Minutes of the meeting of the Taught Programmes Board held ...

Minutes of the meeting of the Taught Programmes Board held on Wednesday 28 March 2012 at 13.00 in the Colette Bowe Room at Mile End Campus.

UNCONFIRMED

Present: Professor Susan Dilly (Chair) Professor Omar Garcia-Obregon Dr Matthew Williamson Oscar Williamson Professor Peter McOwan Sam Brenton Professor Ray Croucher Dr Martha Prevezer

In attendance: Alana Lythgoe Dr Roger Nix Professor Richard Pickersgill Sarah Cowls

Apologies: Professor Anthony Warrens Jane Pallant Dr Katherine Bevan Ken Chow Dr Theo Kreouzis Professor Elizabeth Davenport Dr Alastair Owens Dr Martin Carrier Professor Olwyn Westwood Dr Warren Boutcher Professor Joy Hinson Professor Julia Shelton

Part 1 – Preliminary Items Paper 1. Welcome and Apologies N/A 2. Minutes of the Previous Meeting TPB2011-040 2011:053

The Board considered and confirmed the minutes of the previous meeting held on Wednesday 29th February 2012.

3. Matters Arising From the Previous Meeting TPB2011-041 2011:054 The Board received a paper on the matters arising from the minutes of the

previous meeting of Taught Programmes Board. It was noted that an updated version of the Memorandum of Agreement with the University of London for the LLM Paris was due to be submitted to the next meeting of the Board. This included schedules that formally detailed the resources and support that would be provided for the programme. It was proposed that as part of this process there should be an event at the University of London Institute in Paris in May; with the purpose of assessing and confirming the resources and support to be provided for the LLM.

Action: ARCS

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Part 2 – For Discussion Paper 4. Key Information Sets 2012/13 Oral Report 2011:055

The Board received an oral report summarising recent progress in the area of Key Information Sets (KIS) since the February 2012 meeting. The following points were noted:

i. That the calculation work on the data received from Schools on learning and teaching and assessment methods would be complete by the end of the month. ARCS had met with Schools to undertake an initial reasonableness review of the data

ii. Marketing and Communications were going to set up central programme

web pages which would host the KIS widget. A paper on this work was due to be submitted to the Recruitment and Admissions Task and Finish Group.

Part 3 – Programme Proposals Paper Faculty of Science and Engineering 5. School of Biological and Chemical sciences

MSci Biochemistry TPB2011-042

2011:056

The Board considered a Part 2 programme proposal for the MSci Biochemistry and three associated module proposals. The following points were noted that:

i. An MSci was a relatively new award in the field of Biosciences - QMUL would be one of the leaders in the sector in offering this new programme.

ii. The content of the MSci programme was based on the corresponding BSc

Biochemistry already offered by the School. The final year included a 75 credit research project module to meet the requirements of the Society of Biology in terms of the size of the project component.

iii. The year weightings for the degree classification calculation were the same

as the MSci Chemistry in the School.

iv. It was confirmed that there would be the opportunity for students studying for an appropriate BSc award to transfer into the MSci programme, in the first, second and first semester of the third year; should they meet the requirements.

v. The Board sought clarification on the date for professional accreditation. It

was anticipated that a review of the MSci Biochemistry programme in 2012 would lead to accreditation of the programme by the Society of Biology. However, it was the School’s intention to secure accreditation as soon as possible. This should be clarified in an updated Programme Specification once the situation becomes clear, as it was likely to be of importance to students.

The Board approved the MSci Biochemistry and three associated module

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proposals. An updated Programme Specification should be submitted when it was possible to confirm the accreditation issue.

Action: SBCS

Part 4 – Programme Amendments Paper Faculty of Science and Engineering 6. School of Physics and Astronomy MSci Astrophysics, MSci Physics, MSci Physics with Particle

Physics, MSci Theoretical Physics (intercollegiate) TPB2011-043

2011:057 The Board considered a programme amendment for the MSci programmes in

Physics and eight associated module proposals. Matching programme amendments had also been submitted for the corresponding bachelors degrees. The following points were noted:

i. The School had undertaken an extensive review of its curriculum following the merger with the Astronomy Unit and the addition of new staff to the Centre for Condensed Matter and Material Physics. As a result the School was seeking approval to remove some modules and introduce a number of new modules to all its bachelors and integrated masters degrees.

ii. The integrated masters programmes were offered through a University of

London intercollegiate arrangement. In the final year, students took a 45 credit project module based at QMUL and could choose the remained of their modules from the intercollegiate scheme, which included modules from UCL, KCL and Royal Holloway.

iii. Following consideration through QMUL’s quality assurance processes, the

new level 7 modules would be subject to further scrutiny at an intercollegiate Board, which oversaw the scheme and had membership from all Colleges.

iv. The changes to the programmes had also been submitted to the accrediting

body – the Institute of Physics.

v. Revised Programme Specifications for all programmes were due to be submitted as further work was required.

vi. It was noted that as a general point, the syllabus for new modules was not

submitted to the Board for consideration. However, it was discussed at School Learning and Teaching Committee’s prior to this, and the School/Institute level was felt to be the appropriate point to scrutinise subject detail.

The Board approved the programme amendment to the MSci Astrophysics, MSci Physics, MSci Physics with Particle Physics, MSci Theoretical Physics and the eight associated module proposals.

Faculty of Humanities and Social Sciences 7. Centre for Commercial Law Studies PGCert/Dip/LLM Computer and Communications Law

(Distance Learning) TPB2011-044

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2011:058 The Board considered a programme amendment for the PGCert/Dip/LLM

Computer and Communications Law and two associated module proposals. The following points were noted:

i. That the proposal had been submitted to the Board because the programme was distance learning. CCLS had long-standing structures and levels of support in place to deliver programmes in distance-learning mode.

ii. The Board queried whether NSS data would actually be analysed for this

kind of programme. It was agreed that this reference should be removed from the programme specification and that reference should instead be made to feedback received from module evaluations.

iii. The programme used a time-constrained open-book assessment method in

a number of its modules. It was confirmed that this was classified as a kind of coursework and did not constitute a formal examination.

The Board approved the programme amendment for the PGCert/Dip/LLM Computer and Communications Law and two associated module proposals, subject to a minor revision required in the programme specification.

Action: CCLS

Part 5 – Academic Regulations Paper 8. School of Medicine and Dentistry N/A i. Intercalated BSc Programmes 2011:059 It was noted that work was underway to clearly articulate and clarify a number of

aspects of the academic regulations for intercalated undergraduate programmes. These would be detailed in an updated Programme Specification, and where necessary, special regulations would be included in the Academic Regulations. They would be submitted for consideration at the May TPB meeting and Senate thereafter.

Action: OW

Part 6 – Collaborative Provision Paper 9. New Partner Due Diligence TPB2011-46 i Macao Polytechnic Institute – Associate Partner for the Erasmus Mundus MA

programme in Electronic Engineering and Computer Science 2011:060 TPB considered the due diligence information regarding a proposal to form a new

partnership with Macao Polytechnic Institute. It was noted that: It was proposed that MPI became an Associate Partner in an Erasmus Mundus

consortium to offer a Joint Masters in Advanced Telecommunications. The programme was a re-submission to Erasmus Mundus and all other

partners in the consortium had previously been approved by QMUL.

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MPI’s role would be to contribute to student recruitment on the programme and

they would not be involved in the delivery or award of the degree. It was agreed that no further information was required on the good standing of the partner, and no risks were identified. The Board endorsed the proposal to establish a new partnership with the Macao Polytechnic Institute.

Part 7 – Report of Proposals Approved by Schools/Institutes to Note Paper 10. Programme Amendments

Module Proposals Module Amendments Module Withdrawals

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2011:061 The Board noted a report of decisions made by Schools/Institutes of changes to

their curricula for the period 09/02/2012 – 07/03/12. The Board requested that further information regarding changes that were being approved, be detailed for all proposals in the brief description/comments section of the report.

Part 8 – from the Marketing, Recruitment and Admissions Group (MRAG) to Note

Paper

11. Programme Withdrawals TPB2011-48 2011:062 The Board noted that a decision had been taken by MRAG to approve the

withdrawal of two programmes. It was also noted that the programme withdrawal form had now been revised, it included a section that consultation should take place with Marketing and Communications before proposals were submitted to MRAG.

Part 9 – Other business Paper 12. Any other business N/A 2011:063 N/A 13. Dates of next meeting 2011:064 The meeting date of the Taught Programmes Board is Tuesday 22nd May 2012 (1-

3pm). The deadline for papers for this meeting is Tuesday 1st May 2012.

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Paper TPB2011-050 Taught Programmes Board 22-05-2012

Matters Arising Action Sheet TPB 26th October 2011 TPB 23rd November 2011 TPB 31st January 2012 TPB 29th February 2012 TPB 28th March 2012 Key = Completed (and approved) = Outstanding

Action Points for Board Members Minute Action Details Progress / Comments Responsibility

2010:215 / 2011:007/ 2011:028/ 2011:044 [June PMAB / October TPB / January TPB]

Recommend to Senate the proposal regarding integrated masters programmes: to amend the QM Academic Credit Framework to require 120 credits at level 7; and to amend the pass mark for postgraduate modules so that it is linked to the level of the module. Circulate to all relevant Directors’ of Taught Programmes a note to propose a minimum progression requirement in all integrated masters programmes. Consultation with the Director of the QM/BUPT JP regarding implementation of new regulations.

Complete–

Senate have approved the changes to the QMACF;

There has been consultation with the Director of the QM/BUPT JP and a way

forward agreed

All Schools in Science and Engineering

and the School of

Geography and ARCS

2011:027 [January TPB]

Consideration to be given to whether proposal forms need to be revised in light of KIS requirements

Outstanding ARCS

2011:023

A report on the proposed new marking scheme for Study Abroad programmes would be submitted to TPB to ensure that the process Outstanding SLLF


[November TPB]

would operate effectively.

2011:027 [January TPB]

Further discussion on the programme withdrawal form and process.

Complete – a revised form is now in place ARCS and PM

Programmes Programme Proposals Minute Programme

Details Action Progress / Comments Responsibility Programme

Organiser 2010:134 [April PMAB]

MSc Digital Signal Processing (University of London) (Part 2) MSc Digital Music Technology (University of London) (Part 2)

Further information was requested regarding the nature of the collaboration between Queen Mary and the University of London’s International Academy. This information should be submitted to the next meeting of PMAB on the 25th May.

Outstanding SEECS Jane Reid

2010:243

[July PMAB]

MA English Studies (Part 2) and 1 associated module proposal

Revisions to the current training elements associated with the MA English Studies programme and their incorporation into existing core modules would be considered by the Board mid-way through 2011/12.

Outstanding (to be submitted

mid-way through 2011/12)

School of English and

Drama Chris Reid

2011:020 [November TPB]

LLM Paris Documentation relating to the partnership arrangements with ULIP was required to formally detail the resources and support that would be provided for the programme.

MoA for LLM Paris coming to

May TPB meeting CCLS Gabriel Gari

2011:045 [February TPB]

MSc International Primary Health Care, FT/PT/ MSc Global Public Health and

Submit a revised programme specification to confirm whether the PGDip/PGCert would be offered as interim or final awards. Submit a revised Joint Working Statement with

Complete:

Blizard Institute

Professor Allyson

Pollock / Dr James

Lancaster


Minute Programme Details

Action Progress / Comments Responsibility Programme Organiser

Policy, FT/PT MSc Health Systems and Global Policy, FT/PT

Tavistock and Portman NHS Foundation Trust, to reflect QM’s responsibility for marking and assessment.

Only the PgDip will be offered as an entry route.

Joint Working Statement has

been revised.

2011:046 [February TPB]

MSc/PGDip Clinical Drug Development (DL) MSc/PGDip Healthcare Research Methods (DL)

A revised programme specification to take account of the literature/policy based nature of the dissertation. Enquire with the Head of Institute whether sufficient resources are in place to deliver the programme in 2012/13

Outstanding

Completed and confirmation recieved

WHRI

Chair/Secretary

Professor Atholl

Johnston / ARCS

Programme Amendments 2011:022 [November TPB]

MClinDent Programmes

A Memoranda of Understanding/Agreement (MoU/A) would be developed with a Royal College of Surgeons to formalise the partnership for the programmes. The School of Medicine and Dentistry Postgraduate Education Board might wish to examine other courses and identify any issues with regards to the status of awards.

In progress – an alternative proposal to covert the

associate year training into PGDips has been approved

at Part 1

Outstanding

Institute of Dentistry /

ARCS

Professor Ray

Croucher

2011:047 / 2011:048 [February TPB]

Forty-two undergraduate degree programmes in the SLLF with a language & Fifty-five

Formal confirmation from the School of English and Drama, School of Business and Management and School of History that they supported the proposed amendments.

Outstanding Languages, Linguistics and

Film

Professor Omar García-Obregón


Minute Programme Details

Action Progress / Comments Responsibility Programme Organiser

undergraduate degree programmes in the School with a year abroad/placement

Modules Module Proposals

Minute Module Details Action Progress / Comments Responsibility Module Organiser

Taught Programmes Board 22/05/2012

Nature of proposal(s) Programme Proposal(s)

Owning School / Institute

Institute of Dentistry

Title of Proposal(s) being considered

MClinDent Endodontology (Part 2 ) and 9 associated module proposals:

• Advanced Clinical Endodontic Practice • Advanced Science of Endodontology • Assessment, Diagnosis and Treatment Planning • Clinical Endodontic Practice I • Clinical Endodontic Practice II • Laboratory Endodontic Skills • Literature Review • Research Project • Science of Endodontology

Outcome requested

Taught Programmes Board (TPB) is asked to consider and approve the proposal(s) identified above and detailed in the accompanying documentation. If any conditions of approval or recommendations arise through discussion at the Board these should be clearly stipulated in the TPB minutes and articulated to the proposer.

Potential issues identified and comments on the proposal(s) from Academic Secretariat

The documentation presents a proposal to develop a Master of Clinical Dentistry in Endodontology, which will be offered in both Full Time and Part Time modes of study. The standard of documentation is commendable and the programme objectives and learning outcomes clearly align with relevant internal and national reference points and guidelines. The commentary provided by external advisor is very thorough and detailed and these recommendations and suggestions have actively been addressed.

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Taught Programmes Board

Part 2 Programme Proposal FormAll sections must be completed in full and supplementary information attached where requested. Part 2 proposals should be appended to the Programme Specification and submitted to the Academic Secretariat who will arrange for the consideration of the proposal at Taught Programmes Board.

By hovering over the blank boxes with your cursor further guidance will be displayed to aid completion.

Summary Information

Proposed Programme Title Master of Clinical Dentistry in Endodontology Programme Code

Programme Qualification Mode of study Programme Duration

Master of Clinical Dentistry (MClinDent) Full Time 2 Calendar Years

Master of Clinical Dentistry (MClinDent) Part Time 3 Calendar Years

Proposed Start Date September 2012

Programme Organiser Professor BS Chong

Does this programme contain a foundation year or any pre-sessional activity? No

1) Programme Management Describe the arrangements for the operational management of the programme and the quality assurance mechanisms that will be put in place. Consideration should be given to student representatives and hearing student views. Complete either section a) for programmes delivered by one School/Institute or section b) for programmes delivered by more than one School/Institute. a) Single School/Institute DeliveryThe programme is jointly accomodated by the Institute of Dentistry, Barts and The London School of Medicine & Dentistry, and Barts and The London Dental Hospital, Barts Health NHS Trust. Arrangements and responsibilities for marketing, admissions, induction and communications with students will include the QMUL Admissions and Recruitment, Marketing/Communications and International Offices. Educational Aims The aims of the programme are to: • meet the national and international need for more Specialists in Endodontics; • offer comprehensive, contemporary and advanced knowledge in the science of endodontology to specialist level; • provide advanced training to dentists wishing to attain clinical expertise and proficiency in endodontics to specialist level; • prepare dentists to be eligible for formal recognition as a Specialist in Endodontics by the UK regulatory bodies; • enhance dentists' everyday clinical practice satisfaction through higher expertise for service delivery to specialist level; • promote a critical approach to evaluating relevant literature so as to enable evidence-based practice in clinical endodontics to

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specialist level; • instil the need for continuing professional development and lifelong learning; • embed the foundations of literature review and research. Learning Outcomes The learning outcomes reflect the Curriculum for Specialist Training in Endodontics (2010) produced by the Specialist Advisory Committee in Restorative Dentistry and approved by the General Dental Council (UK), the relevant QAA benchmark statements and The Framework for Higher Education Qualifications in England, Wales and Northern Ireland (2008) and are guided by the Queen Mary Statement of Graduate Attributes. At the end of the programme the student will be able to: • demonstrate the possession of in-depth and extensive current knowledge in endodontology to specialist level; • undertake independent, proficient and advanced clinical practice of endodontics to specialist level in either primary or secondary care settings; • relate endodontic care to other dental specialties; • utilise problem-solving and decision-making skills to assess, diagnose and treatment plan advanced, multi-disciplinary and complex cases; • accept secondary and tertiary referrals for endodontic advice and treatment; • understand and analyse the literature and research bases for evidence-based clinical care; • plan and perform research including clinical audits; • communicate effectively and interact with patients and colleagues in other dental and medical specialties; • be eligible for entry to the Specialist Diploma leading to a QMUL award and may then sit the exit examination of the Dental Faculties of the Surgical Royal Colleges. Teaching and Learning Strategies A variety of teaching and learning methods will be employed including: • Lectures/seminars: given by experts in their field on topics relevant to the science and advanced science of Endodontology, the clinical practice of Endodontics, and related subjects. • Pre-clinical laboratory practice sessions: demonstrations, “hands-on” practical and simulation exercises, discussion, analysis and reflective summaries of work. • Clinical practice sessions: treating patients under supervision, discussion and review of outcomes. • Assessment, diagnosis and treatment planning clinics: attendance at Consultant/Specialist-led referral and diagnostic clinics for endodontics and other restorative specialties. • Self-directed learning: course work, essays and other written assignments, library projects, literature searches and critical appraisal exercises. • Tutorials: One–to-one for those needing additional support, guidance and help. • Case reports and presentations: problem-solving exercises, critical analysis of treated cases, discussion on what, how, and why treatment was carried out, reflecting on shortcomings and how it could be improved. • Literature review and research project: supervised and leading to production of literature review and research project dissertations, and presentations at journal/study club meetings and conferences. • Reading lists of books and journal papers, e-resources and online materials. Assessment Strategies A combination of assessment methods including: • Formative assessment: formal and informal multi-source feedback regarding performance and achievement of the learning objectives by continual monitoring of activities (seminar performance, written assignments, direct observation of procedural skills, case-based discussions, performance and progress appraisals). • Summative assessment: written papers and essays, practical skills tests, viva voce, clinical examinations, case reports and log book records, literature review and research dissertations and presentations. Programme Requirements and Progression • Compulsory attendance of all sessions normally expected. • Demonstrate a satisfactory level of technical ability by passing a practical test of competence (Gateway Test) before being allowed to carry out clinical treatment of patients. • During clinical practice sessions, treat patients to the highest ethical and technical standards and monitor outcome. • Attend and participate at Consultant/Specialist-led specialty and related restorative disciplines referral, diagnostic and new patient clinics. • Maintain a satisfactory log book record of cases seen and patients treated, which will be subjected to internal appraisal. • Read, synthesise and critically appraise classical, contemporary and relevant scientific literature.

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• Plan and execute a literature review and research project. • Present cases and the results of academic exercises at journal/study club meetings and conferences. • Successful completion of each module requires that no individual module mark being less than 50%. • Students must gain the required credit to be eligible for progression from one year to the next. • Students must pass all modules to gain an overall pass. Programme Structure The programme comprises the following components: 60% clinical, 25% taught/didactic and 15% research. All the taught and clinical components in the programme are core modules. However, there will be a choice of topics for the research (including literature review) component. The programme consists of eleven Level 7 credit modules listed below: • Module 1 Statistics, Ethics and Research Methods (Existing, Module Code: DIN7002): Lectures/seminars/practicals (15 credits) • Module 2 Evidence-Based Dentistry and Critical Appraisal (Existing, Module Code: DIN7056): Lectures/seminars/practicals (15 credits) • Module 3 Science of Endodontology (New): Lectures/seminars (30 credits) • Module 4 Advanced Science of Endodontology (New): Lectures/seminars (30 credits) • Module 5 Laboratory Endodontic Practice (New): Pre-clinical laboratory practice sessions on simulators (30 credits) • Module 6 Clinical Endodontic Practice I (New): Two clinical practice sessions per week for patient treatment (30 credits) • Module 7 Clinical Endodontic Practice II (New): Two clinical practice sessions per week for patient treatment (30 credits) • Module 8 Advanced Clinical Endodontic Practice (New): Attendance Consultant/Specialist-led Restorative Dental Specialties clinics (one session per week), supervised clinical treatment sessions (Four sessions per week), and pre-management case discussions and post-treatment case conferences (60 credits) • Module 9 Assessment, Diagnosis and Treatment Planning (New): Attendance Consultant/Specialist-led Endodontic referral and diagnostic clinics (one session per week), case evaluation, report and presentation exercises (60 credits) • Module 10 Literature Review (New): Guidance, support and advice from supervisors, and independent and self-directed study (30 credits) • Module 11 Research Project (New): Guidance, support and advice from supervisors, and independent and self-directed study (30 credits) For the two-year full-time programme, students will need to undertake and pass modules totally 180 credits per year and structured as below: Year 1 • Module 1 Statistics, Ethics and Research Methods • Module 2 Evidence-Based Dentistry and Critical Appraisal • Module 3 Science of Endodontology • Module 5 Laboratory Endodontic Skills • Module 6 Clinical Endodontic Practice I • Module 7 Clinical Endodontic Practice II • Module 10 Literature Review Year 2 • Module 4 Advanced Science of Endodontology • Module 8 Advanced Clinical Endodontic Practice • Module 9 Assessment, Diagnosis and Treatment Planning • Module 11 Research Project For the three-year part-time programme, students will need to undertake and pass modules totally 120 credits per year and structured as below: Year 1 • Module 1 Statistics, Ethics and Research Methods • Module 2 Evidence-Based Dentistry and Critical Appraisal • Module 3 Science of Endodontology • Module 5 Laboratory Endodontic Skills • Module 6 Clinical Endodontic Practice I

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Year 2 • Module 4 Advanced Science of Endodontology • Module 7 Clinical Endodontic Practice II • Module 9 Assessment, Diagnosis and Treatment Planning Year 3 • Module 8 Advanced Clinical Endodontic Practice • Module 10 Literature Review • Module 11 Research Project Quality Assurance Mechanisms Taught postgraduate programmes in the Institute of Dentistry are co-ordinated through the Masters Course Organisers Group which takes an overview of all taught postgraduate programmes and any issues impacting upon their quality. The quality assurance process will also be supported by the Dental Education Committee. Progression will be managed through the Institute of Dentistry's Clinical Subjects Examination Board. The quality assurance mechanisms will include: • Staff-Student Liaison Committee: periodic meetings of this committee to give the students ample opportunity to raise issues concerning the programme. • Student feedback mechanisms: informal and two-way feedback will be encouraged throughout the course. Formal feedback will be sought twice-yearly via a standard questionnaire adopted for use by the Institute's postgraduate programmes, based on the National Student Survey (NSS) contents. • Personal tutor arrangements: members of the teaching staff will be nominated to act as personal tutors to the students. • Programme induction: there will be a formal induction at the start, with the programme organiser and teaching staff present to welcome the students and to introduce the various components of the programme. There will also be a tour of the skills laboratory, library and other facilities. • Programme review: the Programme Organiser/Lead will participate in the annual review and monitoring process. The programme will be reviewed in the Annual Report on Teaching in Dentistry. Academic Support • Induction course at the beginning of the programme. • Personal tutors for each student. • Supervised clinical practice sessions. • Supervised literature review and research project. • Continuous monitoring of academic progress and learning activities. • Augmented by extensive availability of other learning resources including libraries and online/intranet materials.

b) Joint School/Institute Delivery (Joint Working Statement) For programmes that are delivered jointly between more than one School/Institute or for programmes that utilise modules from other Schools/Institutes in an interdisciplinary capacity, a joint working statement should be provided. This should identify the respective responsibilities of each School/Institute with regards to programme management, quality assurance, and student support.

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2) Plagiarism Detection Consideration should be given to the use of plagiarism detection software e.g. turnitin, for programmes with a significant proportion of written assessed work. Provide information about how this will be managed for the programme.

The use of Turnitin for plagiarism detection and to prevent copying for all written assessed work.

3) Academic Staffing for the Programme (Non-Queen Mary Staff) List any academic staff that are not employed or managed by Queen Mary that will be involved in the teaching or assessment of the programme.

4) Distance Learning Programmes (if applicable) If the programme is distance learning, please specify how student-related data will be provided to the Student Administration Office. The mechanisms for the enrolment and assessment of distance learning students should also be described in detail.

N/A

5) Subject Examination Board Details Specify the name of the Subject Examination Board (SEB), which will oversee the assessment processes that operate for the programme(s) and modules clarify whether this is a new or existing SEB. For further information please contact Simon Hayter.

School Subject Exam Board responsible for the module

SMD: Institute of Dentistry (PG) Institute of Dentistry's Clinical Subjects Examination Board

6) External Adviser Comments Detailed comments from at least one external adviser - submissions must be supported by external specialist opinion, e.g. from a representative of a professional organisation, or a senior academic in another institution. The external adviser should be able to comment in sufficient detail on the appropriateness and viability of the proposed programme (s). For further guidance regarding the selection criteria, role and expectations of External Advisers please refer to the External Adviser Guidelines.

Thank you for inviting me to serve as External Adviser for the proposed MClinDent in Endodontology. I can confirm that I meet the criteria for suitability in terms of: • Subject Expertise and Programme/Management Experience • Independence and am happy to provide a written expression of support. My observations and points for clarification are presented within the framework suggested by the External Advisor Guidelines/KC/November 2010. Preamble:

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The UK General Dental Council recognised Endodontics as a distinctive branch of Dentistry in 1998, establishing a Specialist List and guidelines for training. Entry to the Specialist List is currently by success in the Royal College Specialist Membership examination, or by assessment of prior training and experience. Formal training opportunities have been limited in the UK to a small number of providers, concentrated largely in London, but many schools nationally have recognised a skills-gap in endodontics and addressed this by offering certificate, diploma, MSc and MClinDent qualifications. These qualifications have targeted home applicants with the desire to enhance and evidence their skills at non-specialist level , and a seemingly buoyant overseas market. Recognising the limited number of individuals pursuing training to full specialist level, the UK Department of Health/Faculty of General Dental Practitioners (2006)recognised publically funded appointments at non-specialist ‘Dentist with Special Interest (Endodontics)’ level , while the private sector accommodates both those with full specialist status and those with higher skills who choose to limit their practice. Against this background, the demand for higher, including specialist-level, endodontic training in the UK appears to have been high, and the proposed programme has great potential to serve the needs of an additional number of students who are seeking to improve their skills or attain full specialist status. The proposed MClinDent represents the evolution of a successful MSc programme, and its Programme Director comes with an established national and international reputation in clinical practice, teaching, research and scholarship. He has first-hand experience in the delivery of a similar postgraduate programme in a competitor institution. 1. Aims, objectives and learning outcomes The module descriptions provide ample evidence of a clearly defined programme, with aims, objectives and learning outcomes that mirror those in other institutions, map to national guidelines and will serve the needs of both the students and their eventual workplace. One minor point is the apparent lack of comment on clinical communication skills. This is true for both Clinical Endodontic Practice modules and most explicitly for the Advanced Endodontic Clinical Practice module, where the focus of training is on complex and multi-disciplinary care. Some explicit comment on verbal and written communication with patients and colleagues would be helpful. I am satisfied that the academic standards indicated appear at least comparable with other institutions nationally, and that the anticipated learning outcomes are met within the modules outlined. In reflecting on the documentation, I wonder if the programme has any aspirations to develop some of the much-needed teachers and clinical/scientific researchers of the future? Whilst the needs of practice and service provision are highlighted and implicit within the aims and objectives of the programme, I would have seen the investment in the clinical academics and part-time teachers of the future as highly desirable. Against this background, I would like to have seen more explicit comment on the development of presentation, teaching and communications skills. 2. Curriculum design, content and organisation The structure of the programme is clearly defined, with logical progression in academic and clinical domains. The programme content is at an appropriate academic level, appears to be consistent with its stated aims and outcomes, and should provide the necessary foundations for high-level practice and eligibility to prepare for national, specialist examinations. The management of clinical case-mix will need to be managed carefully on a student-to student basis to accommodate differing levels of experience and skill, and to ensure that theoretical and preclinical skills training does not lose synchronicity with the clinical cases presented. The specialist academic content draws heavily on latest editions of well-regarded international textbooks, supplemented by core endodontic journals. This is comparable to similar programmes elsewhere. It is unclear whether students will be encouraged to read beyond the core texts and journals cited, and some obvious omissions are apparent, such as the need to include ‘Dental Traumatology’ in the list of core journals within the ‘Advanced Science’ module. Wider reading is to be encouraged. The place of work-based learning is not spelled out. This may be relevant for part-time students, and it is unclear whether any practice-based activity may count toward the programme. 3. Learning, teaching and assessment strategies The learning and teaching strategy appears to be clear, and documentation for each module spells out clearly the range of

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formative and summative assessments to be employed. The assessment strategy tests both knowledge and skills and appears sophisticated and able to allow the demonstration of aims and learning outcomes. Robust assessment is a critical element of this programme. From the documentation presented, it is not possible to discern whether consideration has been given to the important but resource- intensive process of standard setting, whether assessments will be multiply or team-marked, and whether the staff and resource are available to deliver meaningful levels of work-based assessment . The assessor hopes that the resource is made available to safeguard these important elements of programme development, delivery and quality-assurance. 4. Admission, progression and achievement Whilst the documentation provides helpful information on student profile, it is unclear whether the key target group is overseas or home applicants. Within the home applicants, it is equally unclear whether the target is those with aspirations for full specialist status, or those seeking a higher degree. This has implications in terms of the recruitment process, since those with specialist aspirations will be required to submit to competitive interview with Royal College representation for a training number before enrolment on the course. The position of the ‘Advanced Diploma’ which will lead to eligibility to sit the Royal College Membership examination is unclear and this will need to be clarified before any aspiring specialists can be recruited. Documentation on the admissions process contains important information on key academic maters such as language skills, but not on health clearances. This should be clarified. The position of credit transfer is unclear. Will consideration be given to applicants with prior learning and experience, and what is the position on credit transfer for candidates wishing to curtail their studies early or transfer to another institution? It would be helpful to see data from the existing MSc on applicant levels, levels of completion and post-qualification employment. 5. Learning resources and facilities The documentation indicates a strongly resourced learning environment for both academic and clinical domains of training. It is taken as read, though not spelled out explicitly that every student will have free access to resources such as operating microscopes, electric motors and piezo-electric ultrasound, and that there will be adequate levels of chairside dental nursing support. Sample year 1 and year 2 timetables for both full and part-time students would be helpful to understand the breakdown of activity in a typical week. 6. Student guidance and student support The programme provides evidence of a helpful induction process, the allocation of personal tutors, opportunities for student feedback through staff-student committees and other opportunities for constructive feedback. However, it is unclear how many staff are involved in the delivery and support of the programme and what their level of input will be. This is an intensive programme that requires close personal supervision of preclinical and clinical activity, frequent work-based and other assessment, focussed, contemporaneous feedback, and at times, significant pastoral support. It is again taken as read, though not explicitly spelled out that adequate administrative support will be available to facilitate the delivery of this course and that the time and resource of staff in preparing and delivering all elements of the programme, including standard setting, marking, development of teaching materials and professional/pastoral support of students will be fully budgeted and supported. 7. Quality management and enhancement All reasonable measures seem to be in place to safeguard and promote standards on this programme. In conclusion: I commend the Programme Director on this development and am happy to offer words of support. It is inevitable that programme development will continue in the years to come, and I look forward to this programme establishing itself as one of the leading postgraduate training programmes nationally. I look forward to it developing not just capable and thinking clinicians, but some of the nation’s clinician scientists and teachers of the future.

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Name & Title of External Adviser Dr John Whitworth

Current Post & Institution / Organisation Consultant/Senior Lecture, School of Dental Sciences, Newcastle University

Address for Correspondence (and email) School of Dental Sciences Newcastle University Framlington Place Newcastle upon Tyne NE2 4BW Email: [email protected]

7) Response to External Adviser Comments This should include a full response to the comments provided by the External Adviser. Each point / issue raised by the External Adviser that requires further consideration should be addressed in detail in this response.The comments of the External Adviser, followed by the full response, are as below: 1. Aims, objectives and learning outcomes Comment: One minor point is the apparent lack of comment on clinical communication skills. This is true for both Clinical Endodontic Practice modules and most explicitly for the Advanced Endodontic Clinical Practice module, where the focus of training is on complex and multi-disciplinary care. Some explicit comment on verbal and written communication with patients and colleagues would be helpful. Response: Comments on verbal and written communication with patients and colleagues have now been added to the learning outcomes for both Clinical Endodontic Practice modules and the Advanced Endodontic Clinical Practice module. In addition, the learning outcomes of the programme reflect the ‘Curriculum for Specialist Training in Endodontics (2010)’ produced by the Specialist Advisory Committee in Restorative Dentistry and approved by the General Dental Council (UK). Non-clinical topics in the curriculum, including Communication, will be featured more and incorporated into the separate and optional Specialist Diploma programme. Comments: In reflecting on the documentation, I wonder if the programme has any aspirations to develop some of the much-needed teachers and clinical/scientific researchers of the future? Whilst the needs of practice and service provision are highlighted and implicit within the aims and objectives of the programme, I would have seen the investment in the clinical academics and part-time teachers of the future as highly desirable. Against this background, I would like to have seen more explicit comment on the development of presentation, teaching and communications skills. Response: The overall education aim of the programme is to help develop the cognitive, psychomotor and interpersonal skills to enable students to undertake independent practice and provide treatment, up to specialist level, in both primary and secondary care settings. There are aspirations to develop teachers and clinical/scientific researchers of the future, and this is reflected in the inclusion of the relevant modules below: • Module 1 Statistics, Ethics and Research Methods • Module 2 Evidence-Based Dentistry and Critical Appraisal • Module 10 Literature Review • Module 11 Research Project In addition and as mentioned earlier, the learning outcomes of the programme reflect the ‘Curriculum for Specialist Training in Endodontics (2010)’ produced by the Specialist Advisory Committee in Restorative Dentistry and approved by the General Dental Council (UK). Non-clinical topics in the curriculum, such as Management and Administration, and Teaching and Communication, have not been ignored but will be featured more and incorporated into the separate and optional Specialist Diploma programme.

