical exams where appropriate.

The course is designed to be flexible and so you pick and mix the modules you want to take from over twenty five 10 or 20 credit modules. All modules are optional, but some modules have pre-requisite partner modules. You can choose the modules you want to take to fit in with your home and work or we can suggest bundles that would work for your professional or personal circumstances.

Each 10 credits at postgraduate level equates to typically 25-30 hours of guided learning from your tutor(s), for example, lectures, discussions, practical workshops, tutorials, etc. You are expected to spend approximately 3-4 hours on self-directed study and reading to accompany each hour of guided learning, as directed by your tutor(s).

Please see the website for more details about the structure and content of each course:

http://www.cardiff.ac.uk/study/postgraduate/taught/courses/group/clinical-optometry

Teaching

Modules may differ, but you can expect to be taught online (via lectures and webinars), and by attending workshops for clinical modules.

Lectures are supported by the appropriate references and resources, and accompanied by assessment exercises. Participation in moderated online discussions is a feature in almost all modules.  Practical workshops for skills training will be held at locations convenient to either the module content or the student cohort enrolled at that time, and instructed by educational leaders in that discipline.

Assessment

The assessment activities have been specifically designed to facilitate participants’ learning and achievement. All assessment elements are compulsory.

Assessment varies across the modules, but includes:

Written reports.
Coursework assessment.
Multiple choice questions (MCQ).
Practical examinations.
Key Features Scenarios (used in medical education to test clinical reasoning, problem-solving ability and the ability to apply given knowledge).
OSCEs – Objective Structured Clinical Examinations.
Group wikis.
Blogs.
Written research project report.

Feedback from assessments will be provided in written format for written reports and coursework, and written and/or oral for practical examinations and presentations. Scientific discussion via online forums will be moderated by module leaders, allowing them immediate input and opportunity to offer feedback. Students will need to pass each individual component in order to pass the module.

The pass mark for the course is 50%, and a distinction is awarded for marks >70%.

Career Prospects

Successful students on this programme will have an advanced standing both clinically and academically, taking them to the forefront of the profession, and enhancing their personal and professional development.

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The Qualifying Certificate in Psychology is designed to enable students with no previous experience of psychology in higher education to acquire sufficient knowledge and skills to study at FHEQ level 5/6 (second or third year of full-time study) at a UK university. Read more
The Qualifying Certificate in Psychology is designed to enable students with no previous experience of psychology in higher education to acquire sufficient knowledge and skills to study at FHEQ level 5/6 (second or third year of full-time study) at a UK university.

The certificate is offered as an entry qualification for the Oxford Brookes MSc Psychology, but it also meets the entry requirements for other universities' psychology conversion courses.

The course is available from September for part-time students, and from January for full-time and part-time students.

See the website http://www.brookes.ac.uk/studying-at-brookes/courses/postgraduate/2015/psychology-qualifying-certificate/

Why choose this course?

- Oxford Brookes has one of the largest groups of developmental psychologists in the UK along with expertise in cognitive neuroscience and qualitative methods.

- Our professionally-accredited courses allow chartered membership of the British Psychological Society.

- Excellent opportunities for progression into courses across psychology, education and health.

- State-of-the-art facilities including a video observation lab, Babylab, action research lab and perception lab.

- Strong connections through joint research projects with partners in health, education and industry.

- A comprehensive programme of research seminars offered by the department as well as specialist seminars organised by individual research groups.

Teaching and learning

Our department has a thriving community of research-active staff and research scholars. We include aspects of our research in all our courses, teach specialist modules in our areas of expertise and supervise dissertations in our specialist subjects. Learning methods include lectures, directed reading, seminars and practical work.

Teaching is organised on a module-credit basis, each involving approximately 150 hours of student effort and approximately 36 hours of staff contact.

Each course module is assessed individually, generally on the quality of written work. Assessment methods may include essays, formal written examinations or in-class tests.

Specialist facilities

The Psychology Department boasts state-of-the-art facilities including a video observation lab, Babylab, action research lab and perception lab. In addition, postgraduate students have a dedicated study and social working space to facilitate group projects and provide a venue for our research seminar series.

Careers

The department offers advice on future career opportunities, including practical help with applications to future training and employment. For many of our students, their postgraduate psychology qualification is a stepping stone to professional training for careers in educational and clinical psychology. Some choose to continue their academic studies, progressing to PhD.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.

Research highlights

In the 2014 Research Excellence Framework (REF) 95% of our research was internationally recognised and 60% of the impact of our research was rated internationally excellent.

