University home > Unit and programme catalogues in 2013/14 > Programme catalogue > Faculty of Social Sciences and Law > School of Education > Neuroscience & Education (MSc) > Specification
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Programme code | 9EDUC083T |
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Programme type | Postgraduate Taught Degree |
Programme director(s) |
Paul Howard-Jones
|
Faculty | Faculty of Social Sciences and Law |
School/department | School of Education |
Teaching institution | University of Bristol |
Awarding institution | University of Bristol |
Mode of study | Full or Part Time |
Programme length |
1 years (full time)
2 years (part time) |
1. The dissemination of knowledge
• To inform teachers’ knowledge and understanding of education and learning from the scientific perspectives of mind and brain.
• To equip students with current, relevant and confident knowledge of the neurobiological mechanisms by which individual grow to maturity and maximise their full potential, including the impact of environmental factors, especially education, on the neural processes underlying cognition, language, social and emotional development.
• To inspire an interest in cognitive neuroscience and its relevance for enhancing the educational experiences of children and adults, and provide understanding of the ways in which discrimination and disadvantage can be counteracted.
• To improve students’ information-gathering skills.
2. The development of the capability to use ideas and information systematically, critically, creatively and practically
• To promote a commitment to critical, scholarly, research-oriented approaches to applying concepts from cognitive neuroscience to educational contexts, and to evidence-based decision making in educational policy and practice that draws on peer-reviewed research from the sciences of mind and brain.
• To develop skills of description, analysis and evaluation to enable students to read and use research evidence in a principled and systematic way.
• To develop students’ ability to generate and test ideas and evidence.
• To provide basic competence in methods of research (quantitative, qualitative) including ethical issues, design, implementation, statistical and qualitative analysis, strategies for evaluation.
• To understand and further the application of theory and practice to each other.
• To develop frameworks for evaluating and using research knowledge in ways that are appropriate to the student’s individual teaching environment.
• To provide students with opportunities to reflect on their own professional experience and practice.
3. The development of students’ skills as reflective learners of neuroscience concepts as they apply to educational contexts
• To develop students’ capacity to plan and manage their own learning confidently and effectively.
• To encourage students in critical reading and writing, in research skills appropriate to future development, in interpersonal skills in communication, in task definition, and in time management.
• To encourage students to consider how their developed skills may be facilitated in others.
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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• Personal reading and assignments • Participation in seminars, tutorials and neuroscience research days • Class input on theoretical concepts in cognitive neuroscience and research from course tutors, GSoE researchers, visiting specialists. |
Methods of Assessment | |
Assessment is through coursework assignments, examination, group work and seminar presentations. These typically require students to demonstrate both theoretical knowledge and understanding of the topic area, and the ability to reflect on the implications of such theories for practice. |
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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• Courses in research methods; participation in seminars; discussion in classes and tutorials; neuroscience research days; personal reading and assignments, are all designed to establish skills in researching sources and in critical analysis, evaluation and reflection. Students are encouraged to develop habits of reflexivity. • Students are given opportunities to develop expertise in drafting research ideas, conducting international literature searches, working on live projects, presenting concepts in- and out-house. |
Methods of Assessment | |
Intellectual skills are developed through formal end of unit written assessments and group and individual seminar presentations. The application of theory is assessed summatively in all assignments and formatively in seminars and discussions. Independent study and research is assessed through written coursework and the dissertation. |
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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Personal reading and reflection; class discussion; participation in seminars, tutorials and neuroscience research days. These skills and understandings are an integrated aspect of all the teaching, learning and assessment activities |
Methods of Assessment | |
Intellectual skills are developed through formal end of unit written assessments and presentations. Formative opportunities for demonstration of these skills within seminars and discussions. |
Statement of expectations from the students at each level of the programme as it/they develop year on year.
Level M/7 - Postgraduate Certificate |
Certificate students must complete 60 credits of taught units. During the first stage of the programme the students will be given comprehensive support to gain a systematic understanding of neuroscience and education. The students will also be equipped with a sound grasp and critical awareness of the broader field of study. |
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Level M/7 - Postgraduate Diploma |
Diploma students must complete 120 credits of taught units. They are expected to build on the understanding gained during the Postgraduate Certificate stage by adding a more detailed knowledge of the latest techniques in neuroscience and education. The second part of the programme will provide opportunities for students to deepen their personal understanding of the subject and advanced research skills will also be introduced, providing a foundation for the completion of the subsequent dissertation. |
Level M/7 - Postgraduate Masters |
Intellectual development continues through the production of the dissertation, a major piece of original empirical or design and development work undertaken individually with the guidance of a supervisor. All students working towards a Masters must attain the 120 credits, including one research methods unit in order to proceed to the dissertation. All assessed pieces of work should show: • clear understanding of the chosen subject area • capacity for critical reading and the discussion of such reading • ability to write well and for the audience and purpose for which it was intended • capacity to sustain a coherent argument and engage in reflective practice The dissertation demonstrates the student's ability and capacity to identify a research area, to develop a researchable question and to engage in the methodologies appropriate for such research investigations. The dissertation should have the capacity for sustained development of an argument and exploration of a relevant area of study. |
The intended learning outcome mapping document shows which mandatory units contribute towards each programme intended learning outcome.