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2. Curriculum design, content and organisation Comment: The specialist academic content draws heavily on latest editions of well-regarded international textbooks, supplemented by core endodontic journals. This is comparable to similar programmes elsewhere. It is unclear whether students will be encouraged to read beyond the core texts and journals cited, and some obvious omissions are apparent, such as the need to include ‘Dental Traumatology’ in the list of core journals within the ‘Advanced Science’ module. Wider reading is to be encouraged. Response: The reading list is meant to be indicative rather than exhaustive; additional and wider reading is encouraged. The journal, ‘Dental Traumatology’, has now been added to the reading list for the Advanced Science module. Comment: The place of work-based learning is not spelled out. This may be relevant for part-time students, and it is unclear whether any practice-based activity may count toward the programme. Response: The place of work-based learning is not spelled out because this type of activity will not count towards the MClinDent in Endodontology programme. Work-based learning, relevant for part-time students, is a feature of another postgraduate programme in the specialty, the MSc. in Endodontic Practice. 3. Learning, teaching and assessment strategies Comment: Robust assessment is a critical element of this programme. From the documentation presented, it is not possible to discern whether consideration has been given to the important but resource-intensive process of standard setting, whether assessments will be multiply or team-marked, and whether the staff and resource are available to deliver meaningful levels of work-based assessment . The assessor hopes that the resource is made available to safeguard these important elements of programme development, delivery and quality-assurance. Response: The important elements of programme development, delivery and quality assurance are recognised. In fact, and co-incidentally, the QMUL Assessment and Feedback Task and Finish Group has made a number of recommendations. A final set of proposals will be put to the Senate on 7 June 2012, for implementation in the 2012/2013 academic year so the safeguards will be in place. Furthermore, students pursuing the Certificate of Completion of Specialist Training (CCST) will hold National Training Numbers (NTN) from the London Deanery, which will be providing additional quality assurance safeguards for stipulated assessments. 4. Admission, progression and achievement Comment: Documentation on the admissions process contains important information on key academic maters such as language skills, but not on health clearances. This should be clarified. Response: Documentation on health clearances is now clarified with the addition of the following section under Entry Requirements: Health clearance All applicants offered a place must complete a health assessment with the College’s Occupational Health Service and must satisfy the Department of Health (www.dh.gov.uk) guidance on health clearance for new healthcare workers (Health clearance for tuberculosis, hepatitis B, hepatitis C and HIV: New healthcare workers, Department of Health, 2007). Comment: The position of credit transfer is unclear. Will consideration be given to applicants with prior learning and experience, and what is the position on credit transfer for candidates wishing to curtail their studies early or transfer to another institution? Response: At present there is no mechanism to allow credit transfer for applicants with prior learning and experience. Students wishing to curtail their study after successful completion of the first year may be awarded a Diploma in Endodontic Practice subject to the Institute of Dentistry's Clinical Subjects Examination Board’s approval. Credit transfer for those wishing to leave for another institution is more complex as it will, ultimately, depend on the policy of the new institution the student plans to join. Comment: It would be helpful to see data from the existing MSc on applicant levels, levels of completion and post-qualification

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employment. Response: The data is available from the QMUL Academic Registry and Council Secretariat (ARCS) and Alumni Office. In addition, the QMUL Marketing/Communications and International Offices positive input, support and assurance had already been included in Section 3 (Marketing Information) of the Part 1 Programme Proposal form 5. Learning resources and facilities Comment: The documentation indicates a strongly resourced learning environment for both academic and clinical domains of training. It is taken as read, though not spelled out explicitly that every student will have free access to resources such as operating microscopes, electric motors and piezo-electric ultrasound, and that there will be adequate levels of chairside dental nursing support. Response: The need for the resources mentioned is recognised and commencement of the programme will be dependent on confirmation of availability. Comment: Sample year 1 and year 2 timetables for both full and part-time students would be helpful to understand the breakdown of activity in a typical week. Response: Indicative Time-Tables for both full and part-time students, as below, have now been included in the Programme Specification: Indicative Time-Table MClinDent Endodontology (Full-time) Year 1 Day 1: AM - Patient treatment, PM - Patient treatment Day 2: AM - Patient treatment, PM - Patient treatment Day 3: AM - Consultant clinic, PM - Seminar Day 4: AM - Seminar, PM -Seminar Day 5: AM - Literature review, PM - Literature review Year 2 Day 1: AM - Patient treatment, PM - Patient treatment Day 2: AM - Patient treatment, PM - Patient treatment Day 3: AM - Consultant clinic, PM - Seminar Day 4: AM - Seminar, PM -Seminar Day 5: AM - Research project, PM - Research project Indicative Time-Table MClinDent Endodontology (Part-time) Year 1 Day 1: AM - Patient treatment, PM - Patient treatment Day 2: AM - Patient treatment, PM - Seminar Day 3: AM - Seminar, PM - Seminar Year 2 Day 1: AM - Patient treatment, PM - Patient treatment Day 2: AM - Consultant clinic, PM - Patient treatment Day 3: AM - Seminar, PM - Seminar Year 3 Day 1: AM - Patient treatment, PM - Patient treatment Day 2: AM - Consultant clinic, PM - Seminar Day 3: AM - Literature review, PM - Research project 6. Student guidance and student support Comment: The programme provides evidence of a helpful induction process, the allocation of personal tutors, opportunities for

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student feedback through staff-student committees and other opportunities for constructive feedback. However, it is unclear how many staff are involved in the delivery and support of the programme and what their level of input will be. This is an intensive programme that requires close personal supervision of preclinical and clinical activity, frequent work-based and other assessment, focussed, contemporaneous feedback, and at times, significant pastoral support. It is again taken as read, though not explicitly spelled out that adequate administrative support will be available to facilitate the delivery of this course and that the time and resource of staff in preparing and delivering all elements of the programme, including standard setting, marking, development of teaching materials and professional/pastoral support of students will be fully budgeted and supported. Response: The need for adequate staffing levels and administrative support mentioned is recognised and commencement of the programme will be dependent on confirmation of availability.

The following documents must accompany the Part 2 Programme Proposal. Proposals that are not accompanied by the necessary documentation will not be considered by Taught Programmes Board.

> Has a Programme Specification been completed and submitted with the Part 2? Yes

> Have module proposal forms for each new module been submitted with the Part 2? Yes

> Is there evidence of support from at least one external adviser? Yes

> Have the Academic Regulations (including progression, if not within the modular regulation structure) been clearly documented and/or appended? Yes

Collaborative provision: programmes that are offered in partnership with an external organisation should usually have the following documents appended to the Part 2 Programme Proposal.

> Has a draft Memorandum of Agreement been completed and submitted with the Part 2? N/A

> Has supplementary information on the management of the partnership been submitted with the Part 2? N/A

> Have any special regulations been submitted with the Part 2 (where relevant)? N/A

Approval of Part 2 Programme Proposal

The signature of the Heads of School/Institute will be taken as confirmation that the School or Institute can fund the required resources, both internal and elsewhere (for example: staffing, library and computing resources).

Head(s) of School Head(s) of supporting School

Farida Fortune

Digitally signed by Farida Fortune DN: cn=Farida Fortune, o=QMUL, ou=Institute of Dentistry, [email protected], c=GB Date: 2012.04.30 16:26:35 +01'00'

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Head(s) of supporting School

Chair of Taught Programmes Board


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Programme Title: Master of Clinical Dentistry in Endodontology

Programme Specification

Awarding Body/Institution Queen Mary, University of London

Teaching Institution Queen Mary, University of London

Name of Final Award and Programme Title Master of Clinical Dentistry in Endodontology

Name of Interim Award(s)

Duration of Study / Period of Registration 2 calender years (Full-time) or 3 calender years (Part-time)

QM Programme Code / UCAS Code(s)

QAA Benchmark Group

FHEQ Level of Award Level 7

Programme Accredited by Queen Mary, University of London

Date Programme Specification Approved

Responsible School / Institute Barts and The London School of Medicine and Dentistry/Institute of Den

Schools which will also be involved in teaching part of the programme

Institution(s) other than Queen Mary that will provide some teaching for the programme

Programme OutlineThis programme is designed for dental graduates who wish to enhance and extend their knowledge and clinical practice in endodontology. The proposed programme will provide in-depth and extensive current knowledge in endodontology, attainment of clinical proficiency in endodontics to externally recognised specialist level, better understanding of the inter-relationship between endodontics and other dental disciplines and research skills development (literature review and research methodologies). The MClinDent in Endodontology examination is taken at the end of the second year for the full-time programme or third year for the part-time programme. Following successful completion of the MClinDent in Endodontology, students are then eligible for entry to the Specialist Diploma (one year full-time or two years part-time) leading to a QMUL award and may then sit the exit examination of the Dental Faculties of the Surgical Royal Colleges.

Aims of the ProgrammeThe aims of the programme are to: • meet the national and international need for more Specialists in Endodontics; • offer comprehensive, contemporary and advanced knowledge in the science of endodontology to specialist level; • provide advanced training to dentists wishing to attain clinical expertise and proficiency in endodontics to specialist level; • prepare dentists to be eligible for formal recognition as a Specialist in Endodontics by the UK regulatory bodies;

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• enhance dentists' everyday clinical practice satisfaction through higher expertise for service delivery to specialist level; • promote a critical approach to evaluating relevant literature so as to enable evidence-based practice in clinical endodontics to specialist level; • instil the need for continuing professional development and lifelong learning; • embed the foundations of literature review and research.

What Will You Be Expected to Achieve?The learning outcomes reflect the Curriculum for Specialist Training in Endodontics (2010) produced by the Specialist Advisory Committee in Restorative Dentistry and approved by the General Dental Council (UK), the relevant QAA benchmark statements and The Framework for Higher Education Qualifications in England, Wales and Northern Ireland (2008) and guided by the Queen Mary Statement of Graduate Attributes. At the end of the programme the student will be able to: • demonstrate the possession of in-depth and extensive current knowledge in endodontology to specialist level; • undertake independent, proficient and advanced clinical practice of endodontics to specialist level; • relate endodontic care to other dental specialties; • utilise problem-solving and decision-making skills to assess, diagnose and treatment plan advanced cases; • accept secondary and tertiary referrals for endodontic advice and treatment; • understand and analyse the literature and research bases for evidence-based clinical care; • plan and perform research including clinical audits; • communicate effectively and interact with patients and with colleagues in other dental and medical specialties; • be eligible for entry to the Specialist Diploma leading to a QMUL award and may then sit the exit examination of the Dental Faculties of the Surgical Royal Colleges.

Academic Content:

A 1 Demonstrate understanding of the anatomy and physiology of the oral and peri-oral tissues with particular emphasis on endodontic related tissues.

A 2 Demonstrate understanding of the aetiology pathobiology and clinical presentation of diseases of the oral and peri-oral tissues.

A 3 Demonstrate understanding of general and clinical epidemiology of oral diseases.

A 4 Demonstrate understanding of biomaterial science relevant to endodontics.

A 5 Demonstrate understanding of the impact of systemic diseases on oral tissues and of oral disease on systemic health.

A 6 Demonstrate understanding of the behavioural, clinical and technical procedures involved in the treatment of patients requiring endodontic care.

A 7 Communicate individually with patients and other professionals and in general educational and professional settings.

A 8 Show evidence of the ability to assess research.

Disciplinary Skills - able to:

B 1 Perform all appropriate clinical examinations proficiently, collecting biological, psychological and social information needed to evaluate the oral and related medical conditions for all patients.

B 2 Provide clinical care to the highest ethical and technical standards in line with current knowledge and with the full and valid consent of patients.

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B 3 Demonstrate clinical proficiency in the delivery of preventive and interventional care as part of a holistic, comprehensive treatment plan.

B 4 Recognise and manage behavioural and related social factors which affect oral health

B 5 Use clinical information to implement strategies that facilitate the delivery of oral health.

B 6 Co-ordinate overall treatment and care of patients and appreciate when it is appropriate to refer to a specialist in another area or a dental care professional.

B 7Demonstrate the communication skills necessary to support patients and to translate changes in clinical practice informed by clinical audit and research to the commissioners of oral healthcare through critical analyses of published data from clinical and laboratory-based studies in Endodontics.

Attributes:

C 1 Demonstrate a broad and sound understanding of the evidence base in Endodontics.

C 2 Show professional judgement to implement clinical solutions in response to problems by developing an evidence based treatment plan and taking an holistic approach to solving problems and designing treatment plans.

C 3 Demonstrate the ability to critically assess scientific papers and available evidence such as guidelines using a variety of information sources.

C 4 Evaluate critically the scope and limitations of the various techniques used in Endodontics balancing the risks and cost benefits of treatment demonstrating self-direction and autonomy.

C 5 Develop an integrated insight into how the development and impact of their knowledge and skills is of value and relevance to the workplace.

C 6 Appraise systematically current evidence in Endodontics and appreciate how research activity can inform practice.

C 7 Demonstrate the ability to sustain a critical argument in writing and through oral presentations.

C 8 Demonstrate a sound understanding of the importance of hypothesis-setting and the design of suitable projects to address questions relating to the practice of Endodontics.

How Will You Learn?Learning and Teaching Strategies A variety of teaching and learning methods will be employed including: • Lectures/seminars: given by experts in their field on topics relevant to the science and advanced science of Endodontology, the clinical practice of Endodontics, and related subjects. • Pre-clinical laboratory practice sessions: demonstrations, “hands-on” practical and simulation exercises, discussion, analysis and reflective summaries of work. • Clinical practice sessions: treating patients under supervision, discussion and review of outcomes. • Assessment, diagnosis and treatment planning clinics: attendance at Consultant/Specialist-led referral and diagnostic clinics for endodontics and other restorative specialties. • Self-directed learning: course work, essays and other written assignments, library projects, literature searches and critical appraisal exercises. • Tutorials: One–to-one for those needing additional support, guidance and help. • Case reports and presentations: problem-solving exercises, critical analysis of treated cases, discussion on what, how, and why treatment was carried out, reflecting on shortcomings and how it could be improved. • Literature review and research project: supervised and leading to production of literature review and research project dissertations, and presentations at journal/study club meetings and conferences. • Reading lists of books and journal papers, e-resources and online materials.

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How Will You Be Assessed?Assessment Strategies A combination of assessment methods including: • Formative assessment: formal and informal multi-source feedback regarding performance and achievement of the learning objectives by continual monitoring of activities (seminar performance, written assignments, direct observation of procedural skills, case-based discussions, performance and progress appraisals). • Summative assessment: written papers and essays, practical skills tests, viva voce, clinical examinations, case reports and log book records, literature review and research dissertations and presentations.

How is the Programme Structured?

The programme comprises the following components: 60% clinical, 25% taught/didactic and 15% research. All the taught and clinical components in the programme are core modules. However, there will be a choice of topics for the research (including literature review) component. The programme consists of eleven Level 7 credit modules listed below: • Module 1 Statistics, Ethics and Research Methods (Existing, Module Code: DIN7002): Lectures/seminars/practicals (15 credits) • Module 2 Evidence-Based Dentistry and Critical Appraisal (Existing, Module Code: DIN7056): Lectures/seminars/practicals (15 credits) • Module 3 Science of Endodontology (New): Lectures/seminars (30 credits) • Module 4 Advanced Science of Endodontology (New): Lectures/seminars (30 credits) • Module 5 Laboratory Endodontic Practice (New): Pre-clinical laboratory practice sessions on simulators (30 credits) • Module 6 Clinical Endodontic Practice I (New): Two clinical practice sessions per week for patient treatment (30 credits) • Module 7 Clinical Endodontic Practice II (New): Two clinical practice sessions per week for patient treatment (30 credits) • Module 8 Advanced Clinical Endodontic Practice (New): Attendance Consultant/Specialist-led Restorative Dental Specialties clinics (one session per week), supervised clinical treatment sessions (Four sessions per week), and pre-management case discussions and post-treatment case conferences (60 credits) • Module 9 Assessment, Diagnosis and Treatment Planning (New): Attendance Consultant/Specialist-led Endodontic referral and diagnostic clinics (one session per week), case evaluation, report and presentation exercises (60 credits) • Module 10 Literature Review (New): Guidance, support and advice from supervisors, and independent and self-directed study (30 credits) • Module 11 Research Project (New): Guidance, support and advice from supervisors, and independent and self-directed study (30 credits) For the two-year full-time programme, students will need to undertake and pass modules totally 180 credits per year and structured as below: Year 1 • Module 1 Statistics, Ethics and Research Methods • Module 2 Evidence-Based Dentistry and Critical Appraisal • Module 3 Science of Endodontology • Module 5 Laboratory Endodontic Skills • Module 6 Clinical Endodontic Practice I • Module 7 Clinical Endodontic Practice II • Module 10 Literature Review Year 2 • Module 4 Advanced Science of Endodontology • Module 8 Advanced Clinical Endodontic Practice • Module 9 Assessment, Diagnosis and Treatment Planning • Module 11 Research Project

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IIndicative time-table for the two-year full-time programme is as below: Year 1 Day 1: AM - Patient treatment, PM - Patient treatment Day 2: AM - Patient treatment, PM - Patient treatment Day 3: AM - Consultant clinic, PM - Seminar Day 4: AM - Seminar, PM -Seminar Day 5: AM - Literature review, PM - Literature review Year 2 Day 1: AM - Patient treatment, PM - Patient treatment Day 2: AM - Patient treatment, PM - Patient treatment Day 3: AM - Consultant clinic, PM - Seminar Day 4: AM - Seminar, PM -Seminar Day 5: AM - Research project, PM - Research project For the three-year part-time programme, students will need to undertake and pass modules totally 120 credits per year and structured as below: Year 1 • Module 1 Statistics, Ethics and Research Methods • Module 2 Evidence-Based Dentistry and Critical Appraisal • Module 3 Science of Endodontology • Module 5 Laboratory Endodontic Skills • Module 6 Clinical Endodontic Practice I Year 2 • Module 4 Advanced Science of Endodontology • Module 7 Clinical Endodontic Practice II • Module 9 Assessment, Diagnosis and Treatment Planning Year 3 • Module 8 Advanced Clinical Endodontic Practice • Module 10 Literature Review • Module 11 Research Project Indicative time-table for the three-year part-time programme is as below: Year 1 Day 1: AM - Patient treatment, PM - Patient treatment Day 2: AM - Patient treatment, PM - Seminar Day 3: AM - Seminar, PM - Seminar Year 2 Day 1: AM - Patient treatment, PM - Patient treatment Day 2: AM - Consultant clinic, PM - Patient treatment Day 3: AM - Seminar, PM - Seminar Year 3 Day 1: AM - Patient treatment, PM - Patient treatment Day 2: AM - Consultant clinic, PM - Seminar Day 3: AM - Literature review, PM - Research project

Academic Year of Study 1

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Module Title Module Code Credits Level

Module Selection

Status

Academic Year of Study

Semester

Statistics, Ethics and Research Methods DIN7002 15 7 Core 1 Semester 1

Evidence-Based Dentistry and Critical Appraisal DIN7056 15 7 Core 1 Semester 1

Science of Endodontology NEW 30 7 Core 1 Semesters 1-3

Laboratory Endodontic Skills NEW 30 7 Core 1 Semester 1

Clinical Endodontic Practice I NEW 30 7 Core 1 Semesters 1-3

Clinical Endodontic Practice II NEW 30 7 Core 1 Semesters 1-3

Literature Review NEW 30 7 Core 1 Semesters 1-3



Module Selection

Status


Semester

Advanced Science of Endodontology NEW 60 7 Core 2 Semesters 1-3

Advanced Clinical Endodontic Practice NEW 60 7 Core 2 Semesters 1-3

Assessment, Diagnosis and Treatment Planning NEW 30 7 Core 2 Semesters 1-3

Research Project NEW 30 7 Core 2 Semesters 1-3

What Are the Entry Requirements?Education Essential: Primary qualification in Dentistry (BDS degree or equivalent). Desirable: Primary dental qualification registrable with the General Dental Council (UK); MFDS, MJDF or FDS, or equivalent; other postgraduate diplomas, degrees; other evidence of high academic achievements (e.g. course grades, award of degree with honours or equivalent; previous first degree). For the Certificate of Completion of Specialist Training (CCST), applicants (especially non-UK) must satisfy any additional specialist training requirements and acquire a National Training Number beforehand. Experience Essential: Minimum of two years full-time or equivalent relevant post-qualification experience of clinical practice of dentistry. Desirable: Evidence of experience in the practice of a broad range of general dentistry; completion of formal Vocational Training course, General Professional Training programme, or equivalent such as hospital internship. Specific clinical experience in

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endodontics. English Language Essential: English as first language. Or one of the following must have been completed within the previous two years to entry: • Minimum IELTS score of 7 (not less than 6.5 for any part). • TOEFL score of at least 627 (paper-based) or 263 (computer-based) or 106 (internet-based). Health clearance All applicants offered a place must complete a health assessment with the College’s Occupational Health Service and must satisfy the Department of Health (www.dh.gov.uk) guidance on health clearance for new healthcare workers (Health clearance for tuberculosis, hepatitis B, hepatitis C and HIV: New healthcare workers, Department of Health, 2007).

How Do We Listen and Act on Your Feedback?

Taught postgraduate programmes in the Institute of Dentistry are co-ordinated through the Masters Course Organisers Group which takes an overview of all taught postgraduate programmes and any issues impacting upon their quality. The quality assurance process will also be supported by the Dental Education Committee. Progression will be managed through the Institute of Dentistry's Clinical Subjects Examination Board. The quality assurance mechanisms will include: • Staff-Student Liaison Committee: periodic meetings of this committee to give the students ample opportunity to raise issues concerning the programme. • Student feedback mechanisms: informal and two-way feedback will be encouraged throughout the course. Formal feedback will be sought twice-yearly via a standard questionnaire adopted for use by the Institute's postgraduate programmes, based on the National Student Survey (NSS) contents. • Personal tutor arrangements: members of the teaching staff will be nominated to act as personal tutors to the students. • Programme induction: there will be a formal induction at the start, with the programme organiser and teaching staff present to welcome the students and to introduce the various components of the programme. There will also be a tour of the skills laboratory, library and other facilities. • Programme review: the Programme Organiser/Lead will participate in the annual review and monitoring process. The programme will be reviewed in the Annual Report on Teaching in Dentistry.

Academic Support

Academic support will include: • Induction course at the beginning of the programme. • Personal tutors for each student. • Supervised clinical practice sessions. • Supervised literature review and research project. • Continuous monitoring of academic progress and learning activities. • Augmented by extensive availability of other learning resources including libraries and online/intranet materials.

Programme-specific Rules and Facts

Programme Requirements and Progression • Compulsory attendance of all sessions normally expected. • Demonstrate a satisfactory level of technical ability by passing a practical test of competence (Gateway Test) before being allowed to carry out clinical treatment of patients. • During clinical practice sessions, treat patients to the highest ethical and technical standards and monitor outcome. • Attend and participate at Consultant/Specialist-led specialty and related restorative disciplines referral, diagnostic and new patient clinics. • Maintain a satisfactory log book record of cases seen and patients treated, which will be subjected to internal appraisal. • Read, synthesise and critically appraise classical, contemporary and relevant scientific literature. • Plan and execute a literature review and research project. • Present cases and the results of academic exercises at journal/study club meetings and conferences.

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• Successful completion of each module requires that no individual module mark being less than 50%. • Students must gain the required credit to be eligible for progression from one year to the next. • Students must pass all modules to gain an overall pass.

Specific Support for Disabled Students Individual adjustments will be made in consultation with QMUL Disability and Dyslexia Service.

Links With Employers, Placement Opportunities and Transferable Skills As life expectancy improves patients expect to be able to retain their natural teeth for longer. It is not acceptable to simply extract teeth because of dental disease so the demand for endodontic services remains unabated. The programme is jointly accomodated by the Institute of Dentistry, Barts and The London School of Medicine & Dentistry, and Barts and The London Dental Hospital, Barts Health NHS Trust. The students will be qualified dentists wishing to undertake independent endodontic practice, up to specialist level, in either primary or secondary care settings. Employability is not as issue as there is a chronic shortage of endodontic specialists and insufficient availability and limited access to specialist services, especially in some areas and parts of the country. Therefore, there is a constant need to recruit more specialists. In addition, the NHS and hospitals have limited resources and if patients requiring advanced endodontic services and care can be treated elsewhere it will reduced the overall referral burden and conserve valuable allocated funds. Thus this programme will train and make available more endodontists to specialist level fulfilling the local, regional and national needs. If timely and appropriate endodontic treatment is provided, it will help salvage the natural tooth, relieve the patient's pain and suffering, obviate the need and the expense of replacing the otherwise lost tooth/teeth, preserve oral function and, ultimately, benefit oral health. Transferable skills include: • Become an effective and efficient leader of a multi professional team practicing Endodontics • Undertake audit, peer review and continuing professional development guiding the learning of others • Learn independently in familiar and unfamiliar situations with open-mindedness and in a spirit of critical enquiry

Programme Specification Approval

Person completing Programme Specification Professor BS Chong

Person responsible for management of programme Professor BS Chong

Date Programme Specification produced/amended by School Learning and Teaching Committee

Date Programme Specification approved by Taught Programmes Board

TPB2011-051

Module Proposal Form Sections 1 and 2 must be completed in full.

Sections 3 and 4a/4b are only to be completed where the module will be available to associate students with either alternative assessment arrangements (section 3)

or as a half module (sections 4a & 4b)


Section 1 - Summary Information

Module Title Advanced Clinical Endodontic Practice Module Code

Credit Value 60 Level 7 Module Type MOD Scheme Taught Postgraduate

Start Date September 2012

Proposed JACS Code A400 Clinical Dentistry

Further details on JACS codes can be found at http://tiny.cc/g5a6c

Responsible School / Institute Barts and The London School of Medicine and Dentistry

Schools which will also be involved in teaching part of the module

Collaborating institutions involved in teaching part of the module (if applicable), including the estimated percentage contribution to the module from the collaborative partner

Responsible School Subject Exam Board responsible for the module


Anticipated Student RegistrationsYear of Registration Anticipated Student Intake Minimum Student Intake Maximum Student Intake

2012/13 4 2 4

2013/14 4 2 4

2014/15 4 2 4

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Module Rationale Provide a rationale for the introduction of the module and specify for which programme(s) of study the module is designed and whether it will be offered as a core, compulsory or option module. If the programme(s) concerned comprise of a number of dedicated pathways / routes the status of the module on each should also be made clear.

This is a core module designed to enable students to acquire the necessary clinical skills and practical experience to manage advanced, multi-disciplinary and complex cases. It will help integrate into clinical practice the knowledge and understanding of the importance and implications of the inter-relationship between endodontics and other dental specialties.

Resource Requirements

By school responsible for module

Institute of Dentistry: • One fully operational dental chair/bay per student • Materials and equipment as required • Nurses (per student per clinic session nursing support equivalent to competitors' practice) • Administrative support for the course and clinics • Testing, servicing and maintenance of equipment • Consultant/Specialist-led support staff team (equivalent to competitors' practice) for appropriate clinical supervision and expertise

By any other Queen Mary school or collaborative institution

Approval of New Module Proposal





Farida Fortune


TPB2011-051

Section 2 - Module Specification

Module Title Advanced Clinical Endodontic Practice Module Code

Credit Value 60 Level 7 Mode of Delivery On Campus Semester Semesters 1-3

Module Organiser Professor BS Chong

Pre-requisite modules Co-requisite modules Overlapping modules

N/A Advanced Science of Endodontology.

Assessment, Diagnosis and Treatment Planning.

1) Content Description Provide a description of the module, as it will appear in the Module Directory and on the Student Information System (approx. 70-80 words).

This core clinical module comprises of: • Attendance at Consultant/Specialist-led Multi-Disciplinary Restorative Dental Specialties referral and diagnostic clinics where students will participate in case assessment, diagnosis and planning of advanced, multi-disciplinary and complex cases. • Supervised clinical patient sessions where students will co-ordinate and treat selected advanced, multi-disciplinary and complex cases. There will also be opportunities for pre-management case discussions, post-treatment case conferences and feedback. Performance and progress will be subjected to internal appraisal and monitored through direct observation of procedural skills, case-based discussions, case reports and log book records.

2) Module Aims Specify the aims of the module, i.e. the broad educational purposes for offering this module.

The aims of this module are to enable students to: • apply the knowledge and understanding of the importance and implications of the inter-relationship between endodontics and other dental specialties to clinical practice; • exercise problem-solving and decision-making skills in diagnosis and treatment planning for advanced, multi-disciplinary and complex cases; • formulate a treatment plan according to evidence-based practice, taking into account risks, complications, prognosis and patients' preference; • co-ordinate, manage and execute treatment of advanced, multi-disciplinary and complex cases within an overall comprehensive treatment plan.

TPB2011-051

3) Learning Outcomes Identify the learning outcomes for this module, i.e. knowledge, skills and attributes to be developed through completion of this module. Outcomes should be referenced to the relevant QAA benchmark statements and the Framework for Higher Education Qualifications in England, Wales and Northern Ireland (2008). The SEEC Credit Level Descriptors for Further and Higher Education 2003 and Queen Mary Statement of Graduate Attributes should also be used as a guiding framework for curriculum design.

Academic Content:

A 1 Able to describe the pathogenesis, diagnosis and management of periodontal diseases.

A 2 Able to apply the principles and practice of prosthodontics including the restoration of endodontically treated teeth.

A 3 Able to discuss the diagnosis and management of periodontal-endodontic lesions.

A 4 Able to discuss the biological rationale, indications, placement, restoration and maintenance of dental implants.

A 5 Able to describe oro-facial pain of odontogenic and non-odontogenic origin.

A 6 Able to utilise verbal and written communication with patients and colleagues at all levels effectively and emphatically, and apply appropriate negotiating and listening skills to achieve the desired result.


B 1 Demonstrate the importance and implications of the inter-relationship between endodontics and other dental specialties.

B 2 Assess, diagnose and treatment plan advanced, multi-disciplinary and complex cases based on effectiveness, risks, prognosis and outcome.

B 3 Co-ordinate, manage and treat advanced, multi-disciplinary and complex cases including provide associated periodontic and prosthodontic care.

B 4 Consider and assess replacement options, including implants, for unsalvageable, previously endodontically treated teeth.

B 5 Manage medically or clinically compromised patients.

Attributes:

C 1 Able to organise, plan and execute treatment of advanced, multi-disciplinary and complex cases in collaboration with colleagues.

C 2 Able to understand the need to, and awareness of, sequelae of operative or non-operative management or non-intervention in relation to clinical management of patients.

C 3 Able to develop skills and apply knowledge to decision-making and problem-solving to support independent practice and provision of care.

C 4 If necessary or appropriate, able to refer patients with advanced, multi-disciplinary and complex treatment needs to the relevant specialist.

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C 5 Able to communicate effectively with patients and healthcare colleagues by utilising collaborative communication principles at appropriate levels for various audiences.

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Cohen's Pathways of the Pulp, 10th Edition Editors: Kenneth M Hargreaves, Stephen Cohen Publisher: Mosby (Elsevier Science) ISBN-10: 0323064892 ISBN-13: 978-0323064897 Essential Endodontology, 2nd Edition Editors: Dag Ørstavik, Thomas Pitt Ford Publisher: Blackwell Munksgaard ISBN-10: 1405149760 ISBN-13: 978-1405149761 Harty’s Endodontics in Clinical Practice, 6th Edition Editor: Bun San Chong Publisher: Churchill Livingstone (Elsevier Science) ISBN-10: 0702031569 ISBN-13: 978-0702031564 Problem Solving in Endodontics, 5th Edition Authors: James L Gutmann, Paul E Lovdahl Publisher: Mosby (Elsevier Science) ISBN-10: 032306888X ISBN-13: 978-0323068888 Textbook of Endodontology, 2nd Edition Editors: Gunnar Bergenholtz, Preben Hørsted-Bindslev, Claes Reit Publisher: Wiley-Blackwell ISBN-10: 1405170956 ISBN-13: 978-1405170956 Managing Endodontic Failure in Practice Author: Bun San Chong Publisher: Quintessence Publishing Co. Ltd. ISBN-10: 1850970866 ISBN-13: 978-1850970866 Textbook and Color Atlas of Traumatic Injuries to the Teeth, 4th Edition Editors: Jens O. Andreasen, Frances M. Andreasen, Lars Andersson Publisher: Wiley-Blackwell ISBN-10:1405129549 ISBN-13: 978-1405129541 Pitt Ford's Problem-Based Learning in Endodontology Editors: Shanon Patel, Henry F. Duncan Publisher: Wiley-Blackwell ISBN-10: 1405162112 ISBN-13: 978-1405162111 Color Atlas of Microsurgery in Endodontics, Authors: Syngcuk Kim, Gabriele Pecora, Richard A. Rubinstein

TPB2011-051

Publisher: Saunders (Elsevier Science) ISBN-10: 0721648517 ISBN-13: 978-0721648514 Endodontic Microsurgery Author: Enrique Merino Publisher: Quintessence Publishing Co. Ltd. ISBN-10: 1850971781 ISBN-13: 978-1850971788 Orofacial Pain: Guidelines for Assessment, Diagnosis, and Management, 4th Edition Editor: Reny De Leeuw Publisher: Quintessence Publishing Co. Ltd. ISBN-10: 0867154136 ISBN-13: 978-0867154139 Managing Orofacial Pain in Practice Editor: Eamonn Murphy Publisher: Quintessence Publishing Co. Ltd. ISBN-10: 1850971307 ISBN-13: 978-1850971306 Journals • International Endodontic Journal • Endodontic Topics • Journal of Endodontics

Teaching and Learning Profile Provide details of the method of delivery (lectures, seminars, fieldwork, lab work, etc.) used to enable the achievement of learning outcomes and an indicative number of hours for each activity to give an overall picture of the workload a student taking the module would be expected to undertake.

1. Student / lecturer interaction Specify details of the method of delivery e.g. lectures, seminars, fieldwork, lab work etc. used to enable the achievement of the learning outcomes and an indicative number of hours for each activity.

Up to 480 hours of attendance and participation at supervised clinics, clinical work and discussions

2. Student independent learning time Specify an indicative number of independent hours of study a student undertaking this module would be expected to undertake.

Up to 120 hours of independent study including: • private study

• self-analysis of work • maintenance log book records

• preparation of case presentations

1. + 2. Total module notional study hours Specify the total module notional study hours. This should be a total of the hours given in 1. and 2. The notional study hours for each academic credit point is 10. A 15 credit point module therefore represents 150 notional study hours.

600 hours

TPB2011-051

Assessment Profile Provide details of the assessment methods used to assess the achievement of learning outcomes.

Brief Description of Assessment Assessment Type

Duration / Length of

Examination / Coursework

Percentage Weighting

Final element of assessment?

Qualifying Mark for

Individual Assessment

Log book record (advanced, multi-disciplinary or complex

cases treated)Coursework Over the year 0% No N/A

Case presentations (advanced, multi-disciplinary or complex

cases)Coursework Over the year 0% No N/A

Written paper Examination 3 hours 50% No N/A

Case reports (2 patients, advanced, multi-disciplinary or

complex cases)Coursework >2,000 words 30% No N/A

Case report viva Examination 30 minutes 20% Yes N/A

Reassessment Provide details of the reassessment methods used, specifying whether reassessment is either standard reassessment or synoptic reassessment.

Standard Reassessment Synoptic Reassessment

Synoptic reassessment details (if you have indicated synoptic reassessment above, please give details)

Brief Description of Assessment Assessment Type Duration / Length of Examination / Coursework

Section 3 - Alternative Assessment Arrangements for Associate Students This section must only be completed if the module will be made available to associate students in Semester A and where the credit value of the "associate" version is the same as for the main version, and the main version is assessed by exam in May which is not available to the associate students. All other aspects of the module specification remain the same as indicated in Section 2 above. To add alternative assessment arrangements

please click 'Add Alternative Assessment'.

Section 4a - Half Module for Associate Students (for a half module to be taught in Semester A) This section must be completed if the proposed module will take place over 2 semesters but will be made available to single-semester associate students in a half-credit format in Semester A. Modules worth less than 30 credits taken over 2 semesters may not be made available in a half-credit format. To add details for the half

module please click 'Add Half Module (Semester A)'.

TPB2011-051

Section 4b - Half Module for Associate Students (for a half module to be taught in Semester B) This section must be completed if the proposed module will take place over 2 semesters but will be made available to single-semester associate students in a half-credit format in Semester B. Modules worth less than 30 credits taken over 2 semesters may not be made available in a half-credit format. To add details for the half

module please click 'Add Half Module (Semester B)'.

TPB2011-051






Module Title Advanced Science of Endodontology Module Code











2012/13 4 2 4

2013/14 4 2 4

2014/15 4 2 4

TPB2011-051


This is a core module designed to build on the Science of Endodontology module. It ensures that all students have the knowledge and understanding of the advanced science of endodontology, the principles and evidence base underpinning advanced endodontic treatment.