Prof. Margaret Harris has been awarded a grant of over £315K from the Economic and Social Research Council (ESRC) to find out whether technological advances to aid children and babies with hearing loss have had a positive effect on deaf children’s literacy.

Prof. Anna Barnett and her colleague Dr Luci Wiggs have been awarded a grant of £59K from The Waterloo Foundation to examine sleep disturbance in children with and without Developmental Coordination Disorder (DCD). This condition is characterised by significant movement difficulty and associated psycho-social and educational problems. Previous work suggests that sleep disturbance may be a relevant factor and this project will examine sleep in DCD with extensive and objective measures in relation to child and parent functioning.

Dr Kate Wilmut has been awarded a prestigious ESRC grant of over £160k to conduct research into forward planning of movement in children with and without Developmental Coordination Disorder. It is hoped that furthering our understanding of the mechanisms underlying this condition may lead to the development of effective intervention programmes.

With funding from the Leverhulme Trust, Prof. Vince Connelly is leading an interdisciplinary project conducting research into the writing problems of children with language difficulties. Embracing psychology, education and linguistics, this ground-breaking project is aimed at bridging the gaps in current knowledge and will help practitioners to develop literacy strategies to help this already disadvantaged group of children.

Dr Clare Rathbone has been awarded a grant from the ESRC to examine the relationship between memory and identity across the lifespan. Memory impairments can lead to more than mere forgetfulness; they can affect our sense of self and identity. This work will explore the changes in memory that take place in both normal ageing and in dementia.

Professor Margaret Harris and Dr Mark Burgess were awarded £640k by the Technology Strategy Board, a public research council that facilitates innovative technological collaboration between businesses and researchers. They are conducting multi-method research into the critical socio-psychological factors that underpin people’s transition from traditional combustion engine cars to ultra low carbon vehicles and are feeding their results back to car manufacturers, energy companies, and the government.

Research areas and clusters

Developmental Psychology Research Group
There are three main strands to research in this group:
1. Cognitive & Social Development - this includes work on the impact of socio-cultural contexts on human cognition and identity development, children’s evaluation of other people as sources of information, children’s understanding of emotion, the nature of mother-child interactions, children’s interactions with their peers and explanations for school bullying

2. Language & Literacy - this has a focus on the development of speech, reading, spelling, writing and handwriting

3. Developmental Disorders - this includes research on children with hearing impairment, Specific Language Impairment, Dyslexia, Developmental Coordination Disorder, Autism and sleep disorders.

Some of our research focuses on the description of typical development and explanation of developmental processes in different domains. Other work is concerned with understanding the mechanisms underlying atypical development and an examination of ways to support children and their families. Several staff in this research group work with professionals from other disciplines including health and education and are concerned with the production of practical assessment tools and the evaluation of intervention approaches to help children achieve their full potential.

- Adult Cognition Research Group
Research in this group covers the exploration of basic mechanisms as well as higher order processes in normal and atypical populations. A variety of methods are employed (behavioural and psychophysical measures, eye-tracking, movement analysis, and neuropsychological instruments). Specific research interests include: memory processes in ageing, autobiographical memory and identity processes, visual and attentional processing, reading and, perception and action

- Applied Social Psychology
The work of this group involves the application of a variety of different research methods and theoretical perspectives to investigate a range of contemporary issues and social problems. Members of the group share research interests in the psychological processes that underpin significant life transitions, the self and identify, mental and physical health experiences, attitudes, autism and sex differences.

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The MSc Applied Child Psychology combines an in-depth critical evaluation of current theory pertaining to psychological development in children and adolescents with advanced training in relevant research methods. Read more

The MSc Applied Child Psychology combines an in-depth critical evaluation of current theory pertaining to psychological development in children and adolescents with advanced training in relevant research methods.

The implications of psychological theory for policy and practice in various areas, including education, clinical and social contexts are also considered. This an ideal course for anyone wanting a career that involves working with children or for those interested in securing a doctoral training place in educational psychology.*

*Further study and / or a BPS-accredited conversion course conferring Graduate Basis for Chartered Membership may be required.

Modules may include:

Social and Cognitive Development in Children

The Child in Context

Research Skills for Working with Children

Observational Methods

Understanding Atypical Development

Clinical Aspects of Behavioural Disorders

Child Psychology Specialist Essay

Child Psychology Research Project.

For more information about the modules you may study on this course visit http://www.ntu.ac.uk/childpsych

Facilities

The University has made significant financial investment in the Psychology Division over recent years upgrading accommodation, facilities and equipment used exclusively for the provision of our psychology courses and for research. We have a first class undergraduate teaching laboratory suite and a second teaching laboratory specifically catering for postgraduate students.