For information on the admissions requirements for this programme please see details in the postgraduate prospectus at http://www.bristol.ac.uk/prospectus/postgraduate/ or contact the relevant academic department.
For further information, please contact Paul Howard-Jones, Programme Director at paul.howard-jones@bristol.ac.uk
Unit Name | Unit Code | Credit Points | Status | |
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Introduction to Educational Inquiry | EDUCM5000 | 20 | Mandatory | AYEAR |
Brain, Mind and Education | EDUCM5404 | 20 | Mandatory | AYEAR |
Cognition and Learning | EDUCM5401 | 20 | Mandatory | AYEAR |
Issues in Neuroscience and Education | EDUCM0001 | 20 | Mandatory | AYEAR |
Dissertation | EDUCM1900 | 60 | Mandatory | TB-4 |
40 credit points from the following or other optional units from across the School: | ||||
Digital Design for Mind, Brain and Education | EDUCM5811 | 20 | Optional | AYEAR |
Applied Neuropsychology | PSYCM0017 | 10 | Optional | AYEAR |
Functional Neuroanatomy and Neuroscience Methods | PSYCM0016 | 10 | Optional | TB-1 |
Magnetic Resonance Imaging Summer School | PSYCM0031 | 10 | Optional | TB-2 |
Supervised Individual Study (20 credit points MEd) | EDUCM5020 | 20 | Optional | AYEAR |
Supervised Individual Study (10 credit points MEd) | EDUCM5010 | 10 | Optional | AYEAR |
Postgraduate Diploma = 120 credits, Postgraduate Certificate = 60 credits | 180 |
The pass mark set by the University for any level 7(M) unit is 50 out of 100.
For detailed rules on progression please see the Regulations and Code of Practice for Taught Programmes and the relevant faculty handbook.
All taught masters programmes, unless exempted by Senate, must allow the opportunity for students to exit from the programme with a postgraduate diploma or certificate.
To be awarded a postgraduate diploma, students must have successfully completed 120 credit points, of which 90 must be at level M/7.
To be awarded a postgraduate certificate, students must have successfully completed 60 credit points, of which 40 must be at level M/7.
An award with Merit or Distinction is permitted for postgraduate taught masters, diplomas and certificates, where these are specifically named entry-level qualifications. An award with Merit or Distinction is not permitted for exit awards where students are required to exit the programme on academic grounds. An exit award with Merit or Distinction may be permitted where students are prevented by exceptional circumstances from completing the intended award.
The classification of the award in relation to the final programme mark is as follows:
Award with Distinction*: at least 65 out of 100 for the taught component overall and, for masters awards, at least 70 out of 100 for the dissertation. **Faculties retain discretion to increase these thresholds.
Award with Merit*: at least 60 out of 100 for the taught component overall and, for masters awards, at least 60 out of 100 for the dissertation. Faculties retain discretion to increase these thresholds.
* The MA in Law has separate regulations for awarding distinction and merit.
** For the award of Distinction, the Faculty of Engineering requires at least 70 out of 100 for the taught component overall and, for masters awards, at least 70 out of 100 for the dissertation.
All taught masters programmes, unless exempted by Senate, must allow the opportunity for students to choose, or be required, to leave at the postgraduate diploma or certificate stage.
To be awarded a postgraduate diploma, students must have successfully completed 120 credit points, of which 90 must be at level M/7.
To be awarded a postgraduate certificate, students must have successfully completed 60 credit points, of which 40 must be at level M/7.
Students must take the following units over the 2 or more years of their programme (units are optional for year 1 but must be taken at some point):
Unit Name | Unit Code | Credit Points | Status | |
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Introduction to Educational Inquiry | EDUCM5000 | 20 | Optional | AYEAR |
Brain, Mind and Education | EDUCM5404 | 20 | Optional | AYEAR |
Cognition and Learning | EDUCM5401 | 20 | Optional | AYEAR |
Issues in Neuroscience and Education | EDUCM0001 | 20 | Optional | AYEAR |
Dissertation | EDUCM1900 | 60 | Optional | TB-4 |
40 credit points from the following or other optional units from across the School: | ||||
Digital Design for Mind, Brain and Education | EDUCM5811 | 20 | Optional | AYEAR |
Applied Neuropsychology | PSYCM0017 | 10 | Optional | AYEAR |
Functional Neuroanatomy and Neuroscience Methods | PSYCM0016 | 10 | Optional | TB-1 |
Magnetic Resonance Imaging Summer School | PSYCM0031 | 10 | Optional | TB-2 |
Supervised Individual Study (20 credit points MEd) | EDUCM5020 | 20 | Optional | AYEAR |
Supervised Individual Study (10 credit points MEd) | EDUCM5010 | 10 | Optional | AYEAR |
Postgraduate Diploma (120cp) / Postgraduate Certificate (60cp) | 90 |
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.
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