Institute of Dentistry: • Seminar room • Audio-visual facilities and support • Library and e-resources access • IT facilities and support • USB flash drives (encrypted) • Administration support • External speakers • Consultant/Specialist-led support staff team (equivalent to competitors' practice) for module delivery and expertise







Farida Fortune


TPB2011-051


Module Title Advanced Science of Endodontology Module Code




Science of Endodontology N/A N/A


This is a core academic module focussing on the advanced science of endodontology and associated subjects. It builds on the Science of Endodontology module and is conducted in the form of didactic and seminar-based teaching sessions of 3 hours duration each, on the principles and evidence base, covering: • Assessment and management of previously endodontically treated teeth • Surgical endodontics • Endodontics in children (primary teeth and immature permanent teeth) • Diagnosis, classification and management of traumatic injuries to the teeth and their supporting tissues • Alternative approaches to root canal treatment including regeneration/revascularisation techniques • Periodontics and prosthodontics in relation to endodontics • Restorative considerations and endodontics • The periodontal/endodontic interface • The orthodontic/endodontic interface • Treatment of discoloured teeth • Theory and clinical practice of dental implants • Management of medically/clinically compromised patients • Diagnosis and management of orofacial pain, psychogenic pain and temporo-mandibular dysfunction • Diagnosis and management of dento-alveolar infections and sequelae


The aims of this module are for students to acquire the theoretical knowledge and understanding underpinning advanced endodontic treatment. It will help students to: • build on the Science of Endodontology module; • extend knowledge and understanding of the science of endodontology to advanced level and to other relevant areas; • review contemporary philosophies and the current evidence-base relating to advanced endodontic treatment; • integrate academic theory of the advanced science of endodontology with clinical treatment to support independent practice.

TPB2011-051


Academic Content:

A 1 Able to assess treatment outcome and the need for further intervention, including treatment options, especially when managing endodontic disease in previously root treated teeth.

A 2 Able to describe alternative approaches to root canal treatment including regeneration/revascularisation techniques.

A 3 Able to discuss endodontics in children (primary teeth and immature permanent teeth).

A 4 Able to assess traumatic injuries to teeth and their supporting tissues.

A 5 Able to discuss the impact of systemic diseases on oral tissue and of oral diseases on systemic health.


B 1 Demonstrate management of endodontic disease in previously root treated teeth with appropriate non-surgical and surgical endodontic techniques.

B 2 Debate alternative procedures to root canal treatment including regeneration/revascularisation techniques.

B 3 Evaluate traumatic injuries to teeth and their supporting tissues including resorption.

B 4 Demonstrate endodontic treatment in children (primary teeth and immature permanent teeth).

B 5 Recognise the impact of systemic diseases on oral tissue and of oral diseases on systemic health.

Attributes:

C 1Able to understand the need to, and awareness of, sequelae of operative or non-operative management or non-intervention in relation to maintaining health, treating injuries and diseases involving the pulp and periradicular tissues.

C 2 Able to display a broad and sound understanding of the advanced science of endodontology and related subjects.

C 3 Able to synthesise and critically evaluate the evidence base on the advanced science of endodontology and related subjects.

C 4 Able to assimilate the theoretical knowledge and understanding with clinical treatment to support independent practice.

C 5 Able to utilise collaborative communication principles at appropriate levels for various audiences.

TPB2011-051

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Cohen's Pathways of the Pulp, 10th Edition Editors: Kenneth M Hargreaves, Stephen Cohen Publisher: Mosby (Elsevier Science) ISBN-10: 0323064892 ISBN-13: 978-0323064897 Essential Endodontology, 2nd Edition Editors: Dag Ørstavik, Thomas Pitt Ford Publisher: Blackwell Munksgaard ISBN-10: 1405149760 ISBN-13: 978-1405149761 Harty’s Endodontics in Clinical Practice, 6th Edition Editor: Bun San Chong Publisher: Churchill Livingstone (Elsevier Science) ISBN-10: 0702031569 ISBN-13: 978-0702031564 Problem Solving in Endodontics, 5th Edition Authors: James L Gutmann, Paul E Lovdahl Publisher: Mosby (Elsevier Science) ISBN-10: 032306888X ISBN-13: 978-0323068888 Textbook of Endodontology, 2nd Edition Editors: Gunnar Bergenholtz, Preben Hørsted-Bindslev, Claes Reit Publisher: Wiley-Blackwell ISBN-10: 1405170956 ISBN-13: 978-1405170956 Managing Endodontic Failure in Practice Author: Bun San Chong Publisher: Quintessence Publishing Co. Ltd. ISBN-10: 1850970866 ISBN-13: 978-1850970866 Textbook and Color Atlas of Traumatic Injuries to the Teeth, 4th Edition Editors: Jens O. Andreasen, Frances M. Andreasen, Lars Andersson Publisher: Wiley-Blackwell ISBN-10:1405129549 ISBN-13: 978-1405129541 Pitt Ford's Problem-Based Learning in Endodontology Editors: Shanon Patel, Henry F. Duncan Publisher: Wiley-Blackwell ISBN-10: 1405162112 ISBN-13: 978-1405162111 Color Atlas of Microsurgery in Endodontics, Authors: Syngcuk Kim, Gabriele Pecora, Richard A. Rubinstein Publisher: Saunders (Elsevier Science) ISBN-10: 0721648517

TPB2011-051

ISBN-13: 978-0721648514 Endodontic Microsurgery Author: Enrique Merino Publisher: Quintessence Publishing Co. Ltd. ISBN-10: 1850971781 ISBN-13: 978-1850971788 Orofacial Pain: Guidelines for Assessment, Diagnosis, and Management, 4th Edition Editor: Reny De Leeuw Publisher: Quintessence Publishing Co. Ltd. ISBN-10: 0867154136 ISBN-13: 978-0867154139 Managing Orofacial Pain in Practice Editor: Eamonn Murphy Publisher: Quintessence Publishing Co. Ltd. ISBN-10: 1850971307 ISBN-13: 978-1850971306 Journals • International Endodontic Journal • Endodontic Topics • Journal of Endodontics • Dental Traumatology



Up to 80 hours of lectures or seminars



• library projects • evidence reviews

• essays and other written assignments


300 hours

TPB2011-051







Qualifying Mark for


Written paper Examination 3 hours 100% Yes N/A











TPB2011-051






Module Title Assessment, Diagnosis and Treatment Planning Module Code











2012/13 4 2 4

2013/14 4 2 4

2014/15 4 2 4

TPB2011-051


This is a core module designed to enable students to acquire the practical and clinical skills to carry out assessment, diagnosis and treatment planning for endodontic patients. It will help students to develop professional judgement to implement clinical solutions based on available scientific evidence and by taking a holistic approach to problem-solving and treatment planning.



Institute of Dentistry: • Fully operational dental chairs/bays • Materials and equipment as required • Nurses (per student per clinic session nursing support equivalent to competitors' practice) • Administrative support for the course and clinics • Testing, servicing and maintenance of equipment • Consultant/Specialist-led support staff team (equivalent to competitors' practice) for appropriate clinical supervision and expertise







Farida Fortune


TPB2011-051


Module Title Assessment, Diagnosis and Treatment Planning Module Code




N/A Advanced Science of Endodontology.

Advanced Clinical Endodontic Practice.


This core clinical module requires attendance at Consultant/Specialist-led endodontic referral and diagnostic clinics. Students will examine patients and participate in assessment, diagnosis and treatment planning. Performance and progress will be monitored, subjected to internal appraisal and feedback, through direct observation of procedural skills, case-based discussions and case reports.


The aims of this module are to enable students to: • take a comprehensive and accurate history from patients; • perform a thorough and systematic extra- and intra-oral examination of the head and neck; • obtain and interpret relevant clinical, radiological, and laboratory tests and investigations; • apply problem-solving and decision-making skills in assessment, diagnosis and treatment planning; • formulate a treatment plan according to evidence-based practice, taking into account risks and complications, prognosis, and patients' preference.

TPB2011-051


Academic Content:

A 1 Health, injuries and diseases affecting the soft and hard tissues of the oral cavity especially conditions associated with pulpal or periradicular diseases and their differential diagnosis.

A 2 Systematic approach of assessment, diagnosis and treatment planning, including Investigations and special tests e.g. pulp sensitivity, radiographic and other imaging techniques.

A 3Advanced general dental (including prosthodontic, periodontal, orthodontic and paedodontic) and specific endodontic (including non-surgical and surgical) treatment options, and the current evidence of the effectiveness and the risks of different treatment modalities.

A 4 Decision-making theory, problem-solving practice, evidence-based dentistry and medico-legal implications including the impact of medical, dental and social factors on treatment planning.

A 5 Dental materials, equipment , laboratory services, technical requirements, nursing and ancillary support in relation to treatment planning.

A 6 Communication and record-keeping, including Information Technology.


B 1 Take a relevant and comprehensive history (including medical, dental and social) of the patient and the history of the presenting complaint.

B 2Perform a thorough and systematic extra-oral (including soft tissues, temporo-mandibular joint and lymph nodes) and intra-oral (including soft tissues, dentition, periodontium and supporting structures, restorations and prosthesis present, muscles of mastication, occlusion) clinical examination.

B 3 Carry out or organise the relevant and necessary investigations and special tests e.g. pulp sensitivity, radiographic and other imaging techniques; interpret and understand the significance of the results obtained.

B 4 Appraise the information gathered from the assessment and diagnosis to consider possible treatment strategies based on effectiveness, risks, prognosis and outcome.

B 5 Evaluate treatment options and formulate a treatment plan based on patient's preference and after cost-benefit and risk-benefit analyses.

B 6 Communicate effectively with patients, healthcare colleagues and other professionals.

Attributes:

C 1 Able to to seek and gather information relevant to the presenting problem effectively and efficiently.

C 2 Able to mentally hold the gathered information, critically analyse and assimilate it in an on-going manner to arrive at a differential diagnosis.

TPB2011-051

C 3 Able to develop understanding on the need to, and awareness of, sequelae of operative or non-operative management or non-intervention in relation to clinical management of patients.

C 4 Able to develop skills and apply knowledge to decision-making and problem-solving to support independent practice at the level of a specialist.

C 5 Able to maintain confidentiality, keep accurate and contemporaneous record, and manage safe-keeping of patient data.

C 6 Able to utilise collaborative communication principles at appropriate levels for various audiences.

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Cohen's Pathways of the Pulp, 10th Edition Editors: Kenneth M Hargreaves, Stephen Cohen Publisher: Mosby (Elsevier Science) ISBN-10: 0323064892 ISBN-13: 978-0323064897 Essential Endodontology, 2nd Edition Editors: Dag Ørstavik, Thomas Pitt Ford Publisher: Blackwell Munksgaard ISBN-10: 1405149760 ISBN-13: 978-1405149761 Harty’s Endodontics in Clinical Practice, 6th Edition Editor: Bun San Chong Publisher: Churchill Livingstone (Elsevier Science) ISBN-10: 0702031569 ISBN-13: 978-0702031564 Problem Solving in Endodontics, 5th Edition Authors: James L Gutmann, Paul E Lovdahl Publisher: Mosby (Elsevier Science) ISBN-10: 032306888X ISBN-13: 978-0323068888 Textbook of Endodontology, 2nd Edition Editors: Gunnar Bergenholtz, Preben Hørsted-Bindslev, Claes Reit Publisher: Wiley-Blackwell ISBN-10: 1405170956 ISBN-13: 978-1405170956 Managing Endodontic Failure in Practice Author: Bun San Chong Publisher: Quintessence Publishing Co. Ltd. ISBN-10: 1850970866 ISBN-13: 978-1850970866 Textbook and Color Atlas of Traumatic Injuries to the Teeth, 4th Edition Editors: Jens O. Andreasen, Frances M. Andreasen, Lars Andersson Publisher: Wiley-Blackwell ISBN-10:1405129549 ISBN-13: 978-1405129541 Pitt Ford's Problem-Based Learning in Endodontology

TPB2011-051

Editors: Shanon Patel, Henry F. Duncan Publisher: Wiley-Blackwell ISBN-10: 1405162112 ISBN-13: 978-1405162111 Color Atlas of Microsurgery in Endodontics, Authors: Syngcuk Kim, Gabriele Pecora, Richard A. Rubinstein Publisher: Saunders (Elsevier Science) ISBN-10: 0721648517 ISBN-13: 978-0721648514 Endodontic Microsurgery Author: Enrique Merino Publisher: Quintessence Publishing Co. Ltd. ISBN-10: 1850971781 ISBN-13: 978-1850971788 Orofacial Pain: Guidelines for Assessment, Diagnosis, and Management, 4th Edition Editor: Reny De Leeuw Publisher: Quintessence Publishing Co. Ltd. ISBN-10: 0867154136 ISBN-13: 978-0867154139 Managing Orofacial Pain in Practice Editor: Eamonn Murphy Publisher: Quintessence Publishing Co. Ltd. ISBN-10: 1850971307 ISBN-13: 978-1850971306 Journals • International Endodontic Journal • Endodontic Topics • Journal of Endodontics



Up to 480 hours of attendance and participation at supervised clinics, clinical work and discussions



• evidence reviews • self-analysis of work


TPB2011-051


600 hours







Qualifying Mark for


Case presentations Coursework Over the year 0% No N/A

Clinical examination, assessment, diagnosis and treatment

planning of an unseen casePractical 30 minutes N/A No N/A

Viva on the unseen case Examination 30 minutes 50% No N/A

Viva (general) Examination 30 minutes 50% Yes N/A







TPB2011-051





TPB2011-051






Module Title Clinical Endodontic Practice I Module Code











2012/13 4 2 4

2013/14 4 2 4

2014/15 4 2 4

TPB2011-051


This is a core module designed to enable students to acquire the necessary clinical skills and practical experience to carry out a range of pulp therapy and non-surgical root canal treatment procedures in the management of primary endodontic cases.










Farida Fortune


TPB2011-051


Module Title Clinical Endodontic Practice I Module Code




Laboratory Endodontic Skills Science of Endodontology Clinical Endodontic Practice II


This core clinical module comprises of weekly supervised clinical practice sessions for patient treatment with additional time set aside for feedback. Performance and progress will be subjected to internal appraisal and monitored through direct observation of procedural skills, case-based discussions, case reports and log book records.


The aims of this module are to enable students to: • devise appropriate management strategies and co-ordinate clinical treatment; • apply decision-making and problem-solving skills to clinical practice; • perform various clinical procedures encompassing pulp therapy and non-surgical root canal treatment; • recall patient, monitor and assess treatment outcome; • reflect on patient management and outcome, and the need for further intervention.

TPB2011-051


Academic Content:

A 1 Able to describe current and historical procedures, materials and methods of pulp therapy and non-surgical root canal treatment.

A 2 Able to evaluate risks, complications and limitations associated with pulp therapy and non-surgical root canal treatment.

A 3 Able to understand factors influencing the treatment outcome of pulp therapy and non-surgical root canal treatment.

A 4 Able to apply recall strategies and protocols, including the need for further intervention in cases of unfavourable treatment outcome, following pulp therapy and non-surgical root canal treatment.



B 1 Determine when pulp therapy or non-surgical root canal treatment is indicated.

B 2 Demonstrate skill and proficiency in the co-ordination and execution of pulp therapy and non-surgical root canal treatment procedures.

B 3 Exercise decisive and sound judgement if set-backs, unexpected or unfavourable findings are encountered, including the ability to rationalise the need to alter or abort the treatment plan.

B 4 Design and manage a recall programme, monitor and review patients and treatment outcome.

Attributes:

C 1 Able to display a conscientious, ethical and caring approach to all aspects of patient management and clinical treatment.



C 4 Able to communicate effectively and clearly with patients on treatment options, risks, complications, prognosis and progress of treatment.

TPB2011-051

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Cohen's Pathways of the Pulp, 10th Edition Editors: Kenneth M Hargreaves, Stephen Cohen Publisher: Mosby (Elsevier Science) ISBN-10: 0323064892 ISBN-13: 978-0323064897 Essential Endodontology, 2nd Edition Editors: Dag Ørstavik, Thomas Pitt Ford Publisher: Blackwell Munksgaard ISBN-10: 1405149760 ISBN-13: 978-1405149761 Harty’s Endodontics in Clinical Practice, 6th Edition Editor: Bun San Chong Publisher: Churchill Livingstone (Elsevier Science) ISBN-10: 0702031569 ISBN-13: 978-0702031564 Problem Solving in Endodontics, 5th Edition Authors: James L Gutmann, Paul E Lovdahl Publisher: Mosby (Elsevier Science) ISBN-10: 032306888X ISBN-13: 978-0323068888 Textbook of Endodontology, 2nd Edition Editors: Gunnar Bergenholtz, Preben Hørsted-Bindslev, Claes Reit Publisher: Wiley-Blackwell ISBN-10: 1405170956 ISBN-13: 978-1405170956 Pitt Ford's Problem-Based Learning in Endodontology Editors: Shanon Patel, Henry F. Duncan Publisher: Wiley-Blackwell ISBN-10: 1405162112 ISBN-13: 978-1405162111 Journals • International Endodontic Journal • Endodontic Topics • Journal of Endodontics

TPB2011-051



Up to 240 hours of supervised clinical work and discussions






300 hours







Qualifying Mark for


Log book record (pulp therapy or non-surgical root canal

treatment)Coursework Over the year 0% No N/A

Case reports (2 patients, pulp therapy or non-surgical root

canal treatment)Coursework >2,000 words 60% No N/A




TPB2011-051









TPB2011-051






Module Title Clinical Endodontic Practice II Module Code











2012/13 4 2 4

2013/14 4 2 4

2014/15 4 2 4

TPB2011-051


This is a core module designed to build on the Clinical Endodontic Practice I module. It will enable students to acquire the necessary clinical skills and practical experience to carry out a range of non-surgical root canal retreatment and surgical root canal treatment procedures in the management of secondary or refractory endodontic cases.










Farida Fortune


TPB2011-051


Module Title Clinical Endodontic Practice II Module Code




Laboratory Endodontic Skills Science of Endodontology Clinical Endodontic Practice I


This core clinical module builds on the Clinical Endodontic Practice I module and comprises of weekly supervised clinical practice sessions for patient treatment with additional time set aside for feedback. Performance and progress will be subjected to internal appraisal and monitored through direct observation of procedural skills, case-based discussions, case reports and log book records.


The aims of this module are to enable students to: • devise appropriate management strategies and co-ordinate clinical treatment; • apply decision-making and problem-solving skills to clinical practice; • perform various clinical procedures encompassing non-surgical root canal retreatment and surgical root canal treatment; • recall patient, monitor and assess treatment outcome; • reflect on patient management and outcome, and the need for further intervention.

TPB2011-051


Academic Content:

A 1 Able to describe current and historical procedures, materials and methods of root canal treatment and restoration of teeth.

A 2 Able to evaluate the risks, complications and limitations associated with non-surgical root canal retreatment and surgical root canal treatment.

A 3 Able to understand the factors influencing the treatment outcome with non-surgical root canal retreatment and surgical root canal treatment.

A 4 Able to apply recall strategies and protocols including the need for further intervention in cases of unfavourable treatment outcome following non-surgical root canal retreatment and surgical root canal treatment.



B 1 Determine when non-surgical root canal retreatment or surgical root canal treatment is indicated.

B 2Demonstrate skill and proficiency in co-ordination and execution of non-surgical root canal retreatment procedures (including coronal disassembly) and surgical root canal treatment procedures (including handling of biopsy specimens, and hard and soft tissue management).

B 3 Exercise decisive and sound judgement if set-backs, unexpected or unfavourable findings are encountered, including the ability to rationalise the need to alter or abort the treatment plan.

B 4 Design and manage a recall programme, monitor and review patients and treatment outcome.

Attributes:

C 1 Able to display a conscientious, ethical and caring approach to all aspects of patient management and clinical treatment.



C 4 Able to communicate effectively and clearly with patients on treatment options, risks, complications, prognosis and progress of treatment.

TPB2011-051

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Cohen's Pathways of the Pulp, 10th Edition Editors: Kenneth M Hargreaves, Stephen Cohen Publisher: Mosby (Elsevier Science) ISBN-10: 0323064892 ISBN-13: 978-0323064897 Essential Endodontology, 2nd Edition Editors: Dag Ørstavik, Thomas Pitt Ford Publisher: Blackwell Munksgaard ISBN-10: 1405149760 ISBN-13: 978-1405149761 Harty’s Endodontics in Clinical Practice, 6th Edition Editor: Bun San Chong Publisher: Churchill Livingstone (Elsevier Science) ISBN-10: 0702031569 ISBN-13: 978-0702031564 Problem Solving in Endodontics, 5th Edition Authors: James L Gutmann, Paul E Lovdahl Publisher: Mosby (Elsevier Science) ISBN-10: 032306888X ISBN-13: 978-0323068888 Textbook of Endodontology, 2nd Edition Editors: Gunnar Bergenholtz, Preben Hørsted-Bindslev, Claes Reit Publisher: Wiley-Blackwell ISBN-10: 1405170956 ISBN-13: 978-1405170956 Managing Endodontic Failure in Practice Author: Bun San Chong Publisher: Quintessence Publishing Co. Ltd. ISBN-10: 1850970866 ISBN-13: 978-1850970866 Textbook and Color Atlas of Traumatic Injuries to the Teeth, 4th Edition Editors: Jens O. Andreasen, Frances M. Andreasen, Lars Andersson Publisher: Wiley-Blackwell ISBN-10:1405129549 ISBN-13: 978-1405129541 Pitt Ford's Problem-Based Learning in Endodontology Editors: Shanon Patel, Henry F. Duncan Publisher: Wiley-Blackwell ISBN-10: 1405162112 ISBN-13: 978-1405162111 Color Atlas of Microsurgery in Endodontics, Authors: Syngcuk Kim, Gabriele Pecora, Richard A. Rubinstein Publisher: Saunders (Elsevier Science) ISBN-10: 0721648517

TPB2011-051

ISBN-13: 978-0721648514 Endodontic Microsurgery Author: Enrique Merino Publisher: Quintessence Publishing Co. Ltd. ISBN-10: 1850971781 ISBN-13: 978-1850971788 Journals • International Endodontic Journal • Endodontic Topics • Journal of Endodontics



Up to 240 hours of supervised clinical work and discussions






300 hours







Qualifying Mark for


Log book record (non-surgical root canal retreatment or surgical

root canal treatment)Coursework Over the year 0% No N/A

TPB2011-051

Case reports (2 patients, non-surgical root canal retreatment or

surgical root canal treatment)Coursework > 2,000 words 60% No N/A












TPB2011-051






Module Title Laboratory Endodontic Skills Module Code











2012/13 4 2 4

2013/14 4 2 4

2014/15 4 2 4

TPB2011-051


This is a core module designed to ensure that prior to patient-based clinical activities, all students are competent in the practical and technical skills necessary for carrying out endodontic treatment and managing endodontic problems through systematic simulation laboratory exercises.



Institute of Dentistry: • Postgraduate pre-clinical skills laboratory • Supply and maintenance of teaching materials • Supply, maintenance, servicing and testing of equipment • Audio-visual and presentation equipment • Support staff to manage and maintain the teaching laboratory • Consultant/Specialist-led support staff team (equivalent to competitors' practice) for appropriate clinical supervision and expertise







Farida Fortune


TPB2011-051


Module Title Laboratory Endodontic Skills Module Code

Credit Value 30 Level 7 Mode of Delivery On Campus Semester Semester 1



N/A N/A N/A


This core module is designed to help students, prior to patient-based clinical activities, to acquire the practical and technical skills demonstrating essential competency in endodontic techniques through systematic simulation laboratory exercises. It comprises of 20 sessions of up to 4 hours duration each, undertaken in a teaching laboratory, to allow for practical exercises covering various endodontic techniques using: • simulated root canal/s in plastic blocks; • extracted teeth. Technical skills development and progress will be monitored through outcome discussions, peer presentations and feedbacks. Students will need to demonstrate satisfactory completion of this module as a pre-requisite before being allowed to progress to clinical treatment sessions on patients.


The aims of this core module are to: • revise the principles of root canal preparation, irrigation and obturation; • review the rationales for using various endodontic instruments, techniques and materials, including the operating microscope; • encourage reflective practice to evaluate personal performance and identify ways to improve technical endodontic skills; • evaluate the current evidence base and principles on the technical aspects of endodontics; • describe and devise options, strategies and approaches to managing technical problems in endodontics; • identify operative techniques most appropriate for each endodontic case scenario.

TPB2011-051


Academic Content:

A 1 Able to describe materials, methods and equipment (including the operating microscope) used for endodontic treatment.

A 2 Able to apply principles and methods of root canal preparation, irrigation and obturation.

A 3Able to utilise problem-solving approaches to negotiating the complex anatomy of the root canal system, recognising the need for modification of strategies to manage particular clinical situations and appropriate for individual patient scenarios.


B 1Consistently and competently practise safe, effective endodontic techniques (including the use of the operating microscope), applying as appropriate a range of manual and automated instruments and devices for preparation of the root canal system.

B 2 Achieve consistency and competency in obturation of the prepared, including curved, canal using a variety of techniques including cold lateral and warm vertical condensation.

B 3 Demonstrate the practical and technical skills necessary to carry out endodontic retreatment including coronal disassembly techniques, removal of different root filling materials and management of canal obstructions.

Attributes:

C 1 Able to deliberate and use decision-making skills to resolve commonly occurring technical and practical problems encountered during endodontic treatment and retreatment.

C 2 Able to critically evaluate and reflect on personal technical skill development and progress.

C 3 Able to recognise personal scope of practice and the need for improvement and supervisory support.

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Cohen's Pathways of the Pulp, 10th Edition Editors: Kenneth M Hargreaves, Stephen Cohen Publisher: Mosby (Elsevier Science) ISBN-10: 0323064892 ISBN-13: 978-0323064897 Essential Endodontology, 2nd Edition

TPB2011-051

Editors: Dag Ørstavik, Thomas Pitt Ford Publisher: Blackwell Munksgaard ISBN-10: 1405149760 ISBN-13: 978-1405149761 Harty’s Endodontics in Clinical Practice, 6th Edition Editor: Bun San Chong Publisher: Churchill Livingstone (Elsevier Science) ISBN-10: 0702031569 ISBN-13: 978-0702031564 Problem Solving in Endodontics, 5th Edition Authors: James L Gutmann, Paul E Lovdahl Publisher: Mosby (Elsevier Science) ISBN-10: 032306888X ISBN-13: 978-0323068888 Textbook of Endodontology, 2nd Edition Editors: Gunnar Bergenholtz, Preben Hørsted-Bindslev, Claes Reit Publisher: Wiley-Blackwell ISBN-10: 1405170956 ISBN-13: 978-1405170956 Managing Endodontic Failure in Practice Author: Bun San Chong Publisher: Quintessence Publishing Co. Ltd. ISBN-10: 1850970866 ISBN-13: 978-1850970866 Pitt Ford's Problem-Based Learning in Endodontology Editors: Shanon Patel, Henry F. Duncan Publisher: Wiley-Blackwell ISBN-10: 1405162112 ISBN-13: 978-1405162111 Journals • International Endodontic Journal • Endodontic Topics • Journal of Endodontics



Up to 80 hours of supervised simulation laboratory exercises and discussions

TPB2011-051



• evidence reviews • self-analysis of work • reflective summaries

• preparation of peer presentations


300 hours







Qualifying Mark for


Practical test (de novo) Practical 3 hours 50% No N/A

Practical test (retreatment) Practical 3 hours 50% Yes N/A







TPB2011-051





TPB2011-051






Module Title Literature Review Module Code











2012/13 4 2 4

2013/14 4 2 4

2014/15 4 2 4

TPB2011-051


This is a core module designed to help students to build on their competencies in searching, evaluating and critically appraising the scientific literature to identify strengths and weaknesses as well as contrasting the different viewpoints in a selected subject in endodontology. Critical appraisal of the literature is a fundamental skill necessary for clinicians to practice evidence-based dentistry and for those who are interested in conducting research in their future careers. Students will be required to produce a well-structured, unbiased and comprehensive literature review, in the form of a dissertation with the use of appropriate references. The formulation and preparation of the dissertation will encourage independent learning, an understanding of experimental methods and data interpretation, as well as enhance critical thinking and writing skills. It will also provide practical experience of the process of completing a piece of original work, for possible publication or presentation at a journal/study club meeting or conference.



Institute of Dentistry: • Classroom facilities and supervisors • Library facilities, including e-journals, databases and other e-resources, and librarian support and help • PC facilities and IT support • Audio-visual facilities and support







Farida Fortune


TPB2011-051


Module Title Literature Review Module Code




Evidence-Based Dentistry and Critical Appraisal (DIN7056)

Statistics, Ethics and Research Methods (DIN7002) N/A


In this core module students will develop knowledge and skills to conduct a detailed search and critical appraisal of the scientific literature. It is intended that the subject of the literature review will be a topic relevant to endodontology and is approved by the programme organiser/lead. The students will be supported, advised and supervised throughout this module by a named member of the academic or clinical staff. Guidance will be provided through tutorials, seminars and presentations. At the end of this module, students will be required to use appropriate references to produce a well-structured, unbiased and comprehensive literature review dissertation and there will also be a dissertation viva.


The aims of this core module are to: • develop skills in conducting a detailed library and web-based search of the literature in a subject relevant to endodontology; • foster independent learning and problem-solving skills; • exercise knowledge and understanding of experimental methods and data interpretation; • build on the ability to critically appraise the literature on the science of endodontology and the clinical practice of endodontics; • enhance the students’ ability to use the literature to support independent practice by comparing and contrasting different viewpoints, to arrive at a considered and unbiased conclusion; • reinforce writing, presentation and other communication skills.

TPB2011-051


Academic Content:

A 1 Able to identify current literature on a topic of relevance within endodontology.


B 1 Evaluate the evidence available on an aspect of endodontology by critical appraisal of the relevant scientific and clinical literature.

B 2 Synthesise information and rank the evidence that is available.

B 3 Present a clear, coherent, unbiased summary, discussion and conclusion of the current literature on a topic in endodontology.

Attributes:

C 1 Able to employ appropriate tools, including search engines, e-journals and databases, and other web-based resources, to conduct a detailed literature search.

C 2 Able to present a well-written and reasoned dissertation which provides an insight into the literature available in the selected topic.

C 3 Able to work autonomously in planning and executing tasks.

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. How to read a paper: The Basics of Evidence-based Medicine. 4th Edition Author: Trisha Greenhalgh Publisher: Wiley-Blackwell ISBN-10: 1444334360 ISBN-13: 978-1444334364 Evidence Based Medicine: How to practice and teach EBM. 4th Edition Authors: Sharon E. Straus, W. Scott Richardson, Paul Glasziou, R . Brian Haynes Publisher: Churchill-Livingstone ISBN-10: 0702031275 ISBN-13: 978-0702031274 The Pocket Guide to Critical Appraisal Author: Iain Crombie

TPB2011-051

Publisher: Wiley-Blackwell ISBN-10: 072791099X ISBN-13: 978-0727910998 How to Write a Paper. 4th Edition Author: George M. Hall Publisher: Wiley-Blackwell ISBN-10: 1405167734 ISBN-13: 978-1405167734 E-resources http://www.cebd.org Centre for Evidence-Based Dentistry Journals Evidence-based Dentistry



Up to 50 hours of supervised activity



• review of evidence • identifying relevant topic

• search and appraise literature • writing and preparation of dissertation


300 hours







Qualifying Mark for


TPB2011-051

Written report Dissertation > 2,000 words 60% No N/A

Report viva Examination 30 minutes 40% Yes N/A











TPB2011-051






Module Title Research Project Module Code











2012/13 4 2 4

2013/14 4 2 4

2014/15 4 2 4

TPB2011-051


The is a core module designed to help students acquire the knowledge, skills and understanding to carry out a stand alone research project or a more focussed clinical audit. Students will learn and appreciate how research fits into the wider issue of governance and knowledge advancement, and its role in the process of quality improvement to enhance patient care and outcomes. The research project will not only give students real insight into the philosophy and methodology of research but also the practical experience in managing the process of completing a piece of original work.



Institute of Dentistry: • Classroom facilities and supervisors • Library facilities, including e-journals, databases and other e-resources, and librarian support and help • PC facilities and IT support • Audio-visual facilities and support







Farida Fortune


TPB2011-051


Module Title Research Project Module Code




Statistics, Ethics and Research Methods (DIN7002)

Evidence-Based Dentistry and Critical Appraisal (DIN7056) N/A


In this core module students will develop knowledge and understanding of research methodology including study design, research governance, data management, report preparation and peer review. Students will select an area of interest in endodontology, approved by the programme organiser/lead, for their research project. Students will be supported, advised and guided throughout this module by a named supervisor as they formulate a strategy, collect the relevant data and analyse the findings. At the end of this module, students will be required to produce a structured dissertation on the research project and there will also be a dissertation viva.


The aims of this core module are to: • embed the foundations of research methodology including governance and peer review; • engender the interest to participate in research for knowledge advancement; • provide the opportunity to investigate a chosen area of endodontology; • develop skills in conducting a successful research project; • foster independent learning and problem-solving skills; • apply the results of research to improve standards and clinical patient care; • allow participation in team-working or autonomous working; • reinforce writing, presentation and other communication skills.

TPB2011-051


Academic Content:

A 1 Able to describe the importance of research and the different hierarchies of evidence.

A 2 Able to apply problem identification and the hypothesis-setting in research.

A 3 Able to describe the peer-review process.

A 4 Able to apply effective public engagement, academic writing and oral presentation.


B 1 Synthesise available information and evidence to identify an area in endodontology for a research/audit project.

B 2 Design and carry out a research study or an audit in the identified area in endodontology.

B 3 Develop a systematic approach to the process of data collection, management and analysis.

B 4 Produce a clear and coherent dissertation of the research/audit project.

Attributes:

C 1 Able to learn independently, with an open-mind and in the spirit of critical enquiry and knowledge advancement.

C 2 Able to work autonomously or as part of a team in planning and executing tasks.

C 3 Able to sustain a critical argument in writing and through oral presentation.

C 4 Able to self-reflect on personal strengths and weaknesses.

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Clinical Audit for Doctors and Healthcare Professionals. 2nd Edition Editors: Bhoresh Dhamija & Robert Ghosh Publishers: BPP Learning Media

TPB2011-051

ISBN-10: 1445384043 ISBN-13: 978-1445384047 How to Write a Paper. 4th Edition Author: George M. Hall Publisher: Wiley-Blackwell ISBN-10: 1405167734 ISBN-13: 978-1405167734 Peer Review and Manuscript Management in Scientific Journals: Guidelines for Good Practice Editor: Irene Hames Publishers: Wiley-Blackwell ISBN-10: 1405131594 ISBN-13: 978-1405131599 E-resources http://www.wales.nhs.uk/sites3/Documents/501/Practical_Clinical_Audit_Handbook_v1_1.pdf A Practical Handbook for Clinical Audit. Guidance published by the Clinical Governance Support Team. Graham Copeland. http://www.rcpsych.ac.uk/pdf/clinauditChap1.pdf Clinical audit: what it is and what it isn’t. http://www.bmj.com/about-bmj/resources-reviewers/training-materials Training package for BMJ peer reviewers.



Up to 50 hours of supervised activity



• review of evidence • identifying relevant topic • devising project strategy

• collection and analysis of data • writing and preparation of dissertation


300 hours

TPB2011-051







Qualifying Mark for


Written report Dissertation > 10,000 words 60% No N/A

Report viva Examination 30 minutes 40% Yes N/A











TPB2011-051






Module Title Science of Endodontology Module Code











2012/13 4 2 4

2013/14 4 2 4

2014/15 4 2 4

TPB2011-051


This is a core module designed to ensure that all students have the knowledge and understanding of the science of endodontology, the foundations and basic principles underpinning endodontic treatment.