In addition there are specialist suites dedicated to particular areas of interest in psychology, including:

social interaction, group work and interviewing

computer gaming and cyberpsychology

eye-tracking

cognitive modelling and visual analysis

psychophysiology.

Alongside these are new flexible cubicles for student project work, a psychometric test bank library, and a technical workshop.

Delivery and assessment

The course is delivered through lectures, interactive workshops, small group teaching and one-on-one supervision. There will also be an expectation that students will engage in independent study during the course. All staff teaching on the course is research-active in their field of interest which includes members from the Communication for Inclusion Research Unit (CIRU) and the Specific Language Impairment Research Unit (SLIRU). Students will also have access to the extensive new facilities within the Division of Psychology and the University's Virtual Learning Environment.

International students in psychology can also access additional language and study skills support, as well as help in acclimatising, via our own International Student Support Officer.

You will be assessed in a variety of ways and on a modular basis through:

examinations

coursework

essays

laboratory reports

literature reviews

research project.

Career opportunities

Students generally choose the MSc Applied Child Psychology because they wish to pursue a career working with children (as a teacher, support worker, and so on).

Many already work with children and complete the course in order to improve their prospects of promotion and career progression. Others see the qualification as a means of helping to secure a path to teacher training or a doctoral training place in educational psychology. It is also possible to pursue an academic and / or research career in child / developmental psychology following graduation (by working as a research assistant or associate, for example, or by studying for a PhD).

Your qualification in psychology is likely to be popular with a whole range of potential employers because you will have demonstrated an ability to write essays and reports, to master advanced statistics and to talk and present in front of other people (amongst other transferable skills).

Careers and job application advice is available to all our postgraduate students and is provided on a one-to-one basis by a subject specialist within the Division, supported by the university wide careers service.

Scholarships

The School of Social Sciences offers a number of competitive scholarships for our full-time and part-time Masters courses. For more information please visit http://www.ntu.ac.uk/s3scholarships

Want to find out more? Come along to one of our postgraduate Open Evenings. For further details please visit: http://www.ntu.ac.uk/s3events



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Human skeletal remains are the most direct evidence of past lifeways and their scientific investigation gives unique insights into human history. Read more

Human skeletal remains are the most direct evidence of past lifeways and their scientific investigation gives unique insights into human history. Bioarchaeology (the study of archaeological human remains) is an exciting field that draws on a variety of techniques, ranging from visual examination of the whole skeleton to the biomolecular analysis of small bone samples. Demographic shifts, environmental changes, migrations, the spread of diseases and the impact of violence and conflict all leave traces on the skeleton.

This MSc provides the skills required to understand skeletal biographies and interpret them in their cultural context at the individual and the population level. Combining theoretical learning with hands-on practice, we will provide you with the theoretical knowledge and practical skills essential to your handling and analysis of specimens recovered from archaeological sites.

Programme structure

Throughout the programme, you’ll take part in lectures, seminars and practical work with archaeological skeletal assemblages and reference collections. Drawing on Edinburgh’s long history in the study of the human body, you will also have the opportunity to visit Surgeons’ Hall Museum and anatomy department, which provide unique collections of pathological and anatomical study specimens.

You will complete six compulsory courses and select one further option. You will be assessed through reports, lab exams, oral and poster presentations, and essays. You will also submit a dissertation on a research topic of your choosing. Past dissertations have ranged from experimental projects on violence in prehistory to dietary studies of Chalcolithic Turkey and considerations of disease and impairment in post-medieval England.

The compulsory courses on this programme are:

  • Human Musculo-Skeletal Anatomy
  • Analytical Methods in Human Osteology
  • Quantitative Methods and Reasoning in Archaeology
  • Skeletal Pathology
  • Bioarchaeological Analysis and Interpretation
  • Research Sources and Strategies in Bioarchaeology

Option courses change from year to year and those available when you start your studies may be different from those shown in the list:

  • Exploring the past with data science
  • Practical Zooarchaeology

Learning outcomes

On successful completion of the programme, you will be able to:

  • identify and interpret human skeletal remains from archaeological sites
  • develop hypothesis testing skills
  • carry out relevant scientific analyses, often in cooperation with experts in other disciplines
  • engage in theoretical and methodological discussions relevant to osteoarchaeology
  • design research strategies based on transferable skills providing a basis for advanced studies (PhD and beyond)

Career opportunities

Examples of career paths available to archaeology graduates (although some may require additional training) include: higher education, heritage management and agencies, commercial archaeology, environmental assessment, teaching, tourism industry, broadcasting and the police.

An archaeology degree does not, of course, restrict you to a career in archaeology. The programme also equips you for advanced study.



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