Institute of Dentistry: • Seminar room • Audio-visual facilities and support • Library and e-resources access • IT facilities and support • USB flash drives (encrypted) • Administration support • External speakers • Consultant/Specialist-led support staff team (equivalent to competitors' practice) for module delivery and expertise







Farida Fortune


TPB2011-051


Module Title Science of Endodontology Module Code




N/A N/A N/A


This is a core academic module focussing on the science of endodontology and associated subjects. It is conducted in the form of didactic and seminar-based teaching sessions of 3 hours duration each, on the principles and evidence base, covering: • Anatomy, physiology and pathology of the masticatory system and related structures, including teeth and periodontium • Microbiology of dental plaque, caries, endodontic and periodontal diseases • Prevention of dental disease and oral health promotion • Properties of biomaterials and dental materials relevant to endodontics • Aspects of behavioural science relevant to endodontics • Cross-infection and sterilisation • Radiology and imaging • Pharmacology and therapeutics • Sedation, local and general anaesthesia • Comprehensive assessment, diagnosis and treatment planning • Diagnosis and management of pulpal and periradicular diseases • Diagnosis, classification and management of dental resorption • Procedures to maintain pulp vitality • Tooth preparation, isolation, access and instrumentation • Preparation, disinfection and obturation of the root canal system • Evaluation of treatment outcome, review and maintenance procedures


The aims of this module are for students to acquire the theoretical knowledge and understanding underpinning clinical management of endodontic patients. It will help students to: • review the science of endodontology as it relates to pulpal and periradicular diseases; • develop enhanced knowledge and understanding of the scientific background and principles of endodontics; • upgrade contemporary philosophies and the current evidence-base relating to endodontic treatment; • integrate academic theory of the science of endodontology with clinical treatment to support independent practice.

TPB2011-051


Academic Content:

A 1 Able to describe the anatomy and physiology of the oral and peri-oral tissues with particular emphasis on endodontic related tissues.

A 2 Able to describe the epidemiology, aetiology, pathobiology and clinical presentation of diseases of the oral and peri-oral tissues in relation to endodontics.

A 3 Able to discuss biomaterial and radiological sciences, infection control and sterilisation relevant to endodontics.

A 4 Able to discuss behavioural management, clinical and technical procedures involved in the treatment of patients requiring endodontic care.


B 1 Recognise potential dangers to pulp health, assess the condition of the pulp and appreciate the limitations of diagnostic and special tests.

B 2 Understand the rationale and procedures to maintain pulp vitality.

B 3 Demonstrate management of irreversible pulp and periradicular diseases of endodontic origin and its sequelae with appropriate non-surgical techniques.

B 4 Appreciate the need for a recall programme, apply outcome measures and assess treatment outcome.

Attributes:

C 1Able to understand the need to, and awareness of, sequelae of operative or non-operative management or non-intervention in relation to maintaining health, treating injuries and diseases involving the pulp and periradicular tissues.

C 2 Able to demonstrate a broad and sound understanding of the science of endodontology and related subjects.

C 3 Able to synthesise and critically evaluate the evidence base on the science of endodontology and related subjects.

C 4 Able to assimilate theoretical knowledge and understanding with clinical treatment to support independent practice.

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Cohen's Pathways of the Pulp, 10th Edition Editors: Kenneth M Hargreaves, Stephen Cohen

TPB2011-051

Publisher: Mosby (Elsevier Science) ISBN-10: 0323064892 ISBN-13: 978-0323064897 Essential Endodontology, 2nd Edition Editors: Dag Ørstavik, Thomas Pitt Ford Publisher: Blackwell Munksgaard ISBN-10: 1405149760 ISBN-13: 978-1405149761 Harty’s Endodontics in Clinical Practice, 6th Edition Editor: Bun San Chong Publisher: Churchill Livingstone (Elsevier Science) ISBN-10: 0702031569 ISBN-13: 978-0702031564 Problem Solving in Endodontics, 5th Edition Authors: James L Gutmann, Paul E Lovdahl Publisher: Mosby (Elsevier Science) ISBN-10: 032306888X ISBN-13: 978-0323068888 Textbook of Endodontology, 2nd Edition Editors: Gunnar Bergenholtz, Preben Hørsted-Bindslev, Claes Reit Publisher: Wiley-Blackwell ISBN-10: 1405170956 ISBN-13: 978-1405170956 Managing Endodontic Failure in Practice Author: Bun San Chong Publisher: Quintessence Publishing Co. Ltd. ISBN-10: 1850970866 ISBN-13: 978-1850970866 Textbook and Color Atlas of Traumatic Injuries to the Teeth, 4th Edition Editors: Jens O. Andreasen, Frances M. Andreasen, Lars Andersson Publisher: Wiley-Blackwell ISBN-10:1405129549 ISBN-13: 978-1405129541 Pitt Ford's Problem-Based Learning in Endodontology Editors: Shanon Patel, Henry F. Duncan Publisher: Wiley-Blackwell ISBN-10: 1405162112 ISBN-13: 978-1405162111 Color Atlas of Microsurgery in Endodontics, Authors: Syngcuk Kim, Gabriele Pecora, Richard A. Rubinstein Publisher: Saunders (Elsevier Science) ISBN-10: 0721648517 ISBN-13: 978-0721648514 Endodontic Microsurgery Author: Enrique Merino Publisher: Quintessence Publishing Co. Ltd. ISBN-10: 1850971781 ISBN-13: 978-1850971788

TPB2011-051

Orofacial Pain: Guidelines for Assessment, Diagnosis, and Management, 4th Edition Editor: Reny De Leeuw Publisher: Quintessence Publishing Co. Ltd. ISBN-10: 0867154136 ISBN-13: 978-0867154139 Managing Orofacial Pain in Practice Editor: Eamonn Murphy Publisher: Quintessence Publishing Co. Ltd. ISBN-10: 1850971307 ISBN-13: 978-1850971306 Journals • International Endodontic Journal • Endodontic Topics • Journal of Endodontics



Up to 80 hours of lectures or seminars



• library projects • evidence reviews

• essays and other written assignments


300 hours







Qualifying Mark for


TPB2011-051

Written paper Examination 3 hours 100% Yes N/A











TPB2011-051

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TPB2011-052


Programme Amendment FormThis form should be used to submit a proposal to change a programme of study, i.e. a proposal that modifies the arrangements originally approved by the College. For example:

• change in the title of the programme - please note that changing the programme title will necessitate the recoding of the programme

• change in the length of the programme of study • changes in compulsory or recommended modules • changes in the programme regulations


Summary Information (as previously approved)

Programme Title(s) F103 Chemistry (MSci) F152 Pharmaceutical Chemistry (MSci)

Programme Code(s) F103 F152


Master in Science (MSci) Full Time 4 Academic Years

Responsible School / Institute School of Biological & Chemical Sciences

Schools who are also involved in teaching part of the programme

Details of any collaborative Higher Education Institution(s) involved in teaching any part of the programme

Programme Organiser Dr Isaac Abrahams (F103); Dr Peter Wyatt (F152)

1) Proposed Amendment(s) Detail the proposed amendments to the programme and attach the updated Programme Specification. If new modules are to be added to the programme(s) or if existing modules are to be removed this should be clearly specified in the space below. Further information regarding the module(s) to be added / removed from the programme(s) can be provided in the table below. Alternatively, this information can be presented in text form in the space below, as long as all of the key information in the table is detailed.

Amendment to the Year 3 to Year 4 progression criteria as follows: Year 3 to Year 4 315 credits passed, with a minimum overall average (based on a 1:2:3 weighting of all modules from years 1, 2 and 3) of 60%.

TPB2011-052



Module Selection

Status


Add / Remove Module from Programme

X 4 Compulsory

2) New Programme Title (if applicable) Please note that changing the programme title will necessitate the recoding of the programme.

3) Proposed Date of Amendment Introduction September 2012

4) Rationale Detail the rationale for the proposed amendment(s).

The rationale for raising the year 3 to year 4 criteria (from 55%) to 60% are: 1) to bring the criteria into-line with those for C701 Biochemistry MSci programme offered by the School. 2) to re-emphasize the "flagship-status" of the MSci degree. 3) to broadly-align the progression to the fourth-year with the normal admissions criteria for the MSc in Chemical Research (we currently ask for a minimum of a upper-second BSc degree, equating to a 60% College mean)

5) Resource Implications of Proposed Amendment(s) Are there any resource implications linked to the proposed amendment(s)?

None.

6) Anticipated Practical Implications of Proposed Amendment(s) Please specify how students' study patterns might be affected. Have the students been consulted about the proposed amendment(s)?

None.

TPB2011-052


7) External Examiner(s) and Student Consultation Have you consulted your External Examiner(s) and Students about the proposed amendments? If so, please detail their comments.Professor Whiting commented in 2010-11 that he was concerned by the relatively low average marks in some Level 7 modules (which were being dragged-down by some weak performances) . These changes will only affect newly-enrolling students (those starting their Level 4 studies on the programmes from September 2012 onwards).

A revised Programme Specification must accompany the Programme Amendment. Programme Amendments that are not accompanied by the necessary documentation will not be accepted by the Academic Secretariat.

> If the programme amendment relates to the addition of previously unapproved modules, have module proposal forms for any new module(s) been submitted? N/A

> Has the Programme Specification been revised to take into account the programme amendment?

Yes

Approval of Programme Amendment

Head(s) of School / Institute**

Head(s) of supporting School / Institute



Programme Organiser*


Roger NixDigitally signed by Roger Nix DN: cn=Roger Nix, o=Queen Mary, University of London, ou=SBCS, [email protected], c=GB Date: 2012.04.16 15:12:34 +01'00'

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Programme Title(s) Pharmaceutical Chemistry with a Year in Industry (MSci) Programme Code(s) F153






Programme Organiser Dr Adrian Dobbs


Amendment to progression criteria as follows: Year 1 to Year 2 105 credits passed, with a minimum overall average (across all year 1 modules) of 70%. Year 2 to Year 3 210 credits passed, with a minimum overall average (based on a 1:2 weighting of all modules from years 1 and 2) of 60%.

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Year 3 to Year 4 315 credits passed, with a minimum overall average (based on a 1:2:3 weighting of all modules from years 1, 2 and 3) of 60%.


Module Selection

Status



X 6 Elective




The proposed new progression criteria represent a change to the year 1 to year 2 criteria, and the year 3 to year 4 criteria. Year 1 to Year 2: we propose raising this (from 60%) to 70%. It has become apparent over the last year that pharmaceutical companies will only normally consider interviewing "first-class" candidates for possible placements. These interviews take place during the second-year, so selection for interview is based upon the students' first-year performance. Furthermore, the School wishes to ensure that students going out on placements are our very best students, so as to build-up the reputation of Queen Mary as a university which can be trusted as a source of good placement students. If this amendment is agreed then it will serve to emphasize to students how important their first-year performance is to achieving a placement. Year 3 to Year 4: we propose raising this (from 55%) to 60%. This will: 1) bring the criteria into-line with the other MSci programmes offered by the School. 2) re-emphasize the "flagship-status" of the MSci degree. 3) broadly-align the progression to the fourth-year with the normal admissions criteria for the MSc in Chemical Research (we currently ask for a minimum of a upper-second BSc degree, equating to a 60% College mean)


None.


None.

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7) External Examiner(s) and Student Consultation Have you consulted your External Examiner(s) and Students about the proposed amendments? If so, please detail their comments.These changes will only affect newly-enrolling students (those starting their Level 4 studies on the programmes from September 2012 onwards).




Yes









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Nature of proposal(s) Programme Amendments


School of Biological and Chemical Sciences


Programme Amendments: • BSc Chemistry (F100) • MSci Chemistry (F103) • BSc Chemistry with Biochemistry (F1C7) • MSci Pharmaceutical Chemistry (F152) • MSci Pharmaceutical Chemistry with a Year in

Industry (F153) • BSc Pharmaceutical Chemistry (F154)

Module Proposals:

• Foundations of Practical Chemistry • Fundamentals of Organic Chemistry • Fundamentals of Physical & Inorganic Chemistry • Fundamentals of Spectroscopy • States of Matter

Module Amendments:

• Essential Skills for Chemists • Foundations of Organic Chemistry • Organic Functional Group Chemistry

Outcome requested



No significant issues identified.

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Proposed Revision of First-Year of Chemistry Degree Programmes

Objectives

The review of first-year chemistry degree programmes has the following objectives:

To improve the students' practical training and their experience of practical

chemistry during the first-year of their studies.

To provide a mechanism for meeting the Royal Society of Chemistry accreditation

requirements, within the constraints of Queen Mary's course unit degree system.

To facilitate a change to practical timetabling which enables the laboratory facilities

of the School to be used in a more efficient manner.

To provide a more coherent beginning-to-end learning experience in the main areas

of chemistry and to reduce the examination load on first-year students.

Method

The method proposed for achieving the stated objectives is as follows:

To introduce a 15 credit practical chemistry module on all chemistry-based degree

programmes, which runs throughout the academic year and is 100% assessed by

coursework.

To re-organise the teaching of "core first-year chemistry material" into two 30-credit

modules, which run throughout the academic year and are compulsory modules on

all chemistry-based degree programmes.

Rationale / Justification

Practical Training

Practical training is currently provided as a component of a number of first-year modules,

with 3-4 practicals being carried out and assessed as part of the "coursework" component of

a normal chemistry module. Responsibility for the delivery of the practical component lies

with the module organiser. This fragmentation of the practical training between modules

has several disadvantages:

1. It does not facilitate a coherent and consistent approach to the training of first-year

students in the essential practical techniques of chemistry (analytical methods,

synthetic methods, purification procedures, instrumental techniques etc.).

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2. There is no mechanism for increasing the extent of practical training within the

degree programmes without overloading the content of existing modules and/or

negatively impacting upon other important elements of the teaching and learning

process.

3. The practical timetabling is not always driven by pedagogic reasons, or in a way that

facilitates efficient use of the laboratories, but is instead often dictated by other

considerations, such as the timetabling of workshops relating to the lectured

materials.

We believe that the introduction of practical-only module, led by a small team of teaching-

focussed staff, will provide students with a much better learning experience and better

practical training. It is a system that is widely regarded as best-practice within the field, and

one which is used by most other high-ranking chemistry departments (including, for

example, Bath, Manchester, Nottingham, Sheffield, Southampton and Warwick).

Re-organisation of "core material" into two 30-credit modules

At the present time there are four 15-credit modules in organic , inorganic and physical

chemistry that are taken by all students on chemistry degree programmes. Unfortunately,

this modular structure does lead some students to compartmentalize their knowledge, and

to fail to recognise the development of knowledge and skills across modules in closely-

related fields. We therefore propose to re-organise this material into two 30-credit

modules, and to emphasize the ties between the first and second-semester teaching in

these modules.

This change also enables us to address another concern – namely, that first-year students

are being over-examined. At the present time, each first year student is required to sit eight

2h 30min examinations in May, which we believe to be excessive and unnecessary. The

proposed consolidation of modules, along with other proposed changes (such as the change

in practical teaching mentioned above), would reduce the examining load to two 3 h

examinations (for the 30 credit modules), and two 2 h examinations (for the 15 credit

modules) - i.e. from 20 h to 10 h. We believe that this is sufficient for students in the first-

year of their degree programmes.

Dr. R.M. Nix

Director of Taught Programmes (SBCS).

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Programme Title(s) F100 Chemistry (BSc) F103 Chemistry (MSci)

Programme Code(s) F100 F103


Bachelor of Science (BSc) Full Time 3 Academic Years





Programme Organiser Dr Isaac Abrahams (F100 and F103)


The existing first-year programme diet for both F100 and F103 is to be replaced with the 120 credits of modules identified below.

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Module Selection

Status



XEssential Skills for Chemists CHE100

15 4 Compulsory 1 Add Module

XFoundations of Practical Chemistry CHE101

15 4 Core 1 Add Module

XFundamentals of Organic Chemistry CHE102


XFundamentals of Physical & Inorganic Chemistry

CHE10330 4 Compulsory 1 Add Module

XFundamentals of Spectroscopy CHE104


XStates of Matter CHE105





The detailed rationale for the changes to the first year of chemistry degree programme is given in the accompanying document "Review of Chemistry Programmes - Year 1". The major academic objectives are: • To improve the students' practical training and their experience of practical chemistry during the first-year of their studies. • To provide a more coherent learning experience in the main areas of chemistry. • To reduce the examination load on first-year students.


None (over and above existing resource requirements)

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All first-year practical training will be concentrated into one-day of the working week, with practical sessions and associated pre-laboratory training held on a weekly-basis throughout both teaching semesters, and centrally-managed so as to provide a consistent platform for the development and reinforcement of the wide-range of basic practical skills that are required of students on chemistry-degree programmes.

7) External Examiner(s) and Student Consultation Have you consulted your External Examiner(s) and Students about the proposed amendments? If so, please detail their comments.We have reviewed first-year teaching on chemistry degree programmes at other UK universities and the move to providing training in practical chemistry in a separate module will bring QM into line with standard practice. It will also harmonize the practical training element across all the QM chemistry degree programmes. These changes will only affect newly-enrolling students (those starting on the programmes from September 2012 onwards). The student representatives of SSLC were informed of the proposed amendments and invited to provide comments and feedback on the proposals. No comments were received.


> If the programme amendment relates to the addition of previously unapproved modules, have module proposal forms for any new module(s) been submitted? Yes


Yes









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Programme Title(s) Chemistry with Biochemistry Programme Code(s) F1C7






Programme Organiser Dr Marina Resmini


The existing first-year programme diet for F1C7 is to be replaced with the 120 credits of modules identified below.

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Module Selection

Status











XHeredity & Gene Action SBS008


XBasic Biochemistry SBS017








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Yes









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Programme Title(s) F154 Pharmaceutical Chemistry (BSc) F152 Pharmaceutical Chemistry (MSci) F153 Pharmaceutical Chemistry with a Year in Industry (MSci)

Programme Code(s) F152 F153 F154







Programme Organiser Dr Peter Wyatt (F152 and F154); Dr Adrian Dobbs (F153)


The existing first-year programme diet for all of F152, F153 and F154 is to be replaced with the 120 credits of modules identified below.

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Module Selection

Status











XFundamentals of Spectroscopy CHE104


XBasic Biochemistry SBS017








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Yes







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Module Title Foundations of Practical Chemistry Module Code CHE101

Credit Value 15 Level 4 Module Type MOD Scheme Undergraduate


Proposed JACS Code F100 Chemistry






School of Biological and Chemical Sciences Chemistry UG


2012/13 100 1

2013/14 100 1

2014/15 100 1

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Proficiency in the conduct of practical chemistry is an essential skill for all chemists and this module will be a core module on all chemistry-based degree programmes - F100, F103, F152, F153, F154, F1C7. Rationale: • To improve the students' practical training and their experience of practical chemistry during the first-year of their studies. • To provide a mechanism for meeting the Royal Society of Chemistry accreditation requirements. • To facilitate the efficient utilisation of the School's laboratory facilities.


By school responsible for module Laboratory facilities appropriate for practical chemistry (broadly similar to the current requirements)








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Module Title Foundations of Practical Chemistry Module Code CHE101

Credit Value 15 Level 4 Mode of Delivery On Campus Semester Semesters 1 & 2

Module Organiser To be confirmed


None None None


This module is appropriate to first-year students undertaking degree programmes in the chemical sciences. It provides training in the principles and practice of key techniques of practical chemistry - including analytical methods, synthetic procedures, methods of purification and the use of a range of instrumental techniques. Topics such as good laboratory practice, health and safety in the laboratory, the preparation of laboratory reports and data analysis techniques are also covered.


This module aims to provide students with a broad training in the basic techniques of practical chemistry, commensurate with the requirements for the successful pursuit of a chemistry degree. Emphasis is placed on expanding and improving existing skills by providing training in the full range of fundamental laboratory skills, instilling a culture of safe working practice, and developing an understanding of the underlying principles of the various practical techniques.

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Academic Content:

A 1 Understanding of the principles relating to a range of laboratory procedures for the preparation, isolation and purification of different types of chemical compounds.

A 2 Understanding of the principles relating to a range of analytical techniques, including instrumental techniques and various forms of spectroscopy.

A 3 Knowledge of techniques for the handling and analysis of quantitative data obtained from experimental measurements.


B 1 Conduct chemical reactions / simple synthetic procedures, by following detailed written instructions.

B 2 Conduct investigations of physico-chemical properties such as the kinetics and thermodynamics of reactions.

B 3 Conduct analyses of chemical compounds and mixtures to determine their structure, composition and concentrations.

Attributes:

C 1 Gain knowledge and understanding of the principles and practices of practical chemistry.

C 2 Produce analyses which are grounded in experimental evidence.

C 3 Communicate scientific observations clearly and concisely.

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Practical Skills in Chemistry, by J.R. Dean et al. (Prentice-Hall) Experimental Organic Chemistry, by L.M. Harwood et al. (Blackwell Sci, 2nd edn) Foundation Chemistry Labskills (http://qm-web.chem.qmul.ac.uk/labskills/)

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Pre-laboratory training, exercises and risk assessment - 30 h In-laboratory training in use of equipment/instruments - 10 h Directed practical laboratory work - 80 h


Pre-laboratory background reading - 10 h Post-laboratory data analysis / report writing - 20 h


150 hours







Qualifying Mark for


Practical Coursework Practical 100% Yes





Resit Examination Examination 1 day

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Module Title Fundamentals of Organic Chemistry Module Code CHE102











2012/13 100 1

2013/14 150 1

2014/15 150 1

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This module will be a compulsory module on all chemistry-based degree programmes - F100, F103, F152, F153, F154 and F1C7. From 2013/14 it will also be a compulsory module on the C700 and C701 biochemistry programmes. This module will replace the existing modules CHE121 (Foundations of Organic Chemistry) and CHE222 (Organic Functional Group Chemistry) for students on chemistry-based programmes. Rationale: • To provide a more coherent learning experience in Organic Chemistry to first-year students. • To promote deep understanding of the key concepts underpinning organic chemistry. • To promote a problem-based learning approach which is more acceptable to accreditation bodies. • To reduce the examination load on first-year students.


By school responsible for module Standard facilities for a module with lectures and workshops.








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Module Title Fundamentals of Organic Chemistry Module Code CHE102


Module Organiser TBA


None None CHE121, CHE222


This module is designed to introduce first year students to the fundamental principles underpinning organic chemistry. A substantial introduction, covering topics such as structure, bonding, stereochemistry, acidity and curved arrow formalism will provide students with the basic tools required to explain and predict the structure and reactivity of organic molecules. Focus is then given to reactivity, using a mechanistic approach to discuss topics such as nucleophilic substitution, elimination reactions, electrophilic addition, aromatic chemistry and carbonyl chemistry.


This module aims to provide students with the fundamental concepts required to understand the relationship between structure and reactivity in organic molecules, and to introduce the chemistry associated with a variety of common functional groups and classes of organic compounds. Emphasis is placed on developing understanding of the mechanistic rationalization of organic reactions.

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Academic Content:

A 1 Understanding of the fundamentals principles underpinning organic chemistry.

A 2 Understanding of the principles relating to structure/reactivity relationship in organic compounds.

A 3 Knowledge of the reactions of specific classes of organic compounds.


B 1 Identify and draw realistic representations of the main classes of organic molecules, including their 3D-structures.

B 2 Identify E/Z isomerism, locate chiral centers, assign the configuration of asymmetric carbon atoms and determine the stereoisomeric relationship between two compounds.

B 3 Rationalize the acidity and basicity of organic compounds.

B 4 Describe and explain the structure and reactivity of specific classes of organic compounds.

B 5Provide curved arrows mechanisms for the reactions covered in the module, including: SN1/SN2 and E1/E2 reactions of saturated organic molecules, addition reactions of unsaturated systems, SEAr and SNAr reactions, nucleophilic additions to the carbonyl, nucleophilic substitution at the carbonyl.

B 6 Apply basic knowledge of organic reactions to develop simple synthetic sequences.

Attributes:

C 1 Acquire and apply knowledge relating to the principles and practices of organic chemistry.


C 3 Apply analytical skills to investigate unfamiliar problems

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Organic Chemistry, by J. Clayden et al. (Oxford University Press) Chemistry³: Introducing inorganic, organic and physical chemistry, by A. Burrows et al. (Oxford University Press)

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Lectures - 44 h Problem sessions and workshops - 16 h


240 h


300 h







Qualifying Mark for


Coursework Coursework 20 No

Examination Examination 3h 80 Yes




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Resit Examination Examination 3h









Qualifying Mark for




Module Title Fundamentals of Organic Chemistry (Sem A) Module Code CHE102A



CHE121



This module is designed to introduce students to the fundamental principles underpinning organic chemistry. A substantial introduction, covering topics such as structure, bonding, stereochemistry, acidity and curved arrow formalism will provide students with the basic tools required to explain and predict the structure and reactivity of organic molecules.

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This module aims to provide students with the fundamental concepts required to understand the relationship between structure and reactivity in organic molecules.


Academic Content:

A 1 Understanding of the fundamentals principles underpinning organic chemistry.


A 3


B 1 Identify and draw realistic representations of the main classes of organic molecules, including their 3D-structures.

B 2 Identify E/Z isomerism, locate chiral centers, assign the configuration of asymmetric carbon atoms and determine the stereoisomeric relationship between two compounds.

B 3 Rationalize the acidity and basicity of organic compounds.

Attributes:

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1. Student / lecturer interaction Specify details of the method of delivery e.g. lectures, seminars, fieldwork, lab work etc. used to enable the achievement of the learning outcomes and an indicative number of hours for each activity



120 h


150 h


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Qualifying Mark for


Coursework Coursework 20% No

Examination Examination 2 h 80% Yes





Resit Examination Examination 2 h

Module Title Fundamentals of Organic Chemistry (Sem B) Module Code CHE102B



CHE222



This module is designed to introduce students to the fundamental principles underpinning organic chemistry. This module focusses on reactivity, using a mechanistic approach to discuss topics such as nucleophilic substitution, elimination reactions, electrophilic addition, aromatic chemistry and carbonyl chemistry.


This module aims to introduce the chemistry associated with a variety of common functional groups and classes of organic compounds. Emphasis is placed on developing understanding of the mechanistic rationalization of organic reactions.

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Academic Content:


A 2 Knowledge of the reactions of specific classes of organic compounds.

A 3


B 1 Describe and explain the structure and reactivity of specific classes of organic compounds.

B 2Provide curved arrows mechanisms for the reactions covered in the module, including: SN1/SN2 and E1/E2 reactions of saturated organic molecules, addition reactions of unsaturated systems, SEAr and SNAr reactions, nucleophilic additions to the carbonyl, nucleophilic substitution at the carbonyl.

B 3 Apply basic knowledge of organic reactions to develop simple synthetic sequences.

Attributes:





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120 h


150 h







Qualifying Mark for





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Module Title Fundamentals of Physical & Inorganic Chemistry Module Code CHE103











2012/13 100 1

2013/14 100 1

2014/15 100 1

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This module will be a compulsory module on all chemistry-based degree programmes - F100, F103, F152, F153, F154 and F1C7. It will also be offered on the C700 and C701 biochemistry programmes. This module will effectively replace the existing modules CHE111 (Atomic, Molecular & Ionic Structures) and CHE242 (Kinetics & Coordination Chemistry) for students on chemistry-based programmes. Rationale: • To provide a more coherent learning experience in Physical & Inorganic Chemistry to first-year students. • To promote deep understanding of the key concepts underpinning physical and inorganic chemistry. • To promote a problem-based learning approach which is more acceptable to accreditation bodies. • To reduce the examination load on first-year students.










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Module Title Fundamentals of Physical & Inorganic Chemistry Module Code CHE103




None None None


This module is designed to introduce first year students to fundamental principles underpinning physical and inorganic chemistry. The first section of the module will give detailed consideration to theories of atomic structure, and the nature of bonding in molecules and inorganic complexes. The second section of the module focusses upon factors controlling chemical reactivity - specifically chemical thermodynamics, reaction equilibria, and the kinetics of chemical processes.


This module aims to provide students with knowledge of the fundamental concepts required to understand chemical bonding and to rationalize the structure of molecules, and also an understanding of the factors controlling chemical reactivity (such as chemical thermodynamics, reaction equilibria, and the kinetics of chemical processes). Emphasis is placed on developing understanding of concepts which can then be applied to more advanced topics in physical and inorganic chemistry.

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Academic Content:

A 1 Theories of atomic structure and chemical bonding, and methods for the rationalization and prediction of molecular structure.

A 2 Principles relating to the thermodynamic feasibility of chemical reactions and the establishment of states of equilibria in chemical systems.

A 3 Methods for the study of chemical reaction kinetics, factors determining the kinetics of chemical reactions, and approaches to the prediction of rate laws.


B 1 Describe and explain the electronic structure of atoms, with reference to the properties of individual atomic orbitals and the electronic configuration.

B 2 Rationalize and predict the bonding in molecules and the three-dimensional shape of molecules, using a variety of approaches, including Lewis structures, VSEPR, hybridization-models and molecular orbital (MO) theory.

B 3 Explain how various physical and optical properties of molecules and complexes can be influenced by the geometry and electronic structure.

B 4 Discuss the nature of thermodynamic state functions and relationships between them , and conduct calculations to determine the change in such thermodynamic functions for various types of chemical and physical processes.

B 5 Define equilibrium constants, state and use relationships linking such constants and the thermodynamic state functions, and conduct calculations relating to the concentrations of chemical species at equilibrium.

B 6 Conduct calculations based upon rate equations and derive rate equations from experimental data or an analysis of the reaction mechanism.

Attributes:

C 1 Acquire and apply knowledge relating to the principles and practices of physical and inorganic chemistry.


C 3 Apply analytical skills to investigate unfamiliar problems.

C 4 Conduct calculations in a confident and reliable manner.

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4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Chemistry³: Introducing inorganic, organic and physical chemistry, by A. Burrows et al. (Oxford University Press) Inorganic Chemistry, by D. F. Shriver and P. W. Atkins (Oxford University Press) Atkins' Physical Chemistry, by P.W. Atkins and J. de Paula (Oxford University Press)



Lectures - 44 h Workshops - 16 h


240 h


300 hours







Qualifying Mark for




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Qualifying Mark for




Module Title Fundamentals of Physical & Inorganic Chemistry (Sem A) Module Code CHE103A




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This module is designed to introduce students to fundamental principles underpinning physical and inorganic chemistry. The module will give detailed consideration to theories of atomic structure, and the nature of bonding in molecules and inorganic complexes.


This module aims to provide students with knowledge of the fundamental concepts required to understand chemical bonding and to rationalize the structure of molecules. Emphasis is placed on developing understanding of concepts which can then be applied to more advanced topics in physical and inorganic chemistry.


Academic Content:

A 1 Theories of atomic structure and chemical bonding, and methods for the rationalization and prediction of molecular structure.


B 1 Describe and explain the electronic structure of atoms, with reference to the properties of individual atomic orbitals and the electronic configuration.

B 2 Rationalize and predict the bonding in molecules and the three-dimensional shape of molecules, using a variety of approaches, including Lewis structures, VSEPR, hybridization-models and molecular orbital (MO) theory.

B 3 Explain how various physical and optical properties of molecules and complexes can be influenced by the geometry and electronic structure.

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Attributes:









120 h


150 h


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Qualifying Mark for









Module Title Fundamentals of Physical & Inorganic Chemistry (Sem B) Module Code CHE103B





This module is designed to introduce students to fundamental principles underpinning physical and inorganic chemistry. The module focusses upon factors controlling chemical reactivity - specifically chemical thermodynamics, reaction equilibria, and the kinetics of chemical processes.


This module aims to provide students with knowledge of the fundamental concepts required to understand the factors

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controlling chemical reactivity (such as chemical thermodynamics, reaction equilibria, and the kinetics of chemical processes). Emphasis is placed on developing understanding of concepts which can then be applied to more advanced topics in physical and inorganic chemistry.


Academic Content:

A 1 Principles relating to the thermodynamic feasibility of chemical reactions and the establishment of states of equilibria in chemical systems.

A 2 Methods for the study of chemical reaction kinetics, factors determining the kinetics of chemical reactions, and approaches to the prediction of rate laws.


B 1 Discuss the nature of thermodynamic state functions and relationships between them , and conduct calculations to determine the change in such thermodynamic functions for various types of chemical and physical processes.

B 2 Define equilibrium constants, state and use relationships linking such constants and the thermodynamic state functions, and conduct calculations relating to the concentrations of chemical species at equilibrium.

B 3 Conduct calculations based upon rate equations and derive rate equations from experimental data or an analysis of the reaction mechanism.

Attributes:





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120 h


150 h







Qualifying Mark for



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Module Title Fundamentals of Spectroscopy Module Code CHE104











2012/13 100 1

2013/14 100 1

2014/15 100 1

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This module will be a compulsory module on the main chemistry-based degree programmes - F100, F103, F152, F153 and F154. Spectroscopic techniques have revolutionized our understanding of matter at the molecular level and are essential tools in chemical research and the development of the subject. This module aims to provide students with a coherent and rigorous introduction to the principles and applications of spectroscopic techniques, in a way that spans the traditional fields of chemistry. It lays the foundations for more detailed coverage of spectroscopic techniques in subsequent years of the degree programmes.










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Module Title Fundamentals of Spectroscopy Module Code CHE104




None None None


Spectroscopic techniques have revolutionized our understanding of matter at the molecular level and are essential tools in chemical research and in the development of the subject. This module aims to provide students with a coherent and rigorous introduction to the principles and applications of spectroscopic techniques, in a way that spans the traditional fields of chemistry. It covers the more common techniques, including IR, UV-VIS and NMR spectroscopy, and lays the foundations for more detailed coverage of spectroscopic techniques in subsequent years of the degree programmes.


This module aims to equip students with an understanding of the principles of spectroscopy and a knowledge of how spectroscopic techniques can be applied for the study of molecular structure, and more generally as techniques of qualitative and quantitative chemical analysis.

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Academic Content:

A 1 Nature of light: the electromagnetic spectrum, photons of light and the interaction of light with molecules.

A 2 Spectroscopy: theoretical principles (transition types, selection rules etc.) and practical issues (quantification etc.)

A 3 Basic molecular spectroscopy: molecular energies, rotational and vibrational transitions in the gas phase.

A 4 Spectroscopic techniques (IR, UV-VIS, NMR): principles and illustrative applications in chemistry.

A 5 Mass spectrometry: principles and illustrative applications in chemistry.


B 1 Identify and explain the nature of the transitions induced when specific wavelengths of light interact with matter.

B 2 Analyse molecular spectroscopic data and conduct calculations relating to the properties of molecules.

B 3 Interpret spectra (from one of more spectroscopic techniques) so as to identify molecular characteristics and/or to determine the full structure of molecules.

Attributes:

C 1 Acquire and apply knowledge relating to the principles and practices of spectroscopy.



C 4 Able to conduct calculations in a confident and reliable manner.

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Chemistry³: Introducing inorganic, organic and physical chemistry, by A. Burrows et al. (Oxford University Press) Atkins' Physical Chemistry, by P.W. Atkins and J. de Paula (Oxford University Press) Foundations of Spectroscopy, by LS. Duckett et al. (Oxford Chemistry Primers)

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Spectroscopic Methods in Organic Chemistry, by D. Williams et al. (Mc-Graw-Hill)





120 h


150 hours







Qualifying Mark for







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Qualifying Mark for








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Module Title States of Matter Module Code CHE105


Start Date January 2013









2012/13 50 1

2013/14 50 1

2014/15 50 1

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This module will be a compulsory module on the F100 and F103 chemistry degree programmes, but not on chemistry-based degrees inclined towards biochemistry and pharmaceutical chemistry. The content of this new module consists of selected material from two existing modules, CHE135 (Elements of Physical Chemistry) and CHE111(Atomic, Molecular & Ionic Structures), that will be withdrawn following the restructuring of first-year chemistry teaching provision. Together with the proposed "Fundamentals of Physical & Inorganic Chemistry" module, this module provides a comprehensive introduction to these two branches of chemistry, appropriate for students studying on a "pure chemistry" degree programme. However, the material in this module is oriented towards the inorganic chemistry of materials and the physical chemistry of the condensed phases of matter, so this module is not essential for those on programmes which are inclined towards the more biological and organic aspects of the subject.










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Module Title States of Matter Module Code CHE105




None None None


This module is designed to introduce first year students to the properties of the different phases of matter (gases, liquids and solids), viewed from a physical and inorganic chemistry perspective. The module considers the various types of interactions that occur between atoms and molecules, and how these influence the molecular behaviour and the characteristics of the various phases of matter. The review of solid structures includes an introduction to crystallography and diffraction, whilst in the final section of the module, discussions of the liquid phase are extended to aspects of solution chemistry.


This module aims to equip students with knowledge of the structure and properties of the different phases of matter. More generally, the module aims to develop an appreciation of how behaviour and interactions at the atomic and molecular level are manifested at the macroscopic level, and also aims to improve students' capabilities and confidence in dealing with quantitative problems.

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Academic Content:

A 1 Types of interatomic and intermolecular interaction, and how these can determine the stable phase and influence the characteristics of the various phases of matter.

A 2 The properties of fluid phases of matter, such as gases, liquids and solutions, and understanding of the factors affecting mixing, miscibility and solubility.

A 3 The various types of solid state structures, their characteristic properties, and the factors which are important in determining the type of structure exhibited by specific materials.

A 4 Chemical processes and reactions in solution, including those responsible for acidity and basicity, and aspects of redox chemistry.


B 1 Identify the intermolecular interactions present in specific systems, and rationalize how these influence the chemical and physical properties of the system.

B 2 Evaluate experimental observations relating to the structure and properties of materials, and explain them using basic chemical concepts.

B 3 Predict the properties of chemical systems, based upon theories of molecular behaviour and existing knowledge of similar systems.

B 4 Identify, describe, illustrate and rationalize the type of solid-state structure exhibited by various types of chemical compounds.

B 5 Analyse problems and conduct calculations relating to the properties of molecules and materials.

Attributes:



C 3 Connect information and ideas within the field of chemistry.


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120 h


150 hours







Qualifying Mark for




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Qualifying Mark for






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Module Amendment accepted and logged by the Academic Secretariat?

Module Amendment FormThis form should be used to propose any of the following minor changes to an approved module:

�� module title (requires a change in module code) �� content description�� method of teaching �� method of assessment / changes in relative assessment weightings�

This form must not be used to change either the level or the value of the module. If the level or value of a module is to be changed a module proposal form must be submitted as alterations will be needed to the substance of the module. Some changes may also require cross-school approval. Under the new arrangements for module amendments, School Teaching and Learning Committees will initially consider and approve module amendment. The School should then send the completed, signed module amendment form to the Academic Secretariat to be recorded and scrutinised.


Summary Information

Module Title Essential Skills for Chemists Module Code CHE100



Schools also involved in teaching part of the module

Programme(s) of study in which the module is offered:

The module is a compulsory module on the following programmes: F100 Chemistry BSc (3 year) F103 Chemistry MSci (4 year) F152 Pharmaceutical Chemistry MSci (4 year) F153 Pharmaceutical Chemistry with a Year in Industry MSci (4 year) F154 Pharmaceutical Chemistry BSc (3 year) F1C7 Chemistry with Biochemistry BSc (3 year)

Module update to start from (insert month/year) September 2012

Module Organiser Dr R M Nix

Please specify the component(s) to be amended:

Module title Content description

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Method of teaching Method of assessment ✔

Change in syllabus Change in relative assessment weightings ✔

Other (please specify below)

1) Proposed Amendment Please give precise details of the proposed amendment(s) including the wording of any new title. In the case of changes to the method of assessment / relative assessment weightings for the module, the full details of the existing assessment (description, assessment type, duration, and percentage weighting) should accompany any proposed revisions.

Methods of Assessment: From: Coursework (50%); Examination (50%) To: Coursework (100%)

2) Rationale for the proposed amendment(s)These changes are part of a general review of the first-year of chemistry-based degree programmes. The over-arching aims are explained in the accompanying document "Review of Chemistry Degree Programmes - Year 1". The changes will reduce the examination-load placed on students during the first-year of their studies, whilst ensuring that a sufficient number of formal examinations, with an appropriate range of question types to probe both knowledge and problem-solving ability, are retained to guarantee a thorough first-year assessment. In this module, there are already 12 items contributing to the coursework-component of the module assessment, and the final end-of-year examination is now considered to be surplus to requirements, bearing in mind the subject-spanning nature of many of the skills taught on the module which means that they will also be assessed in other modules.

3) Implications of Amendment Specify how students' programme of study might be affected and indicate whether students have been consulted on the proposed change. If the External Examiners have been consulted please insert comments here.

These changes will only affect newly-enrolling students (those starting on the programmes from September 2012 onwards).

Approval of Module Amendment

Head(s) of School Head(s) of supporting School Roger Nix

Digitally signed by Roger Nix DN: cn=Roger Nix, o=Queen Mary, University of London, ou=SBCS, [email protected], c=GB Date: 2012.04.16 17:24:10 +01'00'

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Summary Information

Module Title Foundations of Organic Chemistry Module Code CHE121





From September 2012 this module will be withdrawn from chemistry-based degree programmes, but will continue to be offered on various biology-based degree programmes (e.g. C100), as detailed on the relevant Programme Amendment Forms.

Module update to start from (insert month/year) September 2012



Module title Content description ✔

Method of teaching ✔ Method of assessment

Change in syllabus Change in relative assessment weightings ✔


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Methods of Assessment: From: Coursework (30%); Examination (70%) To: Coursework (20%); Examination (80%) Examination duration to be reduced from 2h 30min to 2h 00min Method of Teaching: The practical component will be removed (to another module) and the module will now be taught using lectures and workshops. The scheduled teaching sessions will be the same as those of the first-semester of the new "Fundamentals of Organic Chemistry" module. Module Description to be amended to: This module is designed to introduce first year students to the fundamental principles underpinning organic chemistry. A substantial introduction, covering topics such as structure, bonding, stereochemistry, acidity, curved arrow formalism and aspects of spectroscopic techniques, will provide students with the basic tools required to explain and predict the structure and reactivity of organic molecules.

2) Rationale for the proposed amendment(s)This module is being withdrawn from chemistry-based degree programmes, but will continue to be offered on various biology-based degree programmes. These students are generally taking just a single module of chemistry in the first-year, and will not be studying the subject at a higher-level, and training in practical chemical techniques is not a learning outcome of their programmes. The change to the methods of assessment relates to the removal of the continuously-assessed practical component, and a general reduction of exam duration for 15-credit first-year modules in chemistry to 2h 00min.


These changes will only affect newly-enrolling students on certain Biology-based programmes, who are taking this chemistry module to improve their understanding of theoretical principles underpinning organic chemistry - the removal of the practical component will be of no-detriment.


Head(s) of School Head(s) of supporting School Roger Nix

Digitally signed by Roger Nix DN: cn=Roger Nix, o=Queen Mary, University of London, ou=SBCS, [email protected], c=GB Date: 2012.04.16 17:25:19 +01'00'

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Summary Information

Module Title Organic Functional Group Chemistry Module Code CHE222





From September 2012 this module will be withdrawn from chemistry-based degree programmes, but it will continue to be offered for students on the Biochemistry degree programmes (C700, C701).

Module update to start from (insert month/year) January 2013



Module title Content description

Method of teaching Method of assessment ✔

Change in syllabus Change in relative assessment weightings


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Methods of Assessment: Examination duration to be reduced from 2h 30min to 2h 00min

2) Rationale for the proposed amendment(s)This module is being withdrawn from chemistry-based degree programmes, but it will continue to be offered on the biochemistry degree programmes (C700, C701). This change is part of a general reduction of exam duration for 15-credit first-year modules in chemistry to 2h 00min.


None






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Programme Title: Chemistry




Name of Final Award and Programme Title BSc Chemistry

Duration of Study / Period of Registration 3 years

QM Programme Code / UCAS Code(s) UBSF-QMCHEM1/UMCHE (F100)

QAA Benchmark Group Chemistry


Programme Accredited by Recognised by Royal Society of Chemistry



Schools also involved in teaching part of the programme

Programme RationaleThis programme aims to provide a comprehensive training in the field of chemistry, appropriate for those students seeking professional employment in the field. This three-year BSc programme runs in parallel with the four-year F103 Chemistry MSci programme and years 1 and 2 of the two programmes are identical. Year 3 differs in that the F100 programme offers the option of a 30 credit research-based project for those BSc students who meet the required academic criteria, whereas MSci students are required to undertake a "Project Skills" module in preparation for their major fourth-year research project. Students will normally be able to switch between the two programmes up to the third year (although any transfer from the BSc to MSci programme will be subject to the student meeting the higher progression hurdles of the MSci programme).

Educational Aims of the ProgrammeThis programme aims to provide a comprehensive training in the field of chemistry, yielding graduates who are well versed in all the main areas of the subject. More specifically, students will be suitably-trained for professional employment or further study through having: • knowledge of organic, inorganic and physical chemistry up to an advanced level; • skills in solving problems of a chemical nature, and in the interpretation and assessment of chemical data; • advanced practical skills in the conduct of chemical reactions/experiments and in a range of analytical/preparative techniques; More generally, the programme aims to: • provide a rational and coherent programme of study which is relevant to the needs of employers, facilitates the professional development of the student and lays the foundations for a successful career to the benefit of the economy and society; • provide a sound knowledge base in the fields studied and develop key transferable skills in the areas of communication,

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numeracy, information technology, team-working, problem-solving, time and task management; • foster the development of an enquiring, open-minded and creative attitude, tempered with scientific discipline and social awareness, which encourages lifelong learning.

Learning Outcomes The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills and other attributes in the following areas. The programme outcomes are referenced to the relevant QAA benchmark statement(s) (see above) and the Framework for Higher Education Qualifications in England, Wales and Northern Ireland (2008), and relate to the typical student. Additionally, the SEEC Credit Level Descriptors for Further and Higher Education 2003 and Queen Mary Statement of Graduate Attributes have been used as a guiding framework for curriculum design.

Knowledge and understanding of:

A 1 Basic essential facts, fundamental concepts, principles and theories of chemistry.

A 2

Facts, concepts, principles and theories at an advanced level across a wide range of chemical topics, typically including the following areas: Organic Chemistry: including organic structures and functional groups, stereochemistry, reactions and mechanisms, molecular synthesis, biological aspects of organic chemistry. Inorganic Chemistry: including structure and bonding, chemistry of selected elements, solid-state chemistry, metal complexes and organometallics, applications of inorganic chemistry. Physical Chemistry: including chemical thermodynamics and kinetics, quantum theory and molecular bonding, spectroscopic techniques, interfaces and solution chemistry. Analytical Chemistry: including chemical analysis, molecular spectroscopy, separation techniques, advanced analytical instrumentation.

Intellectual skills - able to:

B 1 Reason critically

B 2 Integrate theory and practice

B 3 Identify and formulate problems

B 4 Apply principles to the solution of problems

B 5 Analyse and evaluate/interpret the results of controlled experiments

B 6 Devise strategies for the retrieval and selection of relevant information from a wide range of sources

Transferable skills - able to:

C 1 Communicate effectively by written and/or verbal means

C 2 Manage time, prioritise workloads and work to deadlines

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C 3 Learn independently, using a range of learning resources

C 4 Participate constructively as a member of a group/team

C 5 Apply mathematical skills and problem solving skills in a wide range of theoretical and practical situations

C 6 Assess the relevance, importance and reliability of the ideas of others

C 7 Use IT/computer-based technology to locate information and to analyse, manipulate and present data

C 8 Explain and discuss the role and impact of science in society

Practical skills - able to:

D 1 Plan and conduct laboratory-based practical work, efficiently and with due regard for safety

D 2 Use a wide range of laboratory and analytical equipment

D 3 Retrieve, filter and collate chemical data from a variety of information sources

D 4 Prepare scientific/technical reports of an appropriate professional standard

D 5 Use a range of scientific software and computational tools

D 6 Use advanced theories and concepts to explain chemical phenomena

D 7 Apply mathematical knowledge and skills to the solution of a wide range of problems

D 8 Plan, undertake and report a bibliographically-based piece of research

D 9 Assemble and deliver oral presentations on assigned topics and project work

Teaching, Learning and Assessment StrategiesA. Knowledge and understanding Teaching/learning methods and strategies Acquisition of knowledge is achieved mainly through lectures and, in some cases, directed independent learning. Understanding is reinforced through a combination of tutorial workshops, problem classes and laboratory classes (depending upon the module concerned), including regular feedback on submitted work. Additional support is provided through the individual module webpages and the facilities of the QMUL Student PC Service. Assessment Testing of the knowledge base is generally through a combination of unseen written examinations and assessed coursework. The exact nature of the coursework varies from module to module and may include work in the form of laboratory experiment reports, essays and/or problem sheets. The coursework mark may also include a contribution from computer-based assessments and in-course tests. Specific modules (if taken) include assessed oral examinations, oral presentations and extended reports/dissertations. B. Intellectual skills

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Teaching/learning methods and strategies Intellectual skills are developed throughout the teaching and learning programme outlined in the following section. Analysis and problem-solving skills (3-4) are developed, in particular, through problem/example classes and tutorial workshops, whilst practical classes offer the opportunity to integrate skills (2) and improve those relating to analysis and interpretation (5). Project work offers students the opportunity to demonstrate achievement in skills 1 and 6. Assessment Intellectual skills 1-4 are partly assessed by formal examination, but the main vehicle of assessment for all skills is coursework (especially problem sheets, practical laboratory reports and project dissertations). C. Transferable skills Teaching/learning methods and strategies Transferable skills are developed in a contextual manner throughout the teaching and learning programme outlined in the following section. Specific skills are developed further in particular modules (e.g. the Project Skills for Chemists module). Assessment Many of the transferable skills (e.g. 1, 2, 3, 6, 7) are indirectly assessed as part of the normal assessment processes for the programme. D. Professional practical skills Teaching/learning methods and strategies Chemistry practical skills (1-5) are developed in a progressive manner throughout the programme. In the lower levels attention is concentrated on the basic skills and safe working practice, while at higher levels more advanced techniques and non-prescribed exercises are introduced. Skills in the application of chemical theories and concepts (6) and mathematical knowledge (7) are developed by a progression of graded problem classes and tutorial exercises. Training in other skills (8, 9) is provided through the provision of primers/guidance notes. Assessment Chemistry practical skills and report-writing skills (1-5) are assessed through written laboratory reports, which include attention to quantitative accuracy. Skills 6,7 are assessed through a combination of coursework and formal written examination. Skills 8,9 are assessed as part of the coursework of specific modules.

Programme Structure(s) and Requirements, Levels and Modules

Students are required to register for modules to a value of 120 credits in each academic year; this should normally consist of 60 credits in each semester. YEAR 1 Core modules (15 credits in total): CHE101 Foundations of Practical Chemistry (15 credits, level 4, sem A+B) Compulsory modules (105 credits in total): CHE100 Essential Skills for Chemists (15 credits, level 4, sem A+B) CHE102 Fundamentals of Organic Chemistry (30 credits, level 4, sem A+B) CHE103 Fundamentals of Physical & Inorganic Chemistry (30 credits, level 4, sem A+B) CHE104 Fundamentals of Spectroscopy (15 credits, level 4, sem A) CHE105 States of Matter (15 credits, level 4, sem B) YEAR 2 Compulsory modules (120 credits in total): CHE322 Constructing Organic Molecules (15 credits, level 5, sem A) SBC261 Main Group Chemistry (15 credits, level 5, sem A) SBC260 Chemistry of Condensed Matter (15 credits, level 5, sem A)

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SBC920 Techniques for the Biological & Chemical Sciences (15 credits, level 5, sem A) CHE312 Transition Metal Chemistry (15 credits, level 5, sem B) CHE422 Chemistry of Biological Molecules (15 credits, level 5, sem B) SBC262 Spectroscopy & Molecular Structure (15 credits, level 5, sem B) SBC510 Molecules from First Principles (15 credits, level 5, sem B) YEAR 3 Compulsory modules (75 credits in total): CHE010 Advanced Experimental Chemistry (15 credits, level 6, sem A)* CHE512 Contemporary Inorganic Chemistry (15 credits, level 6, sem A) SBC703 Synthesis of Pharmaceutically Active Molecules (15 credits, level 6, sem A) SBC601 Topics in Biological Chemistry (15 credits, level 6, sem B) SBC702 Molecules and Ions at Interfaces (15 credits, level 6, sem B) Plus 30 credits from the following: SBC605 Project Skills in Chemistry (30 credits, level 6, sem A+B) CHE900 Chemistry Project (30 credits, level 6, sem A+B)** Plus 15 credits from the following: SBC603 Advanced Analytical Chemistry (15 credits, level 6, sem B) CHE463 Colloidal Chemistry (15 credits, level 7, sem B)*** CHE464 Biological, Medicinal and Inorganic Chemistry (15 credits, level 7, sem B)*** * the first part of this module generally runs after the completion of second-year examinations ** subject to students meeting the minimum academic conditions for registration for this module *** this option must not be taken by students considering a transfer to the F103 programme during the third year


Module Selection

Status


Semester

X

Criteria for Admission to the ProgrammeCandidates must be able to satisfy the general admissions requirements of the University and meet the requirements for this specific programme of study. This is usually achieved in one of the following ways (although the entry-points tariff is subject to annual review): For direct entry to the degree programme, candidates must usually possess a minimum total of 300 points on the UCAS points tariff system, including a minimum of a grade B in 'A2' Chemistry or an equivalent qualification. Mathematics at AS-level or higher is strongly recommended. or via Admission to the QMUL Science and Engineering Foundation Programme (SEFP), and successful completion of the foundation year (defined by achievement of the minimum requirements for progression defined in the SEFP programme regulations, and the criteria specified in the SEFP Student Handbook for progression to this particular degree programme).

Quality Assurance Mechanism Include details of: SSLC meetings, student feedback mechanisms, personal tutor arrangements, programme induction, programme review and monitoring. Programme reviews are undertaken by the programme co-ordinator, who reports back to the Chemistry Teaching Group, and the SBCS Teaching & Learning Committee (TLC). These reviews are based on:

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• reviews of individual modules. • external examiner reports. • feedback from (and actions initiated by) the TLC. • requirements of professional and accrediting bodies (especially the Royal Society of Chemistry). Committees with responsibility for monitoring and evaluating quality and standards are: • SBCS Teaching & Learning Committee (TLC) • Biological & Chemical Sciences Examination Board (BCSEB). • QMUL Science Degree Examination Board (DEB). • QMUL Quality Enhancement Committee (QEC). Mechanisms for monitoring and improving quality of individual staff teaching Newly appointed staff are usually expected to have a PhD level of qualification (or equivalent levels of qualification and experience), and to undertake training in academic practice in accord with the requirements of Queen Mary, University of London. For all staff, feedback on performance (and monitoring thereof) is provided by: • module feedback questionnaires • the staff appraisal scheme • peer observation of teaching. Further opportunities for staff development are provided by The Learning Institute of QMUL . Mechanisms for gaining student feedback on the quality of teaching and their learning experience: • SBCS Student Staff Liaison Committee • module feedback questionnaires Further informal feedback is obtained through contact with students in laboratory and tutorial classes, and through meetings with student advisees. The Induction Programme for new students includes: • briefings from senior staff on matters relating to general study • briefings on the conduct of chemistry practicals and laboratory matters • an introduction to Library Services The tutoring/advising arrangements include: • appointment of a personal tutor for each individual student for the duration of their studies • a Senior Academic Advisor, with overall responsibility for student welfare, who is also able to provide advice in the absence of the personal tutor.

Programme-specific Assessment Regulations (if applicable) In the case of programmes that deviate / do not comply with the Academic Regulations further information regarding the nature of any difference and/or deviation should be stipulated in detail.

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Employers Links Please provide details of any links with employers e.g.

· Details of advisory panels that include current or potential employers; · Organisations that regularly employ graduates from this programme and the roles that graduates undertake. · Student prizes donated by organisations that may offer employment to graduates from this programme.

If there are no links with employers consider the learning outcomes and transferable skills and explain how these might be used to inform employers about the qualities and skills a graduate from this programme might be expected to have.

Chemistry is often regarded as the "central science", and interfaces with physics, biology, materials science and medicine. This three year degree, which is recognised by the Royal Society of Chemistry, offers a high-level of training in both practical and theoretical aspects of chemistry, suitable for those wishing to pursue a career as a professional chemist. Graduates of chemistry degree courses are generally recognised by employers as having good technical and transferable skills: including skills in literacy, numeracy, application of logic, problem solving, communication, IT and computation, independent and team working, and time management. Opportunities for employment within the field of chemistry would include careers in the following areas: chemical industry; pharmaceuticals; food industry; mining, oil and gas industries; consumer products (e.g. cosmetics); analytical and forensic services; teaching and education; environmental protection. Opportunities for employment outside the field of chemistry would include careers in the following areas: finance; commerce; civil service; law; journalism; publishing; healthcare; technical sales; information technology.


Person completing Programme Specification Dr R M Nix

Person responsible for management of programme Dr I Abrahams

Date Programme Specification produced/amended by School or teaching and learning committee 16 Apr 2012

Date Programme Specification approved by Programme and Module approval Board

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Programme Title: Chemistry (MSci)




Name of Final Award and Programme Title Master of Science (MSci)


QM Programme Code / UCAS Code(s) UMIF-QMCHEM1/USCHE (F103) and USEF-QM5CHE1/USCHE



Programme Accredited by Recognised by Royal Society of Chemistry (accreditation to be sought)




Programme RationaleThis MSci programme aims to provide a comprehensive training in the field of chemistry, appropriate for those students seeking professional employment in the field. The final year of the programme provides students with the opportunity to undertake a major research project, and experience of working in a research environment. The project also typically includes training in more advanced practical and/or instrumental techniques. The degree is therefore particularly suitable for those seeking to pursue a career as a professional research chemist. This four-year MSci programme runs in parallel with the three-year F100 Chemistry BSc programme, and years 1 and 2 of the two programmes are identical. Year 3 differs in that the BSc programme offers the option of a 30 credit research-based project for those BSc students who meet the required academic criteria, whereas MSci students are required to undertake a "Project Skills" module in preparation for their major fourth-year research project. Students will normally be able to switch between the two programmes up to the third year (although any transfer from the BSc to MSci programme will be subject to the student meeting the higher progression hurdles of the MSci programme).

Educational Aims of the ProgrammeThe programme aims to: (i) Provide students with a solid foundation in inorganic, organic, physical and analytical chemistry commensurate with the requirements of a professional chemist; (ii) Provide an environment for students to develop skills in problem solving as well as critical and quantitative analysis;

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(iii) Provide a sound knowledge base in the fields studied and develop key transferable skills in the areas of communication, numeracy, information technology, working with others, problem solving, time and task management in line with national benchmarking statements for chemistry and the QMUL graduate attributes statement of relevance to a wide range of future careers; (iv) Provide the students with an environment in which the interaction with academic staff and their pastoral support enriches their learning experience. (v) Provide a rational, flexibly structured and coherent programme of study which is relevant to the needs of employers, facilitate the professional development of the student and lay the foundations for a successful career to the benefit of the economy and society; (vi) Foster the development of an enquiring, open-minded and creative attitude, tempered with scientific discipline and social awareness, which encourages lifelong learning. In addition to the above, the fourth year of the programme aims to: (i) Allow students to experience contemporary chemical research through an intensive final year research project; (ii) To prepare students for possible admission onto Ph.D. programmes; (iii) To prepare students for possible careers in industrial research and QC laboratories.




A 2

Facts, concepts, principles and theories at an advanced level across a wide range of chemical topics, typically including the following areas: Organic Chemistry: including organic structures and functional groups, stereochemistry, reactions and mechanisms, molecular synthesis, biological aspects of organic chemistry. Inorganic Chemistry: including structure and bonding, chemistry of selected elements, solid-state chemistry, metal complexes and organometallics, biological and medicinal applications of inorganic chemistry. Physical Chemistry: including chemical thermodynamics and kinetics, quantum theory and molecular bonding, spectroscopic techniques, interfaces and solution chemistry. Analytical Chemistry: including chemical analysis, molecular spectroscopy, separation techniques, advanced analytical instrumentation.

A 3 Research and communication skills: including detailed knowledge on accessing, manipulating, interpreting and presenting chemical information .


B 1 Reason critically (including the ability to make appropriate deductions and propose hypotheses, based on the assessment of available evidence and data).

B 2 Integrate theory and practice, so as to evaluate and interpret chemical information and data.

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B 3 Identify and formulate problems, and plan strategies for their solution.

B 4 Apply existing knowledge and principles to the solution of unfamiliar problems.

B 5 Analyse and evaluate/interpret the results of controlled experiments and research results.

B 6 Devise strategies for the retrieval and selection of relevant information from a wide range of sources.


C 1 Communicate effectively by written and/or verbal means.

C 2 Manage time, prioritise workloads and work to deadlines; make decisions in complex and unpredictable situations.


C 4 Participate constructively as a member of a group/team.

C 5 Apply mathematical skills and problem solving skills in a wide range of theoretical and practical situations.

C 6 Assess the relevance, importance and reliability of the ideas of others.

C 7 Use IT/computer-based technology to locate information and to analyse, manipulate and present data.

C 8 Explain and discuss the role and impact of science in society.


D 1 Plan and conduct laboratory-based practical work (including research-led experiments) efficiently and with due regard for safety.

D 2 Use a wide range of laboratory equipment, including advanced analytical instrumentation


D 4 Prepare scientific/technical reports (including extended dissertations) of an appropriate professional standard


D 6 Use advanced theories and concepts to explain observed chemical phenomena




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D 10 Design experiments to acquire relevant scientific data /test scientific hypotheses; propose plausible schemes for the experimental synthesis of chemical products

Teaching, Learning and Assessment StrategiesA. Knowledge and understanding Teaching/learning methods and strategies Acquisition of knowledge is achieved mainly through lectures and, in some cases, directed independent learning. Understanding is reinforced through a combination of tutorial workshops, problem classes and laboratory classes (depending upon the module concerned), including regular feedback on submitted work. Additional support is provided through the individual module webpages and the facilities of the QMUL Student PC Service. Assessment Testing of the knowledge base is generally through a combination of unseen written examinations and assessed coursework. The exact nature of the coursework varies from module to module and may include work in the form of laboratory experiment reports, essays and/or problem sheets. The coursework mark may also include a contribution from computer-based assessments and in-course tests. Specific modules (if taken) include assessed oral examinations, oral presentations and extended reports/dissertations. B. Intellectual skills Teaching/learning methods and strategies Intellectual skills are developed throughout the teaching and learning programme outlined in the following section. Analysis and problem-solving skills (3-4) are developed, in particular, through problem/example classes and tutorial workshops, whilst practical classes offer the opportunity to integrate skills (2) and improve those relating to analysis and interpretation (5). Project work offers students the opportunity to demonstrate achievement in skills 1 and 6. Assessment Intellectual skills 1-4 are partly assessed by formal examination, but the main vehicle of assessment for all skills is coursework (especially problem sheets, practical laboratory reports and project dissertations). C. Transferable skills Teaching/learning methods and strategies Transferable skills are developed in a contextual manner throughout the teaching and learning programme outlined in the following section. Specific skills are developed further in particular modules (e.g. the Project Skills for Chemists module). Assessment Many of the transferable skills (e.g. 1, 2, 3, 6, 7) are indirectly assessed as part of the normal assessment processes for the programme. D. Professional practical skills Teaching/learning methods and strategies Chemistry practical skills (1-5) are developed in a progressive manner throughout the programme. In the lower levels attention is concentrated on the basic skills and safe working practice, while at higher levels more advanced techniques and non-prescribed exercises are introduced. Skills in the application of chemical theories and concepts (6,10) and mathematical knowledge (7) are developed by a progression of graded problem classes and tutorial exercises. Training in other skills (8, 9) is provided through the provision of primers/guidance notes. The final year practical research project is particularly important in reinforcing and extending the students' complete portfolio of professional practical skills (1-10). Assessment Chemistry practical skills and report-writing skills (1-5) are assessed through written laboratory reports, which include attention to quantitative accuracy. Skills 6-7 are assessed through a combination of coursework and formal written examination in a wide

TPB2011-053


range of modules, whilst skills 8-10 are assessed as part of the coursework of specific modules. The assessment of the final year practical research project addresses the majority of the professional practical skills (1-10) that students are expected to acquire.


Students are required to register for modules to a value of 120 credits in each academic year; this should normally consist of 60 credits in each semester. YEAR 1 Core modules (15 credits in total): CHE101 Foundations of Practical Chemistry (15 credits, level 4, sem A+B) Compulsory modules (105 credits in total): CHE100 Essential Skills for Chemists (15 credits, level 4, sem A+B) CHE102 Fundamentals of Organic Chemistry (30 credits, level 4, sem A+B) CHE103 Fundamentals of Physical & Inorganic Chemistry (30 credits, level 4, sem A+B) CHE104 Fundamentals of Spectroscopy (15 credits, level 4, sem A) CHE105 States of Matter (15 credits, level 4, sem B) YEAR 2 Compulsory modules (120 credits in total): CHE322 Constructing Organic Molecules (15 credits, level 5, sem A) SBC261 Main Group Chemistry (15 credits, level 5, sem A) SBC260 Chemistry of Condensed Matter (15 credits, level 5, sem A) SBC920 Techniques for the Biological & Chemical Sciences (15 credits, level 5, sem A) CHE312 Transition Metal Chemistry (15 credits, level 5, sem B) CHE422 Chemistry of Biological Molecules (15 credits, level 5, sem B) SBC262 Spectroscopy & Molecular Structure (15 credits, level 5, sem B) SBC510 Molecules from First Principles (15 credits, level 5, sem B) YEAR 3 Compulsory modules (75 credits in total): SBC605 Project Skills in Chemistry (30 credits, level 6, sem A+B) CHE010 Advanced Experimental Chemistry (15 credits, level 6, sem A)* CHE512 Contemporary Inorganic Chemistry (15 credits, level 6, sem A) SBC703 Synthesis of Pharmaceutically Active Molecules (15 credits, level 6, sem A) SBC601 Topics in Biological Chemistry (15 credits, level 6, sem B) SBC702 Molecules and Ions at Interfaces (15 credits, level 6, sem B) Plus 15 credits from the following: CHE561 Cancer Chemotherapy (15 credits, level 6, sem A) SBC603 Advanced Analytical Chemistry (15 credits, level 6, sem B) SBC351 Protein Structure, Folding and Assemblies (15 credits, level 6, sem B) * the first part of this module generally runs after the completion of second-year examinations YEAR 4 Core modules (60 credits in total): CHE750 Chemistry MSci Research Project (60 credits, level 7, sem A+B) Compulsory modules (30 credits in total): CHE463 Colloidal Chemistry (15 credits, level 7, sem A) CHE464 Biological, Medicinal and Inorganic Chemistry (15 credits, level 7, sem B) Plus 30 credits from the following: CHE701U Organic Synthesis 1 (15 credits, level 7, sem A) CHE702U Organic Synthesis 2 (15 credits, level 7, sem A)

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SBC400 Drug Design and Development (15 credits, level 7, sem B)


Module Selection

Status


Semester

X 7 Core


Quality Assurance Mechanism Include details of: SSLC meetings, student feedback mechanisms, personal tutor arrangements, programme induction, programme review and monitoring. Programme reviews are undertaken by the programme co-ordinator, who reports back to the Chemistry Teaching Group, and the SBCS Teaching & Learning Committee (TLC). These reviews are based on: • reviews of individual modules. • external examiner reports. • feedback from (and actions initiated by) the TLC. • requirements of professional and accrediting bodies (especially the Royal Society of Chemistry). Committees with responsibility for monitoring and evaluating quality and standards are: • SBCS Teaching & Learning Committee (TLC) • Biological & Chemical Sciences Examination Board (BCSEB). • QMUL Science Degree Examination Board (DEB). • QMUL Quality Enhancement Committee (QEC). Mechanisms for monitoring and improving quality of individual staff teaching Newly appointed staff are usually expected to have a PhD level of qualification (or equivalent levels of qualification and experience), and to undertake training in academic practice in accord with the requirements of Queen Mary, University of London. For all staff, feedback on performance (and monitoring thereof) is provided by: • module feedback questionnaires • the staff appraisal scheme • peer observation of teaching. Further opportunities for staff development are provided by The Learning Institute of QMUL . Mechanisms for gaining student feedback on the quality of teaching and their learning experience: • SBCS Student Staff Liaison Committee • module feedback questionnaires Further informal feedback is obtained through contact with students in laboratory and tutorial classes, and through meetings with student advisees.

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The Induction Programme for new students includes: • briefings from senior staff on matters relating to general study • briefings on the conduct of chemistry practicals and laboratory matters • an introduction to Library Services The tutoring/advising arrangements include: • appointment of a personal tutor for each individual student for the duration of their studies • a Senior Academic Advisor, with overall responsibility for student welfare, who is also able to provide advice in the absence of the personal tutor.

Programme-specific Assessment Regulations (if applicable) In the case of programmes that deviate / do not comply with the Academic Regulations further information regarding the nature of any difference and/or deviation should be stipulated in detail.Progression Criteria Year 1 to Year 2 105 credits passed, with a minimum overall average (across all year 1 modules) of 50%. Year 2 to Year 3 210 credits passed, with a minimum overall average (based on a 1:2 weighting of all modules from years 1 and 2) of 55%. Year 3 to Year 4 315 credits passed, with a minimum overall average (based on a 1:2:3 weighting of all modules from years 1, 2 and 3) of 60%. Candidates failing to meet the progression criteria at the end of year 1 or year 2 will be subject to an enforced change of programme registration to the F100 Chemistry BSc programme. Candidates failing to progress to the fourth year of the MSci degree will be classified for a BSc degree in Chemistry using the College S3 mean (as per the F100 programme specification). Regulations relating to MSci Award / Classification The classification of honours for this MSci degree programme is based on the College Mark calculated using a 1:2:3:4 weighting of the Years 1-4 of the programme (as indicated in the General Academic Regulations). Candidates entering into the fourth year but failing to meet the requirements for the award of the MSci degree, will be considered for the award of the BSc degree in Chemistry, and classified using the College S3 mean (as per the F100 programme specification).




Chemistry is often regarded as the "central science", and interfaces with physics, biology, materials science and medicine. This four year MSci degree, which is recognised by the Royal Society of Chemistry, offers a high-level of training in theoretical aspects of chemistry, and also covers key aspects of biochemistry, physiology and pharmacology. Graduates of this MSci

TPB2011-053


programme generally have significantly more experience in the conduct of advanced practical chemistry than would be the case for graduates of the corresponding BSc degree, and have experience of undertaking an extended research project. MSci graduates can therefore be expected to possess a wider range of practical skills, and a greater ability to undertake independent research studies. The degree is therefore particularly suitable for those seeking to pursue a career as a professional research chemist, especially in the pharmaceutical industry. Some modules on the programme include special lectures by external speakers, including employees of major chemical and pharmaceutical companies. Graduates of chemistry degree courses are generally recognised by employers as having good technical and transferable skills: including skills in literacy, numeracy, application of logic, problem solving, communication, IT and computation, independent and team working, and time management. Opportunities for employment within the field of chemistry would include careers in the following areas: chemical industry; pharmaceuticals; food industry; mining, oil and gas industries; consumer products (e.g. cosmetics); analytical and forensic services; teaching and education; environmental protection. Opportunities for employment outside the field of chemistry would include careers in the following areas: finance; commerce; civil service; law; journalism; publishing; healthcare; technical sales; information technology.



Person responsible for management of programme Dr I Abrahams



TPB2011-053

Tabl

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Chem

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Proj

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CHE7

50✔

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✔✔

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✔✔

✔✔

TPB2011-053

Tabl

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Chem

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CHE7

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TPB2011-053

Key

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TPB2011-053

Programme Title: Chemistry with Biochemistry




Name of Final Award and Programme Title BSc Chemistry with Biochemistry


QM Programme Code / UCAS Code(s) UBSF-QMCHEM1/UMCHEBCH (F1C7)







Programme RationaleThis programme aims to provide a comprehensive training in the field of chemistry with an introduction to key principles of biochemistry; in particular, molecular concepts of complex biological systems. Students following this program will therefore learn about important chemical principles and their relationship to biological systems.

Educational Aims of the ProgrammeAt the end of the programme, students be suitably-trained for professional employment or further study through having: • knowledge of a wide range of chemical topics up to an advanced level; • skills in solving problems of a chemical nature, and in the interpretation and assessment of chemical data; • advanced practical skills in the conduct of chemical reactions/experiments and in a range of analytical/preparative techniques; • an understanding of the basic principles of biochemistry More generally, the programme aims to: • provide a rational and coherent programme of study which is relevant to the needs of employers, facilitates the professional development of the student and lays the foundations for a successful career to the benefit of the economy and society; • provide a sound knowledge base in the fields studied and develop key transferable skills in the areas of communication, numeracy, information technology, team-working, problem-solving, time and task management;

TPB2011-053


• foster the development of an enquiring, open-minded and creative attitude, tempered with scientific discipline and social awareness, which encourages lifelong learning.




A 2

Facts, concepts, principles and theories at an advanced level across a wide range of chemical topics, typically including the following areas: Organic Chemistry: including organic structures and functional groups, stereochemistry, reactions and mechanisms, molecular synthesis, biological aspects of organic chemistry. Inorganic Chemistry: including structure and bonding, chemistry of selected elements, solid-state chemistry, metal complexes and organometallics, applications of inorganic chemistry. Physical Chemistry: including chemical thermodynamics and kinetics, quantum theory and molecular bonding, spectroscopic techniques, interfaces and solution chemistry

A 3 Concepts in basic biochemistry and genetics, and (subject to the choice of electives) enzyme kinetics, animal physiology, endocrine physiology, metabolic processes, protein structures and bioinformatics.











TPB2011-053



















TPB2011-053




Students are required to register for modules to a value of 120 credits in each academic year; this should normally consist of 60 credits in each semester. YEAR 1 Core modules (15 credits in total): CHE101 Foundations of Practical Chemistry (15 credits, level 4, sem A+B) Compulsory modules (105 credits in total): CHE100 Essential Skills for Chemists (15 credits, level 4, sem A+B) CHE102 Fundamentals of Organic Chemistry (30 credits, level 4, sem A+B) CHE103 Fundamentals of Physical & Inorganic Chemistry (30 credits, level 4, sem A+B) SBS008 Heredity and Gene Action (15 credits, level 4, sem A) SBS017 Basic Biochemistry (15 credits, level 4, sem B) YEAR 2 Compulsory modules (90 credits in total): CHE322 Constructing Organic Molecules (15 credits, level 5, sem A) SBC920 Techniques for the Biological & Chemical Sciences (15 credits, level 5, sem A) SBS908 Membrane Biochemistry (15 credits, level 5, sem A)

TPB2011-053


CHE422 Chemistry of Biological Molecules (15 credits, level 5, sem B) CHE312 Transition Metal Chemistry (15 credits, level 5, sem B) SBC510 Molecules from First Principles (15 credits, level 5, sem B) Plus 30 credits from the following: SBS501 Animal Physiology (15 credits, level 5, sem A) SBS642 Genes and Bioinformatics (15 credits, level 5, sem B) SBS905 Metabolic Pathways (15 credits, level 5, sem B) YEAR 3 Compulsory modules (75 credits in total): CHE010 Advanced Experimental Chemistry (15 credits, level 6, sem A)* CHE512 Contemporary Inorganic Chemistry (15 credits, level 6, sem A) SBC703 Synthesis of Pharmaceutically Active Molecules (15 credits, level 6, sem A) SBC601 Topics in Biological Chemistry (15 credits, level 6, sem B) SBC702 Molecules and Ions at Interfaces (15 credits, level 6, sem B) Plus 30 credits from the following: SBC605 Project Skills in Chemistry (30 credits, level 6, sem A+B) CHE900 Chemistry Project (30 credits, level 6, sem A+B)** SBS___ Biological Sciences Research Project (30 credits, level 6, sem A+B)** Plus 15 credits from the following: SBS517 Endocrine Physiology and Biochemistry (15 credits, level 6, sem A) SBS922 Membrane Proteins (15 credits, level 6, sem A) SBS929 Molecular Basis of Disease (15 credits, level 6, sem A) SBC709 Functional Genomics and Epigenetics (15 credits, level 6, sem B) SBS920 Enzyme Catalysis (15 credits, level 6, sem B) SBC351 Protein Structure, Folding and Assemblies (15 credits, level 6, sem B) * the first part of this module generally runs after the completion of second-year examinations ** subject to students meeting the minimum academic conditions for registration for this module


Module Selection

Status


Semester

X


TPB2011-053


Quality Assurance Mechanism Include details of: SSLC meetings, student feedback mechanisms, personal tutor arrangements, programme induction, programme review and monitoring. Programme reviews are undertaken by the programme co-ordinator, who reports back to the Chemistry Teaching Group, and the SBCS Teaching & Learning Committee (TLC). These reviews are based on: • reviews of individual modules. • external examiner reports. • feedback from (and actions initiated by) the TLC. • requirements of professional and accrediting bodies (especially the Royal Society of Chemistry). Committees with responsibility for monitoring and evaluating quality and standards are: • SBCS Teaching & Learning Committee (TLC) • Biological & Chemical Sciences Examination Board (BCSEB). • QMUL Science Degree Examination Board (DEB). • QMUL Quality Enhancement Committee (QEC). Mechanisms for monitoring and improving quality of individual staff teaching Newly appointed staff are usually expected to have a PhD level of qualification (or equivalent levels of qualification and experience), and to undertake training in academic practice in accord with the requirements of Queen Mary, University of London. For all staff, feedback on performance (and monitoring thereof) is provided by: • module feedback questionnaires • the staff appraisal scheme • peer observation of teaching. Further opportunities for staff development are provided by The Learning Institute of QMUL . Mechanisms for gaining student feedback on the quality of teaching and their learning experience: • SBCS Student Staff Liaison Committee • module feedback questionnaires Further informal feedback is obtained through contact with students in laboratory and tutorial classes, and through meetings with student advisees. The Induction Programme for new students includes: • briefings from senior staff on matters relating to general study • briefings on the conduct of chemistry practicals and laboratory matters • an introduction to Library Services The tutoring/advising arrangements include: • appointment of a personal tutor for each individual student for the duration of their studies • a Senior Academic Advisor, with overall responsibility for student welfare, who is also able to provide advice in the absence of the personal tutor.


TPB2011-053





Chemistry is often regarded as the "central science", and interfaces with physics, biology, materials science and medicine. This three year degree, which is recognised by the Royal Society of Chemistry, offers a high-level of training in both practical and theoretical aspects of chemistry, suitable for those wishing to pursue a career as a professional chemist. Graduates of the programme also possess knowledge of key aspects of biochemistry, which will be of use to those aiming to pursue careers working at the interface of chemistry with molecular biology. Graduates of chemistry degree courses are generally recognised by employers as having good technical and transferable skills: including skills in literacy, numeracy, application of logic, problem solving, communication, IT and computation, independent and team working, and time management. Opportunities for employment within the field of chemistry would include careers in the following areas: chemical industry; pharmaceuticals; food industry; mining, oil and gas industries; consumer products (e.g. cosmetics); analytical and forensic services; teaching and education; environmental protection. Opportunities for employment outside the field of chemistry would include careers in the following areas: finance; commerce; civil service; law; journalism; publishing; healthcare; technical sales; information technology.



Person responsible for management of programme Dr M Resmini



TPB2011-053

Tabl

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Mod

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Mod

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Code

Foun

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Chem

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E101

✔✔

✔✔

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TPB2011-053

Tabl

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Foun

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Chem

istr

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E101

✔✔

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TPB2011-053

Key

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TPB2011-053

Programme Title: Pharmaceutical Chemistry (MSci)




Name of Final Award and Programme Title MSci Pharmaceutical Chemistry


QM Programme Code / UCAS Code(s) UMIF-QMCHEM1/USPHC (F152)







Programme RationaleThis MSci programme aims to provide a comprehensive training in the field of chemistry with an introduction to key principles of biochemistry, physiology and pharmacology. Emphasis is given to molecular concepts of complex biological systems and the relevance of all the above to the development of medicinal drugs. Students following this program will therefore learn about important chemical principles and their relationship to biological systems, and are well-trained for careers in the pharmaceutical industry. The final year of the MSci programme provides students with the opportunity to undertake a major research project, and experience of working in a research environment. The project also typically includes training in more advanced practical and/or instrumental techniques. The degree is therefore particularly suitable for those seeking to pursue a career as a professional research chemist, especially one in the pharmaceutical industry.

Educational Aims of the ProgrammeAt the end of the programme, students be suitably-trained for professional employment or further study through having: • knowledge of a wide range of chemical topics up to an advanced level; • an understanding of basic principles of human physiology, biochemistry and drug action; • knowledge of the drug-development process (including drug discovery and synthesis); • advanced skills in solving problems of a chemical nature, and in the interpretation and assessment of chemical data; • highly-advanced practical skills in the conduct of chemical reactions and experiments; • experience in a wide range of analytical/preparative techniques, and in the undertaking of a major research-based project. More generally, the programme aims to:

TPB2011-053


• provide a rational and coherent programme of study which is relevant to the needs of employers, facilitates the professional development of the student and lays the foundations for a successful career to the benefit of the economy and society; • provide a sound knowledge base in the fields studied and develop key transferable skills in the areas of communication, numeracy, information technology, team-working, problem-solving, time and task management; • foster the development of an enquiring, open-minded and creative attitude, tempered with scientific discipline and social awareness, which encourages lifelong learning.



A 1 Basic essential facts, fundamental concepts, principles and theories of chemistry and pharmacology.

A 2

Facts, concepts, principles and theories at an advanced level across a wide range of chemical topics, typically including the following areas: Organic Chemistry: including organic structures and functional groups, stereochemistry, reactions and mechanisms, molecular synthesis, biological aspects of organic chemistry. Inorganic Chemistry: including structure and bonding, chemistry of selected elements, solid-state chemistry, metal complexes and organometallics, biological and medicinal applications of inorganic chemistry. Physical Chemistry: including chemical thermodynamics and kinetics, quantum theory and molecular bonding, spectroscopic techniques, interfaces and solution chemistry.

A 3 Topics in pharmacology: including drug design and targets; mode of action and metabolism; pharmacokinetics; cancer chemotherapy; structure-activity relationships and methods of drug discovery.









TPB2011-053






















Teaching, Learning and Assessment StrategiesA. Knowledge and understanding Teaching/learning methods and strategies Acquisition of knowledge is achieved mainly through lectures and, in some cases, directed independent learning. Understanding is reinforced through a combination of tutorial workshops, problem classes and laboratory classes (depending upon the module concerned), including regular feedback on submitted work. Additional support is provided through the individual module webpages and the facilities of the QMUL Student PC Service.

TPB2011-053


Assessment Testing of the knowledge base is generally through a combination of unseen written examinations and assessed coursework. The exact nature of the coursework varies from module to module and may include work in the form of laboratory experiment reports, essays and/or problem sheets. The coursework mark may also include a contribution from computer-based assessments and in-course tests. Specific modules (if taken) include assessed oral examinations, oral presentations and extended reports/dissertations. B. Intellectual skills Teaching/learning methods and strategies Intellectual skills are developed throughout the teaching and learning programme outlined in the following section. Analysis and problem-solving skills (3-4) are developed, in particular, through problem/example classes and tutorial workshops, whilst practical classes offer the opportunity to integrate skills (2) and improve those relating to analysis and interpretation (5). Project work offers students the opportunity to demonstrate achievement in skills 1 and 6. Assessment Intellectual skills 1-4 are partly assessed by formal examination, but the main vehicle of assessment for all skills is coursework (especially problem sheets, practical laboratory reports and project dissertations). C. Transferable skills Teaching/learning methods and strategies Transferable skills are developed in a contextual manner throughout the teaching and learning programme outlined in the following section. Specific skills are developed further in particular modules (e.g. the Project Skills for Chemists module). Assessment Many of the transferable skills (e.g. 1, 2, 3, 6, 7) are indirectly assessed as part of the normal assessment processes for the programme. D. Professional practical skills Teaching/learning methods and strategies Chemistry practical skills (1-5) are developed in a progressive manner throughout the programme. In the lower levels attention is concentrated on the basic skills and safe working practice, while at higher levels more advanced techniques and non-prescribed exercises are introduced. Skills in the application of chemical theories and concepts (6,10) and mathematical knowledge (7) are developed by a progression of graded problem classes and tutorial exercises. Training in other skills (8, 9) is provided through the provision of primers/guidance notes. The final year practical research project is particularly important in reinforcing and extending the students' complete portfolio of professional practical skills (1-10). Assessment Chemistry practical skills and report-writing skills (1-5) are assessed through written laboratory reports, which include attention to quantitative accuracy. Skills 6-7 are assessed through a combination of coursework and formal written examination in a wide range of modules, whilst skills 8-10 are assessed as part of the coursework of specific modules. The assessment of the final year practical research project addresses the majority of the professional practical skills (1-10) that students are expected to acquire.


Students are required to register for modules to a value of 120 credits in each academic year; this should normally consist of 60 credits in each semester. YEAR 1 Core modules (15 credits in total):

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CHE101 Foundations of Practical Chemistry (15 credits, level 4, sem A+B) Compulsory modules (105 credits in total): CHE100 Essential Skills for Chemists (15 credits, level 4, sem A+B) CHE102 Fundamentals of Organic Chemistry (30 credits, level 4, sem A+B) CHE103 Fundamentals of Physical & Inorganic Chemistry (30 credits, level 4, sem A+B) CHE104 Fundamentals of Spectroscopy (15 credits, level 4, sem A) SBS017 Basic Biochemistry (15 credits, level 4, sem B) YEAR 2 Compulsory modules (120 credits in total): CHE322 Constructing Organic Molecules (15 credits, level 5, sem A) CHE361 Introduction to Drug Action (15 credits, level 5, sem A) SBC920 Techniques for the Biological & Chemical Sciences (15 credits, level 5, sem A) SBS501 Animal Physiology (15 credits, level 5, sem A) CHE312 Transition Metal Chemistry (15 credits, level 5, sem B) CHE422 Chemistry of Biological Molecules (15 credits, level 5, sem B) CHE461 Chemical Pharmacology (15 credits, level 5, sem B) SBC510 Molecules from First Principles (15 credits, level 5, sem B) YEAR 3 Compulsory modules (120 credits in total): SBC605 Project Skills in Chemistry (30 credits, level 6, sem A+B) CHE010 Advanced Experimental Chemistry (15 credits, level 6, sem A)* CHE512 Contemporary Inorganic Chemistry (15 credits, level 6, sem A) CHE561 Cancer Chemotherapy (15 credits, level 6, sem A) SBC601 Topics in Biological Chemistry (15 credits, level 6, sem B) SBC702 Molecules and Ions at Interfaces (15 credits, level 6, sem B) SBC703 Synthesis of Pharmaceutically Active Molecules (15 credits, level 6, sem A) * the first part of this module generally runs after the completion of second-year examinations YEAR 4 Core modules (60 credits in total): CHE750 Chemistry MSci Research Project (60 credits, level 7, sem A+B) Compulsory modules (45 credits in total): CHE463 Colloidal Chemistry (15 credits, level 7, sem A) CHE464 Biological, Medicinal and Inorganic Chemistry (15 credits, level 7, sem B) SBC400 Drug Design and Development (15 credits, level 7, sem B) Plus 15 credits from the following: CHE701U Organic Synthesis 1 (15 credits, level 7, sem A) CHE702U Organic Synthesis 2 (15 credits, level 7, sem A)


Module Selection

Status


Semester

X

Criteria for Admission to the ProgrammeCandidates must be able to satisfy the general admissions requirements of the University and meet the requirements for this

TPB2011-053


specific programme of study. This is usually achieved in one of the following ways (although the entry-points tariff is subject to annual review): For direct entry to the degree programme, candidates must usually possess a minimum total of 300 points on the UCAS points tariff system, including a minimum of a grade B in 'A2' Chemistry or an equivalent qualification. Mathematics at AS-level or higher is strongly recommended. or via Admission to the QMUL Science and Engineering Foundation Programme (SEFP), and successful completion of the foundation year (defined by achievement of the minimum requirements for progression defined in the SEFP programme regulations, and the criteria specified in the SEFP Student Handbook for progression to this particular degree programme).

Quality Assurance Mechanism Include details of: SSLC meetings, student feedback mechanisms, personal tutor arrangements, programme induction, programme review and monitoring. Programme reviews are undertaken by the programme co-ordinator, who reports back to the Chemistry Teaching Group, and the SBCS Teaching & Learning Committee (TLC). These reviews are based on: • reviews of individual modules. • external examiner reports. • feedback from (and actions initiated by) the TLC. • requirements of professional and accrediting bodies (especially the Royal Society of Chemistry). Committees with responsibility for monitoring and evaluating quality and standards are: • SBCS Teaching & Learning Committee (TLC) • Biological & Chemical Sciences Examination Board (BCSEB). • QMUL Science Degree Examination Board (DEB). • QMUL Quality Enhancement Committee (QEC). Mechanisms for monitoring and improving quality of individual staff teaching Newly appointed staff are usually expected to have a PhD level of qualification (or equivalent levels of qualification and experience), and to undertake training in academic practice in accord with the requirements of Queen Mary, University of London. For all staff, feedback on performance (and monitoring thereof) is provided by: • module feedback questionnaires • the staff appraisal scheme • peer observation of teaching. Further opportunities for staff development are provided by The Learning Institute of QMUL . Mechanisms for gaining student feedback on the quality of teaching and their learning experience: • SBCS Student Staff Liaison Committee • module feedback questionnaires Further informal feedback is obtained through contact with students in laboratory and tutorial classes, and through meetings with student advisees. The Induction Programme for new students includes: • briefings from senior staff on matters relating to general study • briefings on the conduct of chemistry practicals and laboratory matters • an introduction to Library Services The tutoring/advising arrangements include: • appointment of a personal tutor for each individual student for the duration of their studies • a Senior Academic Advisor, with overall responsibility for student welfare, who is also able to provide advice in the absence of the personal tutor.

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Programme-specific Assessment Regulations (if applicable) In the case of programmes that deviate / do not comply with the Academic Regulations further information regarding the nature of any difference and/or deviation should be stipulated in detail.Progression Criteria Year 1 to Year 2 105 credits passed, with a minimum overall average (across all year 1 modules) of 50%. Year 2 to Year 3 210 credits passed, with a minimum overall average (based on a 1:2 weighting of all modules from years 1 and 2) of 55%. Year 3 to Year 4 315 credits passed, with a minimum overall average (based on a 1:2:3 weighting of all modules from years 1, 2 and 3) of 60%. Candidates failing to meet the progression criteria at the end of year 1 or year 2 will be subject to an enforced change of programme registration to the F154 Pharmaceutical Chemistry BSc programme. Candidates failing to progress to the fourth year of the MSci degree will be classified for a BSc degree in Pharmaceutical Chemistry using the College S3 mean (as per the F154 programme specification). Regulations relating to MSci Award / Classification For those students who entered onto the programme on or after September 2008, the classification of honours for this MSci degree programme is based on the College Mark calculated using a 1:2:3:4 weighting of the Years 1-4 of the programme (as indicated in the General Academic Regulations). Candidates entering into the fourth year but failing to meet the requirements for the award of the MSci degree, will be considered for the award of the BSc degree in Pharmaceutical Chemistry, and classified using the College S3 mean (as per the F154 programme specification).




Chemistry is often regarded as the "central science", and interfaces with physics, biology, materials science and medicine. This four year MSci degree, which is recognised by the Royal Society of Chemistry, offers a high-level of training in theoretical aspects of chemistry, and also covers key aspects of biochemistry, physiology and pharmacology. Graduates of this MSci programme generally have significantly more experience in the conduct of advanced practical chemistry than would be the case for graduates of the corresponding BSc degree, and have experience of undertaking an extended research project. MSci graduates can therefore be expected to possess a wider range of practical skills, and a greater ability to undertake independent research studies. The degree is therefore particularly suitable for those seeking to pursue a career as a professional research chemist, especially in the pharmaceutical industry. Some modules on the programme include special lectures by external speakers, including employees of major chemical and pharmaceutical companies. Graduates of chemistry degree courses are generally recognised by employers as having good technical and transferable skills:

TPB2011-053


including skills in literacy, numeracy, application of logic, problem solving, communication, IT and computation, independent and team working, and time management. Opportunities for employment within the field of chemistry would include careers in the following areas: chemical industry; pharmaceuticals; food industry; mining, oil and gas industries; consumer products (e.g. cosmetics); analytical and forensic services; teaching and education; environmental protection. Opportunities for employment outside the field of chemistry would include careers in the following areas: finance; commerce; civil service; law; journalism; publishing; healthcare; technical sales; information technology.



Person responsible for management of programme Dr P B Wyatt



TPB2011-053

Tabl

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Chem

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CHE7

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TPB2011-053

Tabl

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Chem

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CHE7

50✔

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TPB2011-053

Tabl

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TPB2011-053

Key

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TPB2011-053

Programme Title: Pharmaceutical Chemistry with Year in Industry




Name of Final Award and Programme Title MSci


QM Programme Code / UCAS Code(s) F153



Programme Accredited by Recognised by the Royal Society of Chemistry




Programme RationaleThis MSci programme aims to provide a comprehensive training in the field of chemistry with an introduction to key principles of biochemistry, physiology and pharmacology. Emphasis is given to molecular concepts of complex biological systems and the relevance of all the above to the development of medicinal drugs. Students following this program will therefore learn about important chemical principles and their relationship to biological systems, and are well-trained for careers in the pharmaceutical industry. This particular MSci programme provides students with the opportunity to spend one year (the third year of the programme) on an industrial placement. During this "year in industry" students will work on a major research project, under the day-to-day supervision of an industrial supervisor. Whilst on placement, students also undertake three taught modules by "distance-learning". Upon returning to the university for the final year of the programme, students undertake further taught modules on advanced chemical topics and another research project, thereby gaining further experience of research work, but in an academic research environment. The degree is therefore particularly suitable for those seeking to pursue a career as a professional research chemist, especially one in the pharmaceutical industry. The first two years of this programme are the same as those of the F152 MSci Pharmaceutical Chemistry, and these two years are also common with those of the three-year F154 Pharmaceutical Chemistry BSc programme. Students are able to transfer from this programme to these other programmes during the first two years (although any transfer to the F152 MSci programme will be subject to the student meeting the progression hurdles of that MSci programme). Transfers onto the F153 programme from other programmes are, however, not generally permitted.

Educational Aims of the ProgrammeAt the end of the programme, students be suitably-trained for professional employment or further study through having:

TPB2011-053


• knowledge of a wide range of chemical topics up to an advanced level; • an understanding of basic principles of human physiology, biochemistry and drug action; • knowledge of the drug-development process (including drug discovery and synthesis); • advanced skills in solving problems of a chemical nature, and in the interpretation and assessment of chemical data; • highly-advanced practical skills in the conduct of chemical reactions and experiments; • experience in a wide range of analytical/preparative techniques, and in the undertaking of major research-based projects; • experience of working in an industrial environment. More generally, the programme aims to: • provide a rational and coherent programme of study which is relevant to the needs of employers, facilitates the professional development of the student and lays the foundations for a successful career to the benefit of the economy and society; • provide a sound knowledge base in the fields studied and develop key transferable skills in the areas of communication, numeracy, information technology, team-working, problem-solving, time and task management; • foster the development of an enquiring, open-minded and creative attitude, tempered with scientific discipline and social awareness, which encourages lifelong learning.




A 2

Facts, concepts, principles and theories at an advanced level across a wide range of chemical topics, typically including the following areas: Organic Chemistry: including organic structures and functional groups, stereochemistry, reactions and mechanisms, molecular synthesis, biological aspects of organic chemistry. Inorganic Chemistry: including structure and bonding, chemistry of selected elements, solid-state chemistry, metal complexes and organometallics, biological and medicinal applications of inorganic chemistry. Physical Chemistry: including chemical thermodynamics and kinetics, quantum theory and molecular bonding, spectroscopic techniques, interfaces and solution chemistry.

A 3 Topics in pharmacology: including drug design and targets; mode of action and metabolism; pharmacokinetics; cancer chemotherapy; structure-activity relationships and methods of drug discovery.






TPB2011-053
























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Teaching, Learning and Assessment StrategiesA. Knowledge and understanding Teaching/learning methods and strategies Acquisition of knowledge is achieved mainly through lectures and, in some cases, directed independent learning. Understanding is reinforced through a combination of tutorial workshops, problem classes and laboratory classes (depending upon the module concerned), including regular feedback on submitted work. Additional support is provided through the individual module webpages and the facilities of the QMUL Student PC Service. Assessment Testing of the knowledge base is generally through a combination of unseen written examinations and assessed coursework. The exact nature of the coursework varies from module to module and may include work in the form of laboratory experiment reports essays and/or problem sheets The coursework mark may also include a contribution from computer-based assessments


The programme is studied full-time over four years. In years 1 & 2 students take a selection of modules covering compulsory aspects of physical, inorganic and organic chemistry, and further modules introducing key aspects of chemical pharmacology. In year 3, the student undertakes a placement within an appropriate industrial setting (normally a pharmaceutical or biotech company). This is an assessed and also salaried year, with an element of distance learning, covering aspects of organic chemistry and biological chemistry. The number of places available on industrial placements is limited, so competition for these placements is high and is subject to both a high-level of academic achievement during the initial stages of the degree and a successful interview. In year 4 students return to studying full-time at the university, undertaking a further research-based project and five additional taught modules. Students are required to register for modules to a value of 120 credits in each academic year; this should normally consist of 60 credits in each semester. YEAR 1 Core modules (15 credits in total): CHE101 Foundations of Practical Chemistry (15 credits, level 4, sem A+B) Compulsory modules (105 credits in total): CHE100 Essential Skills for Chemists (15 credits, level 4, sem A+B) CHE102 Fundamentals of Organic Chemistry (30 credits, level 4, sem A+B) CHE103 Fundamentals of Physical & Inorganic Chemistry (30 credits, level 4, sem A+B) CHE104 Fundamentals of Spectroscopy (15 credits, level 4, sem A) SBS017 Basic Biochemistry (15 credits, level 4, sem B) YEAR 2 Compulsory modules (120 credits in total): CHE322 Constructing Organic Molecules (15 credits, level 5, sem A) CHE361 Introduction to Drug Action (15 credits, level 5, sem A) SBC920 Techniques for the Biological & Chemical Sciences (15 credits, level 5, sem A) SBS501 Animal Physiology (15 credits, level 5, sem A) CHE312 Transition Metal Chemistry (15 credits, level 5, sem B) CHE422 Chemistry of Biological Molecules (15 credits, level 5, sem B) CHE461 Chemical Pharmacology (15 credits, level 5, sem B) SBC510 Molecules from First Principles (15 credits, level 5, sem B)

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YEAR 3 Compulsory modules (120 credits in total): SBC319 Pharmaceutical Chemistry Industrial Placement (75 credits, level 6, sem A+B+C) SBC609 Contemporary Inorganic Chemistry by Distance Learning (15 credits, level 6, sem A+B) SBC615 Molecules and Ions at Interfaces by Distance Learning (15 credits, level 6, sem A+B) SBC318 Synthesis of Pharmaceutically Active Molecules by Distance Learning (15 credits, level 6, sem A+B) YEAR 4 Compulsory modules (120 credits in total): CHE742 Advanced Chemistry Project (45 credits, level 7, sem A+B) CHE463 Colloidal Chemistry (15 credits, level 7, sem A) CHE464 Biological, Medicinal and Inorganic Chemistry (15 credits, level 7, sem B) SBC400 Drug Design and Development (15 credits, level 7, sem B) CHE701U Organic Synthesis 1 (15 credits, level 7, sem A) CHE702U Organic Synthesis 2 (15 credits, level 7, sem A)


Module Selection

Status

Academic Year of Study Semester


Quality Assurance Mechanism Include details of: SSLC meetings, student feedback mechanisms, personal tutor arrangements, programme induction, programme review and monitoring. Programme reviews are undertaken by the programme co-ordinator, who reports back to the Chemistry Teaching Group, and the SBCS Teaching & Learning Committee (TLC). These reviews are based on: • reviews of individual modules. • external examiner reports. • feedback from (and actions initiated by) the TLC. • requirements of professional and accrediting bodies (especially the Royal Society of Chemistry). Committees with responsibility for monitoring and evaluating quality and standards are: • SBCS Teaching & Learning Committee (TLC) • Biological & Chemical Sciences Examination Board (BCSEB). • QMUL Science Degree Examination Board (DEB). • QMUL Quality Enhancement Committee (QEC).

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Mechanisms for monitoring and improving quality of individual staff teaching Newly appointed staff are usually expected to have a PhD level of qualification (or equivalent levels of qualification and experience), and to undertake training in academic practice in accord with the requirements of Queen Mary, University of London. For all staff, feedback on performance (and monitoring thereof) is provided by: • module feedback questionnaires • the staff appraisal scheme • peer observation of teaching. Further opportunities for staff development are provided by The Learning Institute of QMUL . Mechanisms for gaining student feedback on the quality of teaching and their learning experience: • SBCS Student Staff Liaison Committee • module feedback questionnaires Further informal feedback is obtained through contact with students in laboratory and tutorial classes, and through meetings with student advisees. The Induction Programme for new students includes: • briefings from senior staff on matters relating to general study • briefings on the conduct of chemistry practicals and laboratory matters • an introduction to Library Services The tutoring/advising arrangements include: • appointment of a personal tutor for each individual student for the duration of their studies • an industrial placement coordinator, for advice on applications for placements, and support during placements • a Senior Academic Advisor, with overall responsibility for student welfare, who is also able to provide advice in the absence of the personal tutor.

Programme-specific Assessment Regulations (if applicable) In the case of programmes that deviate / do not comply with the Academic Regulations further information regarding the nature of any difference and/or deviation should be stipulated in detail.Progression Criteria Year 1 to Year 2 105 credits passed, with a minimum overall average (across all year 1 modules) of 70%. Year 2 to Year 3 210 credits passed, with a minimum overall average (based on a 1:2 weighting of all modules from years 1 and 2) of 60%. Year 3 to Year 4 315 credits passed, with a minimum overall average (based on a 1:2:3 weighting of all modules from years 1, 2 and 3) of 60%. Candidates failing to meet the Year 1 and Year 2 progression criteria will be subject to an enforced change of programme to either the F154 Pharmaceutical Chemistry BSc programme or F152 Pharmaceutical Chemistry MSci programme. Candidates failing to progress to Year 4 of the MSci degree will be classified for a BSc(Hons) degree in Pharmaceutical Chemistry using the College S3 mean (as per the F154 programme specification). Furthermore, in the event that a candidate fails to pass the SBC319 Pharmaceutical Chemistry Industrial Placement at the first attempt then the SEB will make recommendations as outlined below: 1) If the student has passed 270 credits in total, they will be offered the opportunity to graduate with a BSc in Pharmaceutical Chemistry. 2) If the student has not passed 270 credits in total, then the SEB will recommend one of the following outcomes: - that the candidate is permitted to resit the SBC319 Pharmaceutical Chemistry Industrial Placement module by re-submission of the report and/or re-presentation for the viva-voce examination.

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- that the candidate is deemed to have irretrievably failed the SBC319 Pharmaceutical Chemistry Industrial Placement module, and rather than being offered a resit is instead subject to an enforced change of programme to the F152 programme, and then permitted to undertake a retake of the third-year at Queen Mary with pro-rata payment of fees. In this instance, any level 6 "distance-learning modules" that have been passed during the year in industry will remain on the record, and the student will not be permitted to re-take the corresponding module whilst re-studying the third year at Queen Mary. Regulations relating to MSci Award / Classification For those students who entered onto the programme on or after September 2008, the classification of honours for this MSci degree programme is based on the College Mark calculated using a 1:2:3:4 weighting of the Years 1-4 of the programme (as indicated in the General Academic Regulations). Candidates entering into the fourth year but failing to meet the requirements for the award of the MSci degree, will be considered for the award of the BSc degree in Pharmaceutical Chemistry, and classified using the College S3 mean (as per the F154 programme specification).




Chemistry is often regarded as the "central science", and interfaces with physics, biology, materials science and medicine. This four year MSci degree, which is recognised by the Royal Society of Chemistry, offers a high-level of training in theoretical aspects of chemistry, and also covers key aspects of biochemistry, physiology and pharmacology. Graduates of this MSci programme generally have significantly more experience in the conduct of advanced practical chemistry than would be the case for graduates of the corresponding BSc degree, have experience of undertaking an extended research project and have experience of working in an industrial research laboratory environment. Graduates can therefore be expected to possess a wider range of practical skills, and a greater ability to undertake independent research studies. The degree is therefore particularly suitable for those seeking to pursue a career as a professional research chemist in the pharmaceutical industry. Graduates of this programme will have gained specific experience of the working practices and working environments afforded by those employers offering placements; organisations that may consider students for placements would normally include major international pharmaceutical companies such as Glaxo SmithKline, AstraZeneca and Novartis. More generally, graduates of chemistry degree courses are generally recognised by employers as having good technical and transferable skills: including skills in literacy, numeracy, application of logic, problem solving, communication, IT and computation, independent and team working, and time management. Opportunities for employment within the field of chemistry would include careers in the following areas: chemical industry; pharmaceuticals; food industry; mining, oil and gas industries; consumer products (e.g. cosmetics); analytical and forensic services; teaching and education; environmental protection. Opportunities for employment outside the field of chemistry would include careers in the following areas: finance; commerce; civil service; law; journalism; publishing; healthcare; technical sales; information technology.

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Person responsible for management of programme Dr A Dobbs



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TPB2011-053

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TPB2011-053

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Programme Title: Pharmaceutical Chemistry




Name of Final Award and Programme Title BSc Pharmaceutical Chemistry


QM Programme Code / UCAS Code(s) UBSF-QMCHEM1/USPHC (F154)







Programme RationaleThis programme aims to provide a comprehensive training in the field of chemistry with an introduction to key principles of biochemistry, physiology and pharmacology. Emphasis is given to molecular concepts of complex biological systems and the relevance of all the above to the development of medicinal drugs. Students following this program will therefore learn about important chemical principles and their relationship to biological systems, and are well-trained for careers in the pharmaceutical industry.

Educational Aims of the ProgrammeAt the end of the programme, students be suitably-trained for professional employment or further study through having: • knowledge of a wide range of chemical topics up to an advanced level; • an understanding of basic principles of human physiology, biochemistry and drug action; • knowledge of the drug-development process; • skills in solving problems of a chemical nature, and in the interpretation and assessment of chemical data; • advanced practical skills in the conduct of chemical reactions/experiments and in a range of analytical/preparative techniques. More generally, the programme aims to: • provide a rational and coherent programme of study which is relevant to the needs of employers, facilitates the professional development of the student and lays the foundations for a successful career to the benefit of the economy and society; • provide a sound knowledge base in the fields studied and develop key transferable skills in the areas of communication, numeracy, information technology, team-working, problem-solving, time and task management;

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• foster the development of an enquiring, open-minded and creative attitude, tempered with scientific discipline and social awareness, which encourages lifelong learning.




A 2

Facts, concepts, principles and theories at an advanced level across a wide range of chemical topics, typically including the following areas: Organic Chemistry: including organic structures and functional groups, stereochemistry, reactions and mechanisms, molecular synthesis, biological aspects of organic chemistry. Inorganic Chemistry: including structure and bonding, chemistry of selected elements, solid-state chemistry, metal complexes and organometallics, applications of inorganic chemistry. Physical Chemistry: including chemical thermodynamics and kinetics, quantum theory and molecular bonding, spectroscopic techniques, interfaces and solution chemistry.

A 3 Topics in pharmacology: including drug targets; mode of action and metabolism; pharmacokinetics; cancer chemotherapy; structure-activity relationships and methods of drug discovery.











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Students are required to register for modules to a value of 120 credits in each academic year; this should normally consist of 60 credits in each semester. YEAR 1 Core modules (15 credits in total): CHE101 Foundations of Practical Chemistry (15 credits, level 4, sem A+B) Compulsory modules (105 credits in total): CHE100 Essential Skills for Chemists (15 credits, level 4, sem A+B) CHE102 Fundamentals of Organic Chemistry (30 credits, level 4, sem A+B) CHE103 Fundamentals of Physical & Inorganic Chemistry (30 credits, level 4, sem A+B) CHE104 Fundamentals of Spectroscopy (15 credits, level 4, sem A) SBS017 Basic Biochemistry (15 credits, level 4, sem B) YEAR 2 Compulsory modules (120 credits in total): CHE322 Constructing Organic Molecules (15 credits, level 5, sem A) CHE361 Introduction to Drug Action (15 credits, level 5, sem A) SBC920 Techniques for the Biological & Chemical Sciences (15 credits, level 5, sem A)

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SBS501 Animal Physiology (15 credits, level 5, sem A) CHE312 Transition Metal Chemistry (15 credits, level 5, sem B) CHE422 Chemistry of Biological Molecules (15 credits, level 5, sem B) CHE461 Chemical Pharmacology (15 credits, level 5, sem B) SBC510 Molecules from First Principles (15 credits, level 5, sem B) YEAR 3 Compulsory modules (90 credits in total): CHE010 Advanced Experimental Chemistry (15 credits, level 6, sem A)* CHE512 Contemporary Inorganic Chemistry (15 credits, level 6, sem A) CHE561 Cancer Chemotherapy (15 credits, level 6, sem A) SBC601 Topics in Biological Chemistry (15 credits, level 6, sem B) SBC702 Molecules and Ions at Interfaces (15 credits, level 6, sem B) SBC703 Synthesis of Pharmaceutically Active Molecules (15 credits, level 6, sem A) Plus 30 credits from the following: SBC605 Project Skills in Chemistry (30 credits, level 6, sem A+B) CHE900 Chemistry Project (30 credits, level 6, sem A+B)** * the first part of this module generally runs after the completion of second-year examinations ** subject to students meeting the minimum academic conditions for registration for this module


Module Selection

Status


Semester

X


Quality Assurance Mechanism Include details of: SSLC meetings, student feedback mechanisms, personal tutor arrangements, programme induction, programme review and monitoring. Programme reviews are undertaken by the programme co-ordinator, who reports back to the Chemistry Teaching Group, and the SBCS Teaching & Learning Committee (TLC). These reviews are based on: • reviews of individual modules. • external examiner reports. • feedback from (and actions initiated by) the TLC. • requirements of professional and accrediting bodies (especially the Royal Society of Chemistry).

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Committees with responsibility for monitoring and evaluating quality and standards are: • SBCS Teaching & Learning Committee (TLC) • Biological & Chemical Sciences Examination Board (BCSEB). • QMUL Science Degree Examination Board (DEB). • QMUL Quality Enhancement Committee (QEC). Mechanisms for monitoring and improving quality of individual staff teaching Newly appointed staff are usually expected to have a PhD level of qualification (or equivalent levels of qualification and experience), and to undertake training in academic practice in accord with the requirements of Queen Mary, University of London. For all staff, feedback on performance (and monitoring thereof) is provided by: • module feedback questionnaires • the staff appraisal scheme • peer observation of teaching. Further opportunities for staff development are provided by The Learning Institute of QMUL . Mechanisms for gaining student feedback on the quality of teaching and their learning experience: • SBCS Student Staff Liaison Committee • module feedback questionnaires Further informal feedback is obtained through contact with students in laboratory and tutorial classes, and through meetings with student advisees. The Induction Programme for new students includes: • briefings from senior staff on matters relating to general study • briefings on the conduct of chemistry practicals and laboratory matters • an introduction to Library Services The tutoring/advising arrangements include: • appointment of a personal tutor for each individual student for the duration of their studies • a Senior Academic Advisor, with overall responsibility for student welfare, who is also able to provide advice in the absence of the personal tutor.





Chemistry is often regarded as the "central science", and interfaces with physics, biology, materials science and medicine. This three year degree, which is recognised by the Royal Society of Chemistry, offers a high-level of training in both practical and theoretical aspects of chemistry, suitable for those wishing to pursue a career as a professional chemist. Graduates of the programme also possess knowledge of key aspects of biochemistry, physiology and pharmacology, which will be of use to those

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aiming to pursue careers working in the pharmaceutical industry or allied industries. Graduates of chemistry degree courses are generally recognised by employers as having good technical and transferable skills: including skills in literacy, numeracy, application of logic, problem solving, communication, IT and computation, independent and team working, and time management. Opportunities for employment within the field of chemistry would include careers in the following areas: chemical industry; pharmaceuticals; food industry; mining, oil and gas industries; consumer products (e.g. cosmetics); analytical and forensic services; teaching and education; environmental protection. Opportunities for employment outside the field of chemistry would include careers in the following areas: finance; commerce; civil service; law; journalism; publishing; healthcare; technical sales; information technology.



Person responsible for management of programme Dr P B Wyatt

Date Programme Specification produced/amended by School or teaching and learning committee 17 Dec 2010


TPB2011-053

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TPB2011-053

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Nature of proposal(s) Programme Amendments


School of Engineering and Materials Science


Programme Amendment: • BEng and MEng Programmes

Module Proposals:

• Management of Design • Design for Manufacture • Solid Mechanics • Energy Conversion Analysis • Dynamic Models of Engineering Systems • Engineering Instrumentation • Control Systems Analysis and Design • Heat Transfer and Fluid Mechanics I • Aerothermodynamics of Fluid Flows • Fluid mechanics of the cardiovascular system • Neuromuscular Biomechanics • Chemistry for Materials • Composites for aerospace applications

Outcome requested



No significant issues identified.

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Engineering Programmes

Code Degree Length Title

H401 BEng 4 Aerospace Engineering with Industrial ExperienceH421 BEng 3 Aerospace Engineering

H400 MEng 4 Aerospace Engineering

HK00 MEng 5 Aerospace Engineering with Industrial ExperienceH300 BEng 3 Mechanical Engineering

H301 MEng 4 Mechanical Engineering

H304 BEng 4 Mechanical Engineering with Industrial Experience

H302 MEng 5 Mechanical Engineering with Industrial ExperienceHBC8 BEng 3 Medical Engineering

HB18 MEng 4 Medical Engineering

HBD8 BEng 4 Medical Engineering with Industrial Experience

HB1V MEng 5 Medical Engineering with Industrial ExperienceH221 BEng 3 Sustainable Energy Engineering

H224 MEng 4 Sustainable Energy Engineering

HF21 BEng 4 Sustainable Energy Engineering with Industrial Experience

HG21 MEng 5 Sustainable Energy Engineering with Industrial ExperienceH100 BSc(Eng) 3 Engineering

Materials Programmes

J500 BEng 3 Dental Materials

J504 MEng 4 Dental Materials

JM00 BEng 4 Dental Materials with Industrial Experience

JN00 MEng 5 Dental Materials with Industrial ExperienceJ590 BEng 3 Materials and Design

J591 BEng 4 Engineering Materials in Design with Industrial ExperienceJ551 BSc 3 Materials Science and Engineering

J511 BEng 3 Materials Science and Engineering

J510 MEng 4 Materials Science and Engineering

JM11 BEng 4 Materials Science and Engineering with Industrial Experience

JM10 MEng 5 Materials Science with Industrial ExperienceB892 BSc 3 Medical Materials

B899 BEng 3 Medical Materials

B891 MEng 4 Medical Materials

B893 BEng 4 Medical Materials with Industrial Experience

BV90 MEng 5 Medical Materials with Industrial Experience

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Programme Title(s) Various (see the attached table) Programme Code(s) Various


Bachelor of Engineering (BEng) Full Time 3 Academic Years

Master of Engineering (MEng) Full Time 4 Academic Years


Bachelor of Science (Engineering) (BSc (Eng)) Full Time 3 Academic Years

Responsible School / Institute School of Engineering & Materials Science



Programme Organiser Professor Julia Shelton

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All the programmes in SEMS have been reviewed to integrate all the programmes and enhance the educational achievements of the students. Following the external review of SEMS it was recommended that the engineering programmes be reviewed in order to integrate and enrich materials more fully. In addition to the changes documented in the table below which are the 2nd year of the changes, for each stream then further changes will be implemented in years 3 through to 4. The additions for each programme are summarised in the attached table, with the module proposals submitted alongside this amendment/ at the next board.


Module Selection

Status



X

X




The external review of SEMS identified the opportunity to enhance the undergraduate provision by increasing and integrating the delivery of materials across all programmes. The engineering programmes have not been reviewed substantially for 15 years and certainly required significant revision following the formation of the School of Engineering and Materials Science. In order to enrich materials content throughout the programmes and to allow students to benefit from being part of a broader educational School more materials content had to be introduced in Year 1. In addition with enhanced quality of students it was recognised that there was an opportunity to develop more application rich modules, rather than more mathematical tools in separate modules. This is the 2nd year of a rolling programme to implement the changes.


If anything, the redesign of both engineering and materials programmes has the positive implication that a reduced number of modules are to be delivered.

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None.

7) External Examiner(s) and Student Consultation Have you consulted your External Examiner(s) and Students about the proposed amendments? If so, please detail their comments.The changes are a direct result of the SEMS external review. We are actioning some of the changes suggested. Last year, at the first round of changes, students were consulted about the general plans and were mostly positive about the proposed changes. Also the external examiners were briefed about the proposed changes and endorsed them.




No






Henri Huijberts

Digitally signed by Henri Huijberts DN: cn=Henri Huijberts, o=QMUL, ou=SEMS, [email protected], c=GB Date: 2012.03.16 14:20:23 Z

Julia Shelton

Digitally signed by Julia Shelton DN: cn=Julia Shelton, o=QMUL, ou=SEMS, [email protected], c=GB Date: 2012.03.15 17:14:48 Z

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Module Title Management of Design Module Code DEN5100



Proposed JACS Code H150 Engineering Design






School of Engineering and Materials Science Engineering UG


2012/13 210 180 250

2013/14 210 180 250

2014/15 210 180 250

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The design content is being significantly revised in all the different engineering streams taught in SEMS. This process has been undertaken in two phases. The first phase was undertaken in 2011-12 to update the first year curriculum. It is now proposed that the second year of study be updated to reflect the more advanced learning that the students will have acquired in year 1 for 2012-13. The proposal is that the updated design led and materials enriched components of the curriculum will now constitute 30 credits of study in both years 1 and 2. This module is the second year first semester module that will develop further the team working, project management and innovation strategies that were introduced in first year of the programme in 2011-12. This module is a compulsory module in all of the following degree programmes: H100; H421; H106; H300; HBC8; H221; H400; H301; HB18; H224; H401; H304; HBD8; HF21; HK00; H302; HB1V and HG21.


By school responsible for module Standard lecture and lab facilities.







Henri Huijberts

Digitally signed by Henri Huijberts DN: cn=Henri Huijberts, o=QMUL, ou=SEMS, [email protected], c=GB Date: 2012.05.01 14:07:21 +01'00'

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Module Title Management of Design Module Code DEN5100


Module Organiser James Busfield


DEN4001, MAT4002


This module will develop techniques to encourage creativity, whilst exploiting successful group interactions set in an engineering design context. By learning from previous design experiences, strategies to help identify design constraints will be explored as well as techniques that can be used to optimise designs when a trade-off is required between conflicting requirements. Essential elements of how to propose an economic business case for a design will be developed.


To understand how engineering design can be used to create new and successful products. To better prepare students for a wider range of graduate opportunities including ones that relate to engineering design. To encourage successful team work and to facilitate effective student interactions. To examine strategies that can be used to identify product requirements, think creatively, solve problems, identify solutions and ultimately to prepare a business case for potential investors.

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Academic Content:

A 1 Learning from existing examples of good and bad engineering design.

A 2 Developing techniques to identify design constraints and using TRIZ to identify design solutions when conflicting requirements are specified.

A 3 Examining how project management techniques might improve productivity and reduce product development times


B 1 Work collaboratively in a group and to recognise the various roles that individuals can assume whilst tackling design projects.

B 2 use techniques such as brainstorming that can be used to develop both an understanding of the design constraints for a specific problem as well as generate creative and original new ideas in design.

B 3 Critically evaluate designs to establish which will be the most suitable for a set of complex requirements.

Attributes:

C 1 Develop group/team working skills

C 2 Understand the role of a design engineer in society

C 3 Communicate complex engineering ideas effectively to both the own group as well as to a broader audience.

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Manufacturing Processes for Design Professionals - Rob Thompson

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Lectures - 22 hours Tutorials / Labwork - 22 hours


106 hours


150 hours







Qualifying Mark for


Examination Examination 2 hours 50% Yes N/A

Coursework Coursework 50% No N/A

Note: The Qualifying Mark is not the same as the Pass Mark, which is 40 at UG level and 50 at PG level. The Qualifying Mark only applies to individual elements of assessment that students must achieve a particular mark in to pass. State NA if not applicable.





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Examination Examination 2 hours









Qualifying Mark for


Examination Examination 2 hours 50% Yes






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Module Title Design for Manufacture Module Code DEN5101



Proposed JACS Code H150 Engineering Design








2012/13 210 180 250

2013/14 210 180 250

2014/15 210 180 250

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The design content is being significantly revised in all the different engineering streams taught in SEMS. This process has been undertaken in two phases. The first phase was undertaken in 2011-12 to update the first year curriculum. It is now proposed that the second year of study be updated to reflect the more advanced learning that the students will have acquired in year 1 for 2012-13. The proposal is that the updated design led and materials enriched components of the curriculum will now constitute 30 credits of study in both years 1 and 2. This module is the second year first semester module that will develop further the team working, project management and innovation strategies that were introduced in first year of the programme in 2011-12. This module is a compulsory module in all of the following degree programmes: H100; H421; H106; H300; HBC8; H221; H400; H301; HB18; H224; H401; H304; HBD8; HF21; HK00; H302; HB1V and HG21.


By school responsible for module Standard lecture and lab facilities







Henri Huijberts


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Module Title Design for Manufacture Module Code DEN5101


Module Organiser James Busfield


DEN4001, MAT4002, DEN5101


This module will examine how 3D CAE can be used to create detailed design drawings, create simple assemblies, manufacture prototypes, real parts and also how analytical models such as finite element analysis geometries can be used to evaluate designs. A wide range of different processing techniques such as moulding, forming, cutting, welding, turning and milling will be examined. Various different strategies such as failure mode and effect analysis (FMEA) that can be used to evaluate the design risk, especially in areas with extensive legislation in place, to determine 'safe' design. The role of inspection and statistical process control techniques in ensuring a robust design and manufacturing process will be examined.


To understand how successful engineering design can both create designs and then go on to manufacture new and successful products. To better prepare students for a wider range of graduate opportunities including ones that relate to engineering design. To encourage successful team work and to facilitate effective student interactions. To extend the CAE skills that were developed in year 1 and allow the students to fully appreciate the concept of design for manufacture.

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Academic Content:

A 1 Undertand how risk is determined in design and to ensure that designs are manufactured in a robust and reliable way.

A 2 Understanding how to manufacture a wide range of components out of a wide range of different material types.

A 3 Understand how to use CAE to create designs, drawings, analytical models and real products.


B 1 work effectively in teams

B 2 understand how CAE tools are used in modern engineering to ensure that products are design well for ease of manufacture

B 3 establish design risks in a practical setting.

Attributes:

C 1 Develop group/team working skills

C 2 Experience of using a wide range of different manufacturing skills.

C 3 Communicate complex engineering ideas effectively to both the own group and a broader audience.

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Manufacturing Processes for Design Professionals - Rob Thompson

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Lectures - 22 hours Tutorials / Labwork - 22 hours


106 hours


150 hours







Qualifying Mark for


Examination Examination 2 hours 50% Yes N/A

Coursework Coursework 50% No N/A






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Examination Examination 2 hours







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Module Title Solid Mechanics Module Code DEN5102



Proposed JACS Code H142 Solid Mechanics








2012/13 210 180 250

2013/14 210 180 250

2014/15 210 180 250

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The module proposal results from a review of the Undergraduate Engineering programmes in Aerospace / Mechanical / Medical Engineering and is a compulsory module for the Engineering programmes.









Henri Huijberts


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Module Title Solid Mechanics Module Code DEN5102


Module Organiser Julia Shelton


DEN4102


This module further develops material taught in the first year with respect to stresses and strains in components and how they may be designed to prevent failure. It considers plane stress and strain conditions, using matrix notation to describe these conditions and the failure criteria that may be applied to these systems. It also considers complex bending conditions in asymmetric and composite beams and the stability of struts. Examples will be drawn from applications in aerospace, mechanical and medical engineering.


To develop analytical tools for students to undertake static analysis of components To enable students to evaluate the likely failure stresses in a component related to design and material properties To provide students with the capacity to understand the issues related to principal stresses and strains and the effects of stress concentrations on these values

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Academic Content:

A 1 determination of principal stress and strain values in plane stress and strain situations

A 2 influence of contact stresses and stress concentrations

A 3 Introduction to failure criteria commonly used in the analysis of engineering components

A 4 bending theory applied to asymmetric and composite beams

A 5 evaluation of the stability of struts


B 1 recognise and recall methods to measure strain and evaluate data recorded from experimental situations

B 2 apply matrices, determinants and eigenvalues in stress and strain fields

B 3 apply analytical skills to a variety of structural components, simple beams and truss structures

Attributes:

C 1 write a technical report appropriately

C 2 analyse the content of reports critically and provide feedback

C 3 analytical engineering skills

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Hibbeler RC Statics and Mechanics of Materials (2011), Pearson Benham, Crawford and Armstrong. Mechanics of Engineering Materials. Longman

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Lectures 33 hours Lab session 2hours

problem solving classes 11 hours


self study (including exam revision): 94 hours Preparation of group report: 10 hours


150 hours







Qualifying Mark for


coursework Coursework 30 No

examination Examination 2.5 hrs 70 Yes





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examination Examination 2.5 hrs







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Module Title Energy Conversion Analysis Module Code DEN5107



Proposed JACS Code H311 Thermodynamics








2012/13 90 80 120

2013/14 90 80 120

2014/15 90 80 120

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The module proposal results from a review of the Undergraduate Engineering programmes in Mechanical and Sustainable Energy Engineering and is a compulsory module for these programmes. It builds on DEN4006 Energy Conversion Systems and DEN107 Thermodynamics









Henri Huijberts


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Module Title Energy Conversion Analysis Module Code DEN5107


Module Organiser Dr Adrian Briggs


DEN4006 Energy Conversion Systems

DEN107 Thermodynamics I


This module will develop the ideas introduced in DEN4006 Energy Conversion Systems and study how energy conversion systems can be analysed quantitatively. To do this it will use many of the concepts and fundamental laws introduced in DEN107. It will also analyse reacting flows with particular reference to combustion and their application to the analysis of internal combustion engines.


1. To enable students to model and analyse a variety of energy conversion systems including both conventional "thermal" systems and more recent "renewable energy" systems. 2. To enable students to quantitatively compare and contrast the efficiency and effectiveness of various energy conversion systems.

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Academic Content:

A 1 analysis of ideal and real energy conversion components,

A 2 construction of ideal and real cycles based on traditional and renewable energy sources using these components.


B 1 apply the fundamental laws of thermodynamics to a variety of engineering components,

B 2 combine these components using energy and entropy balances to form ideal and real engineering systems for the energy conversion based on thermodynamic cycles,

B 3 recognise the various types of heat exchanger and their use and make simple rating calculations for these,

B 4 apply energy and entropy balances to renewable energy devices.

Attributes:

C 1 write a standard laboratory report,

C 2 analyse complex systems by breaking them down into manageable parts and using appropriate techniques to model these parts.

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. E. P. Gyftopoulos and G. P. Beretta (2005). Thermodynamics: Foundations and Applications. 2nd ed. Rogers and Mayhew, Engineering Thermodynamics, Work and Heat Transfer,

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Lectures: 33hrs Problem Solving Classes: 11hrs

Lab session: 2hrs


Self study (incl exam revision): 70hrs Write-up of lab report: 10hrs Solution of exercises: 24hrs


150hrs







Qualifying Mark for


Lab report Coursework N/A 15% No N/A

Exercises Coursework N/A 15% No N/A

Examination Examination 2.5hrs 70% Yes N/A




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Examination Examination 2.5hrs







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Module Title Dynamic Models of Engineering Systems Module Code DEN5108



Proposed JACS Code H310








2012/13 210 180 250

2013/14 210 180 250

2014/15 210 180 250

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The module proposal results from a review of the Undergraduate Engineering programmes in Aerospace/Mechanical/Medical Engineering and is a compulsory module for all these programmes. It brings together elements of the old modules DEN108 Dynamics, and DEN211 Vibrations and Control of Dynamic Systems and builds on these elements to study multi-degree-of-freedom vibrations and to introduce elements of partial differential equations that are essential for consecutive stream-specific modules.









Henri Huijberts


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Module Title Dynamic Models of Engineering Systems Module Code DEN5108


Module Organiser Dr Henri Huijberts


DEN4121 Mathematical Techniques for Engineers

DEN4108 Engineering Mechanics: Dynamics


This module introduces techniques to model and analyse the behaviour of dynamic systems encountered in Engineering practice. It studies plane kinematics of rigid bodies, the modelling of one- and two-degree-of-freedom mechanical systems using energy-based methods, vibrations of mainly two-degree-of-freedom mechanical systems and introduces the modelling and analysis of dynamic systems using partial differential equations.


1. To enable students to quantitatively model and analyse the motion of rigid bodies using Free Body Diagrams and energy-based methods. 2. To enable students to analyse two-degree-of-freedom vibrations. 3. To enable students to quantitatively model and analyse dynamic systems using partial differential equations.

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Academic Content:

A 1 the history and character of physical modelling and models in Engineering systems,

A 2 the use of Newton's laws of motion and energy-based methods in the formulation of dynamics problems,

A 3 the role of ordinary and partial differential equations in the description and solution of dynamics problems.


B 1 describe the motion of rigid bodies in appropriate rectilinear or curvilinear coordinate systems,

B 2 obtain the equations of motion of one- and two-degree-of-freedom mechanical systems using Free Body Diagrams and energy-based methods,

B 3 describe and analyse the free and forced vibrations of two-degree-of-freedom mechanical systems,

B 4 describe the frequency response of two-degree-of-freedom mechanical systems,

B 5 classify partial differential equations and, based on this classification, use appropriate methods to solve the partial differential equation.

Attributes:


C 2 anticipate, quantify, estimate and reduce uncertainties in experiments.

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. R.C. Hibbeler, Engineering Mechanics: Dynamics (12th Ed), Pearson, Harlow, 2010. G. James, Modern Engineering Mathematics (4th Ed), Pearson, Harlow, 2010. G. James, Advanced Modern Engineering Mathematics (4th Ed), Pearson, Harlow, 2011.

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Lab session: 2hrs




150hrs







Qualifying Mark for








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Qualifying Mark for




December Examination Examination N/A 70% Yes N/A





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Module Title Engineering Instrumentation Module Code DEN5109



Proposed JACS Code H730 Mechatronics








2012/13 210 180 250

2013/14 210 180 250

2014/15 210 180 250

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The proposed module will be a compulsory module for all engineering undergraduate students. Some background in electronics is a key aspect of any engineering programme, and is a requirement for accreditation by many of the engineering governing bodies. The module proposal results from a review of the Undergraduate Engineering programmes in Aerospace/Mechanical/Medical Engineering. It is a complete redevelopment of the existing electronic module (DEN109). The module focuses on different applications of electronics of relevance to all engineers, specifically instrumentation, acquiring data and controlling motors. It aims to provide a relevant and exciting insight into the interface between electronics and other forms of engineering, that the students can utilise during design work or other projects.


By school responsible for module Standard lecture and laboratory facilities







Henri Huijberts


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Module Title Engineering Instrumentation Module Code DEN5109


Module Organiser Dr HRC Screen



This module is focused on transducers and their uses in engineering control systems. It studies methods of taking measurements, and motor and actuator theory, reviewing important transducer characteristics and the methodology for selecting an appropriate transducer. In relation to this, the module also covers methods of acquiring data from transducers, and effectively processing electronic signals. All aspects of the module content are brought together in a problem based learning exercise, involving the control of a robotic arm.


1. To enable students to select appropriate transducers for taking a wide variety of measurements, such as temperature or displacement. 2. To enable to students to analyse motor function and efficiency 3. To explain the process of data acquisition and enable students to foresee potential errors or difficulties in acquiring data.

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Academic Content:

A 1 the use of simple circuit theorems to determine currents and voltages in series and parallel circuits

A 2 Methods of signal processing for data acquisition including filtering and amplification

A 3 Analogue and digital signals and convertion


B 1 choose an appropriate transducer for a range of given measurement scenarios

B 2 describe the stages and components involved in filtering and amplifying signals

B 3 construct a basic control circuit to operate a robot arm

B 4 describe the process of analogue to digital conversion

Attributes:

C 1 apply appropriate group management skills to achieve effective group work

C 2 acquire and assimilate information from a diverse range of sources

C 3 present ideas effectively in written reports

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Hughes Electrical Technology. I McKenzie Smith, Pub. Pearson The Art of Electronics. Horowitz and Hill, Pub. Cambridge University

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Lectures: 33hrs Problem Based Learning: 11hrs




150 hours







Qualifying Mark for


PBL report Coursework N/A 20% No N/A

Exercise sheets Coursework N/A 10% No N/A





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Qualifying Mark for


PBL Report Coursework N/A 20% No N/A


December Examination Examination 2.5hrs 70% Yes N/A





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Module Proposal Form / 2011-12 / July 2011 / V1.2


Sections 3 and 4a/4b are only to be completed where the module will be available to associate students witheither alternative assessment arrangements (section 3)




Module Title Module Code

Credit Value Level Module Type Scheme

Start Date

Proposed JACS Code


Responsible School / Institute


Collaborating institutions involved in teaching part of the module (if applicable), including the estimatedpercentage contribution to the module from the collaborative partner

Subject Exam Board

Responsible School

Subject ExamBoard

responsible forthe module


Control Systems Analysis and Design DEN5200

15 5 MOD Undergraduate

September 2012

H660 Control Systems

School of Engineering & Materials Science


2012/13 210 180 250

2013/14 210 180 250

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Module RationaleProvide a rationale for the introduction of the module and specify for which programme(s) of study the moduleis designed and whether it will be offered as a core, compulsory or option module. If the programme(s)concerned comprise of a number of dedicated pathways / routes the status of the module on each should alsobe made clear.



By any other Queen Mary school orcollaborative institution


The signature of the Heads of School/Institute will be taken as confirmation that the School or Institutecan fund the required resources, both internal and elsewhere (for example: staffing, library andcomputing resources).

Head(s) of School Head(s) ofsupporting School

Head(s) ofsupporting School

Head(s) ofsupporting School



Credit Value Level Mode of Delivery Semester

M d l O i

2014/15 210 180 250

The proposed module will be a compulsory module for all engineering undergraduate students. Some background in basic control principles is a key aspect of any engineering programme, and is a requirement for accreditation by many of the engineering governing bodies. The module proposal results from a review of the Undergraduate Engineering Programmes in Aerospace/Mechanical/Medical Engineering. It is a complete reshaping of an existing module 'Vibrations and Control of Dynamic Systems (DEN211)' in the light of current need and other relevant modules. The modules focuses on the analysis and design of control systems in relation to existing major disciplines offered in the School It aims to provide a relevant and exciting insight into the control system principles, analysis and design with the aid of lectures, problem solving sessions, lab exercise and projects.

standard lecture and laboratory facilities

Henri Huijberts


Control Systems Analysis and Design DEN5200

15 5 On Campus Semester 2

Dr MH Shaheed

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Module Organiser


1) Content DescriptionProvide a description of the module, as it will appear in the Module Directory and on the Student InformationSystem (approx. 70-80 words).

2) Module AimsSpecify the aims of the module, i.e. the broad educational purposes for offering this module.

3) Learning OutcomesIdentify the learning outcomes for this module, i.e. knowledge, skills and attributes to be developed throughcompletion of this module. Outcomes should be referenced to the relevant QAA benchmark statements and theFramework for Higher Education Qualifications in England, Wales and Northern Ireland (2008). The SEECCredit Level Descriptors for Further and Higher Education 2003 and Queen Mary Statement of GraduateAttributes should also be used as a guiding framework for curriculum design.

Academic Content:

A

Dr MH Shaheed

DEN4121 Mathematical Techniques for Engineers

This module is focused on the basic principles of control systems analysis and design and its application to engineering systems in relation to mechanical, medical, electro-mechanical and aerospace systems. The students will acquire the skill of designing a control system for a particular application. They will also gain practical experience in analysis and design of a typical control system with MATLAB using the theoretical knowledge gained in lectures and problem solving sessions.

This course aims to provide an introduction to control systems principles, analysis and design and its application to a selection of mechanical, medical, electro-mechanical and aerospace engineering systems.

1 Basic control system principles including modern control approaches such as state-space and digital control

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A

A


B

B

B

B

Attributes:

C

C

C

4) Reading ListProvide an indicative reading list for the module. This should include key texts and/or journals but should notbe an exhaustive list of materials.

2Applications of modern control system principles in the analysis and design of control approaches for mechanical, medical, electro-mechanical and aerospace systems

3 Analysis and design of typical control systems using MATLAB

1 apply basic control system principles including modern control approaches such as state space and digital control,

2 use a wide range of analysis tools for designing practical control systems in a variety of mechanical, aerospace and medical engineering applications,

3 apply the main methods of system design to a variety of motion, temperature and pressure regulation and control systems

4 use the tools required for the design of control systems in MATLAB and relevant MATLAB toolboxes.

1 problem solving skills

2 acquire and assimilate information from a diverse range of sources and skill to analyse and interpret this information

3 present ideas effectively in written reports

Modern Control Engineering, Katsuhiko Ogata, Pub. Prentice Hall Modern Control Systems, Dorf and Bishop, Pub. Pearson

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Teaching and Learning ProfileProvide details of the method of delivery (lectures, seminars, fieldwork, lab work, etc.) used to enable theachievement of learning outcomes and an indicative number of hours for each activity to give an overall pictureof the workload a student taking the module would be expected to undertake.

1. Student / lecturer interaction

Specify details of the method of delivery e.g.lectures, seminars, fieldwork, lab work etc. used toenable the achievement of the learning outcomesand an indicative number of hours for each activity.

2. Student independent learning time

Specify an indicative number of independent hoursof study a student undertaking this module wouldbe expected to undertake.

1. + 2. Total module notional study hours

Specify the total module notional study hours. Thisshould be a total of the hours given in 1. and 2.The notional study hours for each academic creditpoint is 10. A 15 credit point module thereforerepresents 150 notional study hours.

Assessment ProfileProvide details of the assessment methods used to assess the achievement of learning outcomes.

Brief Description ofAssessment Assessment Type

Duration /Length of

Examination /Coursework

PercentageWeighting

Final elementof assessment?

QualifyingMark for

IndividualAssessment

ReassessmentProvide details of the reassessment methods used, specifying whether reassessment is either standardreassessment or synoptic reassessment.



Brief Description of Assessment Assessment Type Duration / Length of Examination /Coursework

Lectures: 33hrs Problem Solving Class: 10hrs


150 hours

Lab report Coursework N/A 30% No

Examination Examination 2.5hrs 70% Yes

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Section 3 - Alternative Assessment Arrangements for Associate Students

This section must only be completed if the module will be made available to associate students in Semester Aand where the credit value of the "associate" version is the same as for the main version, and the main versionis assessed by exam in May which is not available to the associate students. All other aspects of the modulespecification remain the same as indicated in Section 2 above. To add alternative assessment arrangements


Assessment ProfileProvide details of the assessment methods used to assess the achievement of learning outcomes.

Brief Description ofAssessment Assessment Type

Duration /Length of

Examination /Coursework

PercentageWeighting

Final elementof assessment?

QualifyingMark for

IndividualAssessment

Section 4a - Half Module for Associate Students (for a half module to be taught in Semester A)

This section must be completed if the proposed module will take place over 2 semesters but will be madeavailable to single-semester associate students in a half-credit format in Semester A. Modules worth less than30 credits taken over 2 semesters may not be made available in a half-credit format. To add details for the half


Section 4b - Half Module for Associate Students (for a half module to be taught in Semester B)

This section must be completed if the proposed module will take place over 2 semesters but will be madeavailable to single-semester associate students in a half-credit format in Semester B. Modules worth less than30 credits taken over 2 semesters may not be made available in a half-credit format. To add details for the half



Coursework No

Examination Yes

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Module Title Heat Transfer and Fluid Mechanics I Module Code DEN5208



Proposed JACS Code H300 Mechanical Engineering








2012/13 90 80 120

2013/14 90 80 120

2014/15 90 80 120

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The module proposal results from a review of the Undergraduate Engineering programmes in Mechanical and Sustainable Energy Engineering and is a compulsory module for these programmes. It brings together elements of the old modules DEN208 Heat Transfer and DEN241 Mechanics of Fluids for Mechanical Engineers. It builds on DEN4101 Mechanics of Fluids I as well as introducing the student to the basic concepts of heat transfer.









Henri Huijberts


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Module Title Heat Transfer and Fluid Mechanics I Module Code DEN5208


Module Organiser Dr Adrian Briggs


DEN4101 Fluid Mechanics DEN4107 Thermodynamics


This module introduces the basic concepts of heat transfer i.e. conduction, convection and radiation. It will develop the ideas introduced in DEN4101Fluid Mechanics and extends these to look at the closely interrelated subjects of fluid friction and convective heat transfer. It also analyses conduction-convection in conjugate systems, transient heat transfer, heat transfer enhancement using extended surfaces and the importance of dimensional analysis in Fluid Mechanics and Convective Heat Transfer.


1. To enable students to quantitatively model and analyse heat transfer in a variety of systems including conduction, convection and radiation and combinations thereof. 2. To enable students recognise the fundamental connections between fluid flow and convective heat transfer.

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Academic Content:

A 1 the fundamental modes of heat transfer and the laws and empirical relationships underpinning them,

A 2 the interrelationship between concepts in fluid mechanics and convective heat transfer,

A 3 the calculation of the heat transfer rates and thermal resitances in a variety of engineering situations and geometries.


B 1 apply Newton's law of cooling and Fourier's conduction law in the analysis of systems involving conduction and / or convection,

B 2 calculate pressure drops and flow rates through pipes and pipe networks and apply these results to the correct selection of pumps,

B 3 calculate heat transfer enhancement due to addition of extended surfaces and calculate fin efficiency and fin effectiveness,

B 4 identify the common dimensionless groups in convective heat transfer and use these to correlate experimental data,

B 5 apply the basic concepts of radiation heat transfer.

Attributes:


C 2 analyse and correlate data by the use of dimensional analysis.

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. F P Incropera and D P DeWitt (1996). Fundamentals of Heat and Mass Transfer. 4th Edition. Wiley. J P Holman (1996). Heat Transfer. 8th Edition. McGraw-Hill. Frank Kreith & Mark S Bohn (1993). Principles of Heat Transfer. 5th Edition. West Publ.Co.,.

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Lab session: 2hrs




150hrs







Qualifying Mark for








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Qualifying Mark for




December Examination Examination N/A 70% Yes N/A





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Module Title Aerothermodynamics of Fluid Flows Module Code DEN5242



Proposed JACS Code H440 Aerodynamics








2012/13 70 50 100

2013/14 70 50 100

2014/15 70 50 100

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The school has introduced two new modules in Materials Engineering in the undergraduate programmes in aerospace engineering . This has resulted in some cases to withdraw an existing module or making necessary changes in other modules in order to cover all the essential materials required in an accredited undergraduate degree in aerospace engineering. The proposed module addresses this by combining the elements of thermodynamics , compressible flows and fluid dynamics which are an essential part of the diet of an aerospace engineering programme.









Henri Huijberts


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Module Title Aerothermodynamics of Fluid Flows Module Code DEN5242


Module Organiser F. Motallebi


Mechanics of Fluids DEN4101 Thermodynamics 1 DEN107 NA NA


This module reviews fundamentals of thermodynamics and introduces compressible flows, formation of waves, Mach number and Mach Wave, Shock-Waves, effect of area change and back pressure on the flow of gases and its application to jet engines and wind tunnels, flow measurement and flow visualization in compressible flows. Students will develop knowledge and understanding of the fundamentals of compressible aerodynamics and its implication in aerospace engineering. The second part of the module provides students with a basic knowledge of viscous flows and boundary layers and drag.


1- Familiarize students with the scope and applications of thermodynamics in compressible flows. 2- Review the control volume concept, revisit the conservation of mass, momentum and introduce conservation of energy 3- Understanding the nature of the waves, compression and expansion 4- Introduce the reversible and irreversible waves, formation of shock waves 5- Introduce viscous flows and derive conservation laws with emphasis on high Reynolds number flows 6-Introduce simple boundary layer flows and drag estimation 7-Brief description of transitional and turbulent flows and their effects in aeronautical applications

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Academic Content:

A 1 Description of 1D compressible flow

A 2 Description of shock wave aerotherhmodynamics

A 3 Analysis of viscous drag and its prediction


B 1 Perform fluid analysis for gas flows in variable area ducts and variable back pressure

B 2 Compute the formation of waves and propagation of information in different flow regimes

B 3 Analyse the effect of boundary layer flows and compressibility on the performance of aeronautical objects

B 4 Perform flow visualization and measurement in compressible flows

Attributes:

C 1 Produce a written report on a basic engineering design

C 2 Design a simple experiment and produce meaningful analysis including error analysis

C 3 To use computer software in an efficient manner

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. 1- Anderson, J. Modern Compressible Flows: With Historical Perspective , McGraw-Hill Higher Education; 3rd edition, 2004 2- Frank White, Mechanics of Fluids , McGraw-Hill Higher Education; 7th edition, 2011 3 - Frank White, Viscous Fluid Flow, McGraw-Hill Higher Education; 3rd Revised edition edition, 2005

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33 hours of Lectures 11 hours of tutorials

3 hours lab session per semester


103 hours


150







Qualifying Mark for


Written Examination 2.5hr 70 Yes NA

Two tests Coursework 20 No NA

Laboratory Coursework 10 No NA




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Examination Examination 2.5hr







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Module Title Fluid mechanics of the cardiovascular system Module Code DEN5300



Proposed JACS Code H141 Fluid Mechanics








2012/13 60 30 100

2013/14 60 30 100

2014/15 60 30 100

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The module proposal results from a review of the Undergraduate Engineering programmes in Aerospace / Mechanical / Medical Engineering and is a compulsory module for the Medical Engineering programmes. The proposed module introduces the application of fluid mechanics directly to the cardiovascular system.









Henri Huijberts


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Module Title Fluid mechanics of the cardiovascular system Module Code DEN5300


Module Organiser Julia Shelton


DEN4101


This module further develops material taught in the first year about fluid mechanics. It introduces more complex concepts including the role of the boundary layer and the transition from laminar to turbulent flow. It will describe the non-Newtonian nature of blood, haemodynamics and pulsatile flows. It will consider flow in the context of the human cardiovascular system, including the structure of the vascular network and blood vessels, the heart anatomy and cardiac cycle, flow through bifurcations and bypass grafts. It will consider the clinical relevance of the endothelial cell and their function.


To introduce students to the Navier-Stokes equations of fluid dynamics by deriving the equations and applying them to relevant engineering problems of the cardiovascular system. To enable students to quantitatively analyse pipe flows, boundary layer flows and non-Newtonian flows. To introduce students to the physiology of the cardiovascular system and enable them to analyse the pulsatile nature of cardiovascular flow. To demonstrate to students the interactions of flow and physiology at the vessel wall and vessel bifurcations.

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Academic Content:

A 1 description of Navier-Stokes equations including review of pipe flows, entrance effect & fully developed laminar flows, wall shear stress

A 2 analysis of boundary layer theory

A 3 description of non-Newtonian properties of physiological fluids, viscosity measurement of biofluids, haemodynamics and pulsatile flows

A 4 description of heart anatomy and cardiac cycle, vascular network and blood vessel structure

A 5 analysis of flow through bifurcations and bypass grafts

A 6 description of endothelial cell and function


B 1 perform analysis for flows in physiological systems

B 2 analyse the interaction between fluid flow and physiology/histology

B 3 understand the behaviour of partial differential equations and be able to apply them in an engineering context

Attributes:

C 1 write a technical report appropriately

C 2 analyse the content of reports critically and provide feedback

C 3 analytical engineering skills

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. 1) Munson B, Fundamentals of Fluid Mechanics, 6th ed, Wiley, Hoboken, 2010, ISBN 9780470262849, TC171 MUN White F, Fluid Mechanics, 6th ed. McGraw Hill, ISBN 0072938447, TC171 WHI 2) Nichols W, McDonald's blood flow in arteries : theoretical, experimental, and clinical principles , Hodder Arnold, ISBN

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0340809418, QP106.2 NIC 3) J R Levick (2000). An introduction to cardiovascular physiology. 3rd. Arnold. / ISBN:034076370 Mohrman DE, Cardiovascular physiology, Lange Medical Books/McGraw-Hill, ISBN 0071388648, QP102 MOH



Lectures 33 hours Lab session 2 hours

problem solving classes 11 hours


self study (including exam revision): 104 hours


150 hours







Qualifying Mark for


coursework Coursework 30 No N/A

examination Examination 2.5 hrs 70 Yes N/A




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Module Title Neuromuscular Biomechanics Module Code DEN5301



Proposed JACS Code B830 "Biomechanics, Biomaterials and Prosthetics (non-clinical)"








2012/13 50 30 100

2013/14 50 30 100

2014/15 50 30 100

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The module proposal results from a review of the Undergraduate Engineering programmes in Aerospace / Mechanical / Medical Engineering and is a compulsory module for the Medical Engineering programme. It broadens the programme with topics not previously disucssed at level 5, with the capacity available as a result of delivering more materials content in year 1 of the programme









Henri Huijberts


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Module Title Neuromuscular Biomechanics Module Code DEN5301


Module Organiser Julia shelton



This module introduces students to the concepts of the role, function and operation of nerve and muscle cells. It provides a background to the biological structures of muscles and nerves and thereby how muscles are stimulated to function in healthy states. It considers the outcomes of neuromuscular disease processes and considers how functionality can be compensated for using a range of modern technologies including functional electrical stimulation, artificial muscle, tissue engineering and mobility aids.


To enable students to understand the role, function and operation of nerves and muscles in the body To enable students to appreciate the disability that may result from neuromuscular disorders and associated pathologies To enable students to understand the range of replacement technologies available

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Academic Content:

A 1 the anatomy and function of neural and muscular systems at gross, local and cellular levels

A 2 the role of motor units and muscle excitation for force generation and its role in biomechanics

A 3 the range of neuromuscular disorders and related pathologies

A 4 an understanding of the principles of electrical stimulation of excitable tissues

A 5 an understanding of the range of technologies available for the replacement of neuromuscular disorders

A 6


B 1 describe the fundamentals of the structure and functions of the neuro-musclar system

B 2 describe the principles of natural and artificial excitation of excitable tissues

B 3 describe the main neuro-muscular disorders and pathologies

Attributes:

C 1 able to write reports critically reviewing the state of the art, at least with respect to fundamental principles of biomechanics and muscle function

C 2 critically analyse reports and the scientific literature, with respect to fundamental principles of the function of neural and muscular systems and their application to neuromuscular disorders and related pathologies

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. 1) Jaakko Malmivuo and Robert Plonsey, "Bioelectromagnetism - Principles and Applications of Bioelectric and Biomagnetic Fields", Oxford, Oxford University Press, 1995. Available for free download from: http://butler.cc.tut.fi/~malmivuo/bem/bembook/ 2) Susan Hall (2001 onwards). Basic Biomechanics. 5th. McGraw Hill.

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Lectures 33 hours Lab session / demonstration / visits 11 hours


self study (including exam revision): 86 hours Preparation of presentation: 10 hours

Group report: 10 hours


150 hours







Qualifying Mark for


coursework Coursework 30 No

examination Examination 2.5 hrs 70 Yes




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Module Title Chemistry for Materials Module Code MAT5002



Proposed JACS Code J511 Engineering Materials




School of Engineering & Materials Science



School of Engineering and Materials Science Materials UG


2012/13 60 10 100

2013/14 60 10 100

2014/15 60 10 100

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This module will replace the Materials Science 3: Materials Chemistry module that is currently taken by all students on the materials science stream. It is an update in the module content to reflect significant changes in the subject area in the last few years and to reflect a change in the staff profile and the schools research interests.


By school responsible for module The facilities required are a standard lecture room.

By any other Queen Mary school or collaborative institution None






Henri Huijberts


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Module Title Chemistry for Materials Module Code MAT5002


Module Organiser Russell Binions


MAT309


The role of chemical kinetics and thermodynamic in materials science. The module will begin with derivation and description of some fundamental kinetic and thermodynamic phenomena such as Gibbs free energy, rate equations, equilibria etc. The effect of variables such as temperature and pressure will be examined. The module will then go on to demonstrate with examples how these can be applied to solve problems for gas, solution and solid phase scenarios with a particular emphasis on polymer synthesis.


The main aim of the module is to give students a good grounding in the important role of chemical kinetics and thermodynamics in materials science. The module will focus on understanding the fundamental principles behind chemical kinetics and thermodynamics and then their application to real world problems, for example: 1) Gas phase reactions such as those seen in chemical vapor deposition. 2) Solution phase reactions such as those seen in polymer synthesis 3) Solid State reactions such as those seen in traditional ceramic synthesis and self-perpetuating high-temperature synthesis.

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Academic Content:

A 1 Understand different reaction types and different reaction orders

A 2 Understand key thermodynamic concepts

A 3 Understand the role of steric bulk in determining reaction/transformation products


B 1 Use thermodynamics to predict chemical transformations

B 2 Calculate reaction rates from empirical data

Attributes:

C 1 Communicate knowledge and ideas on kinetics and thermodynamics

C 2 Recognise, analyse and solve kinetic and thermodynamic problems individually and in groups

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. JE House (2007) Principles of Chemical Kinetics, 2 edition, Academic Press / ISBN:978-0123567871 G Price (1998) Thermodynamics of Chemical Processes (Oxford Chemistry Primer), Oxford University Press / ISBN:978-0198559634 P Atkins (2009) Physical Chemistry, 9th Edition, Oxford University Press / ISBN:978-0199543372

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The module will use a wide range of lecturing materials including the extensive use of video to demonstrate the various different

principles behind kinetics and thermodynamics. The module will be delivered over 33 hours of lectures.


The coursework will include worked examples concerning a range of different materials chemistry examples, designed to prepare

students effectively for the examination. These will be supported by supervised tutorials.

117 hours


150 notional student hours







Qualifying Mark for


Examination Examination 2.5 90 Yes

Course work Coursework - 10 No





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Examination Examination 2.5









Qualifying Mark for


Examination Examination 2.5 90 Yes N/A

Coursework Coursework 10 No N/A





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Module Title Composites for aerospace applications Module Code MAT5030



Proposed JACS Code J511 Engineering Materials






School of Engineering and Materials Science Materials UG


2012/13 100 50 125

2013/14 100 50 125

2014/15 100 50 125

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This module will be taught to all the second year Aerospace Engineering students and all students on the materials science stream. The module will consider the needs of each stream. The module will allow the continued materials enrichment of the engineering programmes. The module has been designed and tailored to the needs of the aerospace stream which has had very little exposure to the increasingly important topic of composites in their curriculum. The module will explore both the design of composites components as well as their manufacture.









Henri Huijberts


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Module Title Composites for aerospace applications Module Code MAT5030


Module Organiser Prof Ton Peijs


MTRM730


The role of composites in modern engineering, in particular aerospace applications will be described which will enable the effective selection of a fibre-resin system for a range of applications . The module will include the manufacture of glass, carbon, aramid and polyethylene fibres, extending to the manufacturing of polymer composites using processes including for example resin transfer moulding, compression moulding and pultrusion. The module will also consider particulate filled composite materials and high temperature metal matrix composite materials. The module will cover the theory that is used to predict the stiffness and strength of composite components, with emphasis on exploring the roles of the three different components encountered in a composite materials of fibre (filler), matrix and the interface. A framework for understanding the cost of manufacture to enable the selection of an appropriate manufacturing technology for a part. Comparisons will be made compare to more traditional materials such as metals, in particular in aircraft applications. Failure modes in composites will be described, non-destructive testing methods such as ultrasonics and strategies towards repair of composite structures will be covered .


To allow students to understand the role of composites in modern engineering, ranging from the use of fibre and particulate filled polymer systems as well as metal matrix composites. This module will focus on all aspects of materials selection, design and manufacturing with composites with an emphasis on the aerospace applications and other high tech uses such as in sports goods and automotive applications. The module will consider issues related to the: 1. fibre, interface and matrix 2. different manufacturing routes 3. Micro-mechanical models that can be used to describe the stiffness and strength of composites 4. failure nondestructive testing and repair of composites

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Academic Content:

A 1 Define the role of fibre, matrix and interface in composite systems

A 2 Understand the different routes that are available to manufacture composite components

A 3 Be able to use the predictive relationships that allow a designer to predict the performance of a composite material.

A 4 Be able to design composite structures optimized to the loading condition.

A 5 Understand the advantages and disadvantages of composites versus metals in lightweight design


B 1 Use laminate plate theory to calculate strength and stiffness of cross-ply and angle-ply laminates

B 2 Use micro-mechanical models to calculate strength and stiffness of long and short fibre composites

B 3 Recognise the importance of anisotropic design for lightweighting in composites versus metals

B 4 Recognise the limitations of composites in terms of materials, design and manufacturing

Attributes:

C 1 Communicate knowledge and ideas on design of composite structures

C 2 Recognise, analyse and solve composite material selection and design problems individually and in groups

C 3

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. D Hull ((1996). ). Introduction to Composite Materials. 2nd Edition. Cambridge University Press. / ISBN:TM130 HNC FL Matthews and RD Rawlings (1994) Composite Materials: Engineering and Science. Chapman & Hall. / ISBN 0-412-55970-9

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The module will use a wide range of lecturing materials including the extensive use of video to demonstrate the various different manufacturing processes. The module will be delivered over 33

hours of lectures.


117 hours


150 notional student hours







Qualifying Mark for


Examination Examination 2.5 80 Yes

Coursework Coursework - 20 No




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Examination Examination 2.5







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Nature of proposal(s) Programme Amendment(s)


Centre for Commercial Law Studies


LLM ( M2Q1, M2Q2) and Postgraduate Diploma ( M2D2) in Insurance Law and the following associated modules proposals:

• Ethics in Business and in Finance o Ethics in Finance o Ethics in Business

• Insurance Law o Insurance Law I - General Principles o Insurance Law II – Regulation

• General Principles of Insurance Law • Insurance Regulation • Marine Insurance Law • Insurance Contracts • Reinsurance Law

Outcome requested



The following programme amendment presents a proposal to create a new route specialism and award title in Insurance Law for both the LLM and Postgraduate Diploma. The amendment is accompanied by seven new module proposals. No significant issues identified.

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Programme Title(s) LLM and PG Diploma Programme Code(s) LLM M2Q1 and M2Q2 and PG Dip M2D2


Master of Laws (LLM) Full Time 1 Calendar Year

Master of Laws (LLM) Part Time 2 Calendar Years

Postgraduate Diploma (PG Dip) Part Time (Academic Year) 2 Academic Years

Responsible School / Institute School of Law/Centre for Commercial Law Studies.



Programme Organiser Dr. G. Gari

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To add the specialisation/route "LLM in Insurance Law" Students will be able to opt for a Specialised LLM in Insurance Law. Students that opt to be awarded a specialised LLM degree in insurance Law must take at least 90 credits from the modules specified below and write a 15,000 words dissertation in insurance law (45 credits) (new dissertation module code to be created) All the following are NEW modules for 2012 which will be available under this specialised group - (Codes TBA) - Reinsurance Law (half module) - Insurance Law - General Principles of Insurance Law (half module) - Insurance Regulation (half module) - Marine Insurance Law - Insurance Contracts (half module) - Ethics in Business and Finance


Module Selection

Status



X




The addition of an LLM in Insurance Law complements the creation of the new Insurance Law Institute. It fills a gap in the teaching provided by CCLS on commercial law and follows the tradition of pathbreaking established by the Centre since its foundation in 1980 in that it will be among the first such LLMs offered in Europe. As with so many other aspects of commercial law, London is the world centre of insurance law and as such it should be represented among the LLM specialisms.

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No resource implications


A new specialism in Insurance Law it is likely to increase student numbers since not many Universities offer a Masters degree with a specialism in this area of law.

7) External Examiner(s) and Student Consultation Have you consulted your External Examiner(s) and Students about the proposed amendments? If so, please detail their comments.




No


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Head(s) of School






Spyros Maniatis

Digitally signed by Spyros Maniatis DN: cn=Spyros Maniatis, o=Queen Mary, ou=Centre for Commercial Law Studies, [email protected], c=GB Date: 2012.04.17 17:05:38 +01'00'

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Programme Title: Master of Laws - LLM




Name of Final Award and Programme Title Master of Laws - LLM (see specialist LLM's below)

Name of Interim Award(s) N/A

Duration of Study / Period of Registration 12 months FT - 24 months PT

QM Programme Code / UCAS Code(s) M2Q1 and M2Q2

QAA Benchmark Group N/A


Programme Accredited by N/A


Responsible School / Institute School of Law



Programme OutlineThe LLM is an innovative postgraduate programme offering students to develop academic and professional expertise in specialised areas of law including, among others, Banking and Finance Law, Comparative and International Dispute Resolution, Competition Law, Environmental law, Human Rights Law, Intellectual Property Law and International Business Law. The programme of study provides a flexible mix of classroom based teaching (assessed by formal examinations or coursework) for taught modules, followed by compulsory research component. One of the distinctive features of the LLM is the exceptionally wide range of modules offered and the flexible structure designed to enable students to choose their own specialist area.

Aims of the Programme• To assist students to develop a detailed, critical and advanced knowledge of key areas of law, not typically covered (or not adequately covered) by an undergraduate syllabus. • To respond to the needs of students who wish to enter into practice in a specialist area – the courses will assist students to acquire essential theoretical and practical skills in

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their subjects; this relates to students who are located locally, regionally and internationally. • To provide students with first-class and comprehensive teaching materials. • To provide students with an in-depth understanding of key issues in advanced law subjects. • To broaden and deepen students’ understanding of their own systems of law by giving them the opportunity and the tools with which to explore the international and comparative law context. • To enhance the students’ learning experience through regular interaction with course teachers, practitioners, visiting academics and fellow students. • To ensure a balance of theoretical rigour and practical application and relevance in the examination of the law.

What Will You Be Expected to Achieve?Students who successfully complete the programme will be able to...

Academic Content:

A 1 Demonstrate knowledge and understanding of key legal principles, issues and debates arising out of the law and practice of chosen subjects

A 2 Demonstrate knowledge and understanding of the practical implications of the legal issues arising within the specialist area

A 3 Demonstrate knowledge and understanding of comparative and international approaches to legal issues within the selected specialist area

A 4 Decognise the standard of materials expected from a post-graduate law student and be capable of producing that standard


B 1 Be capable of analysing legal problems and drafting detailed responses addressing the key issues

B 2 Be capable of producing papers through self-study that examine particular legal issues with the intellectual rigour appropriate to post graduate legal students

B 3 Proficiently use legal research resources to carry out appropriate legal analysis for a variety of problems

Attributes:

C 1 Acquire and apply knowledge in a rigorous way

C 2 Demonstrate self direction and independence in solving complex or unfamiliar problems

C 3 Use clear language to effectively communicate ideas, both orally and in writing

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How Will You Learn?You will learn through direct interaction with lecturers using a variety of teaching, learning and assessment strategies, including traditional and interactive lectures, small group teaching, seminar sessions, tutorials and e-learning. You will also be expected to invest a significant amount of time on independent learning including reading materials in advance of lectures/seminars, preparing class presentations or doing assignments. You will also have to carry out research to complete your dissertation. For this purpose you will be provided with a variety of legal resources and you will receive training on how to use them for your dissertation.

How Will You Be Assessed?Assessment strategies will include a selection (and occasionally a combination) of the following: unseen written examinations, in class presentations, including moot courts and seminar presentations, take home assignments, coursework, dissertations.


An LLM will be awarded to students who complete successfully 180 credits. All courses are at postgraduate (M) level. Students will typically have to make sure that 45 of the 180 credits are research credits. You must take a total of 180 credits. Credits are organised as follows... • 45 credits for each course taught over two terms and examined in May • 45 (research) credits for a 15,000 word dissertation to be submitted in August • 22.5 credits for each course taught over one term to be examined in May or in August • 22.5 (research) credits for a 7,500 word dissertation to be submitted in August Students can opt for a General LLM and have free selection from the range of modules approved for the LLM. They must include in this a 45 credit research dissertation within any legal area. By choosing to take 135 credits in the same specialised area of law - 45 credits of which must be a research dissertation - students can choose to specialise in any of the following: Banking and Financial Law Commercial and Corporate Law Comparative and International Dispute Resolution Competition Law Computer and Communications Law Economic Regulation European Law Human Rights Law Intellectual Property Law International Business Law Law and Development

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Legal Theory and History Medical Law Public International Law Public Law Tax Law Environmental Law Media Law Insurance Law A full list of all modules available for selection under the general LLM and each specialist area is provided on the website (http://www.law.qmul.ac.uk/postgraduate/llm/programmes/index.html) and in the LLM syllabus provided on Registration.



Module Selection

Status


Semester

See full list

What Are the Entry Requirements?The usual admissions criteria for the law post-graduate programmes apply, i.e. a degree in law, or a degree with substantial law content, normally of at least Upper Second Class Honours (or equivalent). The following also qualify for entry to the LLM: a non-law graduate with good Honours who has obtained the equivalent of First Class or Second Class Honours in CPE and Bar Finals/Legal Practice examinations, or passed the solicitors’ qualifying examination. In exceptional cases persons not meeting the normal entry requirement may be considered if they have sufficient relevant experience. Evidence of English language proficiency will also be required.


The Staff-Student Liaison Committee provides a formal means of communication and discussion between Schools and its students. The committee consists of student representatives from each year in the school/institute together with appropriate representation from staff within the school/institute. It is designed to respond to the needs of students, as well as act as a forum for discussing programme and module developments. Staff-Student Liaison Committees meet regularly throughout the year. Each school operates a Learning and Teaching Committee, or equivalent, which advises the School/Institute Director of Taught Programmes on all matters relating to the delivery of taught programmes at school level including monitoring the application of relevant QM policies and reviewing all proposals for module and programme approval and amendment before submission to Taught Programmes Board. Student views are incorporated in this Committee’s work in a number of ways, such as through student membership, or consideration of student surveys.

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All schools operate an Annual Programme Review of their taught undergraduate and postgraduate provision. The process is normally organised at a School-level basis with the Head of School, or equivalent, responsible for the completion of the school's Annual Programme Reviews. Schools/institutes are required to produce a separate Annual Programme Review for undergraduate programmes and for postgraduate taught programmes using the relevant Undergraduate or Postgraduate Annual Programme Review pro-forma. Students’ views are considered in this process through analysis of the NSS and module evaluations.

Academic Support

You will have access to the following academic support mechanisms: - An individual dissertation supervisor - Themed dissertation sessions to assist you in exploring possible dissertation topics in more detail - Our Postgraduate Dissertation and Student Support Coordinator will also be available to help with any academic matter that cannot be appropriately handled by the previous support mechanisms - A Critical Thinking and Writing in Law Programme to help you with academic writing


The Programme will be governed by QM general academic regulations and LLM specific regulations. Special regulations will be requested where necessary.

Specific Support for Disabled Students Queen Mary has a central Disability and Dyslexia Service (DDS) that offers support for all students with disabilities, specific learning difficulties and mental health issues. The DDS supports all Queen Mary students: full-time, part-time, undergraduate, postgraduate, UK and international at all campuses and all sites. Students can access advice, guidance and support in the following areas: • Finding out if you have a specific learning difficulty like dyslexia • Applying for funding through the Disabled Students' Allowance (DSA) • Arranging DSA assessments of need • Special arrangements in examinations • Accessing loaned equipment (e.g. digital recorders) • Specialist one-to-one "study skills" tuition • Ensuring access to course materials in alternative formats (e.g. Braille) • Providing educational support workers (e.g. note-takers, readers, library assistants) • Mentoring support for students with mental health issues and conditions on the autistic spectrum. The School of Law also has an academic dedicated Disabilities Support Officer in place who can act as a liaison between the School and College services, giving good support.

Links With Employers, Placement Opportunities and Transferable Skills LLM modules offered across the LLM are accredited by the Solicitors Regulation Authority and Bar Standards Board and confer CPD points. A number of modules taught within the the LLM in Tax Law can give an exemption from specific elements of the Association of Tax Technicians (ATT) Exam. A number of Comparative and International Dispute Resolution LLM modules can lead to exemptions with the Chartered Institute of Arbitrators.

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To enable students maximise their career opportunities both before and after graduation, Queen Mary Careers provide a specialist service which includes individual guidance consultations and support to help students develop their professional contacts and employability skills.


Person completing Programme Specification Dr. G. Gari

Person responsible for management of programme Ms. A. Flanagan and Dr. J. Griffiths

Date Programme Specification produced/amended by School Learning and Teaching Committee 27 Apr 2012


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Module Title Ethics in Business and in Finance Module Code QLLM144



Proposed JACS Code M221 Business and Commercial Law


Responsible School / Institute School of Law/Centre for Commercial Law Studies




Law: Centre for Commercial Law Studies Law PG (LLM) PG


2012/13 10 5

2013/14 12 5

2014/15 15 5

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The vast majority of curricula of post-graduate taught programs pays very little attention to the study of Ethics in Business in general and in Financial Markets in particular. However, the recent corporate scandals and the current financial crisis have prompted a remarkable quest for ethics among economic players. As a consequence, today the demand for courses in this field has radically increased. This module would fulfill these needs and would be able to attract both practitioners and graduates interested in pursuing a professional career. This module will be available under the General LLM FT and PT Programme code M2Q1 and M2Q2 (route PSLAS) AND the following LLM Specialism's/Routes A: Banking and Finance Law (Route PSBFL) B: Commercial and Corporate Law (route PSCCL) J: International Business law (route PSIBL) S: Insurance Law (new route awaiting code) It will ALSO be available to PG Dip students on programme codes M2D2.


By school responsible for module Library or e-library containing the relevant legal textbooks and journals; Room with projector, PC, and Internet Connection

By any other Queen Mary school or collaborative institution As above






Spyros Maniatis


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Module Title Ethics in Business and in Finance Module Code QLLM144


Module Organiser Dr. Costanza Russo


None None None


The course in Ethics in Business and in Finance is concerned with the study of ethical dilemmas arising in business people and financial players’ decision making and it aims at offering a professional-related approach to the analysis of those issues. It will be divided into two parts: the first will be concerned with non financial and the second with financial companies. The study of business ethics will be mainly concerned with ethical dilemmas and Corporate Social Responsibility issues. The study of ethics in finance would also investigate the laws related to the provision of financial services and management (as for example, duties to clients and whistleblowing) and on those pursuing financial markets integrity, fair conduct and fair dealing (for instance, rules on market manipulation, takeovers, bankruptcy). Case studies and self regulatory practices such as standards of conducts and codes of ethics, will be presented and discussed with students through the whole course.


The purpose of the module would be to introduce students to the ethical challenges arising from the conflicting interests between corporations. The course would present ethics as a non stand-alone or abstract discipline but as a topic that is embedded into law, business , company organisation and human culture and behaviour. Also, with regard to financial firms students will be offered an analysis of the most important legal provisions governing financial markets carried under a different perspective other than what they are taught in conventional courses.

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Academic Content:

A 1 knowledge and understanding of principles and values related to ethics in business and finance

A 2 recognition of ethical dilemmas where they arise

A 3 thorough knowledge of professional duties related to both the financial and non financial sector


B 1 comprehend and deal with the ethical dimension of economic activities

B 2 analyse relevant legal materials under an ethical perspective

B 3 apply an ethical approach to different business scenarios

Attributes:

C 1 moral awareness and understanding

C 2 understand the importance of integrity in fulfilling duties and responsibilities

C 3 Capacity to develop coherent and solid arguments and communicate them effectively

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Boatright J., Finance Ethics. Critical Issues in theory and practice, Wiley, 2010 Boatright J., Ethics in Finance, Blackwell, 1999 Reynolds J., Newell E., The ethics of Investment banking, Palgrave Macmillan, 2011 Carroll A., Business and Society. Ethics, Sustainability, and Stakeholder Management, Southwestern, 2009 A companion to Business Ethics, eds by Frederick R., Blackwell, 1999 Corporate Social Responsibility: A case study approach, eds by C.A. Mallin, 2007, Mullerat R., Brennan D., Corporate Social Responsibility: the corporate governance of the 21st century, Kluwer Law, 2011 Sedlacek T., Economics of Good and Evil, OUP, 2011 Berle A., The Impact of the corporation on classical economic theory, Quarterly Journal of Economics, 1965, 79, 25-40 Fame E. F., Jensen M. C., Separation of Ownership and Control, Journal of Law and Economics, XXII, June, 1983, 301-25

TPB2011-055

Hendry J., "Missing the target: Normative stakeholders theory and corporate governance debate, Business Ethics Quarterly, 11, January, 2001, 159-176 Lea D., The Imperfect nature of Corporate responsibilities to stakeholders, Business Ethics Quarterly, 14, 2004, 201-217 Aguilera R. V., Jackson J., The cross national diversity of Corporate Governance. Dimensions and Determinants, Academy of Management review, 28, July, 2003, 447-465 Stevens et al., Symbolic or substantive document?The influence of ethics codes on Financial executives' decisions, Stretegic management Journal, 26, 2005, 181-195 Journal of Business ethics Journal of International Business Ethics Additional material will be referred to further.



one weekly 2 hours lecture/seminar for 22 weeks = 44 hours


406 hours consisting of: 200 hours reading for lectures @ approx 9 hours p/w for 22w

206 hours for exam preparation


450 notional study hours







Qualifying Mark for


Written examination at the end of the course Examination 3:15 hours 100% Yes n/a

TPB2011-055













Qualifying Mark for




Module Title ETHICS IN FINANCE Module Code QLLM144A

Module Organiser Dr Costanza Russo


None None

Credit Value 22.5 Level 7 Mode of Delivery On Campus Semester Semester 1

TPB2011-055


The course in Ethics in Finance is concerned with the study of ethical dilemmas .The study of ethics in finance would investigate the laws related to the provision of financial services and management (as for example, duties to clients, and whistleblowing), and on those pursuing financial markets integrity, fair conduct and fair dealing (for instance, rules on market manipulation, takeovers, bankruptcy ). The peculiarity of Ethical funds and banks will be described and Corporate Social responsibility issues will be also taken into account. Case studies and self regulatory practices will be presented through the whole course


The purpose of the module would be to introduce students to the ethical challenges arising from the conflicting interests between corporations. The course would present ethics as a non stand-alone or abstract discipline but as a topic that is embedded into law, business , company organisation and human culture and behaviour. Also, students will be offered an analysis of the most important legal provisions governing financial markets carried under a different perspective other than what they are taught in conventional courses.


Academic Content:

A 1 thorough knowledge of professional duties related to the financial sector



B 1 analyse relevant legal materials under an ethical perspective

B 2 comprehend and deal with the ethical dimension of financial activities

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Attributes:

C 1 moral awareness and understanding

C 2 understand the importance of integrity in decision making

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Boatright J., Finance Ethics. Critical Issues in theory and practice, Wiley, 2010 Boatright J., Ethics in Finance, Blackwell, 1999 Reynolds J., Newell E., The ethics of Investment banking, Palgrave Macmillan, 2011 Sedlacek T., Economics of Good and Evil, OUP, 2011 Berle A., The Impact of the corporation on classical economic theory, Quarterly Journal of Economics, 1965, 79, 25-40 Fame E. F., Jensen M. C., Separation of Ownership and Control, Journal of Law and Economics, XXII, June, 1983, 301-25 Stevens et al., Symbolic or substantive document?The influence of ethics codes on Financial executives' decisions, Stretegic management Journal, 26, 2005, 181-195 Journal of Business ethics Journal of International Business Ethics Additional material will be referred to further



one weekly 2 hours lecture/seminar for 11weeks = 22 hours


203 hours consisting of:

100 hours reading for lectures @ approx 9 hours p/w for 11w 103 hours for exam preparation




TPB2011-055






Qualifying Mark for


Course essay Coursework 3000 words 100% Yes N/A





Module Title ETHICS IN BUSINESS Module Code QLLM144B

Module Organiser Dr Costanza Russo


None None



The course in Ethics in Business is concerned with the study of ethical dilemmas arising in business professionals. It aims at offering a pragmatic approach to the analysis of those issues. The study of Business Ethics will be mainly concerned with management, accountability instruments, and Corporate Social Responsibility. Case Studies and Self regulatory practices will be presented through the course.


The purpose of the module would be to introduce students to the ethical challenges arising from the conflicting interests between corporations. Also, it will present ethical dilemmas arising in decision making. The course would present ethics as a non stand-alone or abstract discipline but as a topic that is embedded into law, business, company organisation and human culture and behaviour.

TPB2011-055


Academic Content:

A 1 knowledge and understanding of principles and values related to ethics in business



B 1 apply an ethical approach to different business scenarios

B 2 comprehend and deal with ethical dimension of economic activities

Attributes:

C 1 moral awareness and understnading

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Carroll A., Business and Society. Ethics, Sustainability, and Stakeholder Management, Southwestern, 2009 A companion to Business Ethics, eds by Frederick R., Blackwell, 1999 Corporate Social Responsibility: A case study approach, eds by C.A. Mallin, 2007, Mullerat R., Brennan D., Corporate Social Responsibility: the corporate governance of the 21st century, Kluwer Law, 2011 Sedlacek T., Economics of Good and Evil, OUP, 2011 Berle A., The Impact of the corporation on classical economic theory, Quarterly Journal of Economics, 1965, 79, 25-40 Fame E. F., Jensen M. C., Separation of Ownership and Control, Journal of Law and Economics, XXII, June, 1983, 301-25 Hendry J., "Missing the target: Normative stakeholders theory and corporate governance debate, Business Ethics Quarterly, 11, January, 2001, 159-176 Journal of Business ethics Journal of International Business Ethics Additional reading material will be made available

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one weekly 2 hours lecture/seminar for 11 weeks = 22



103 for exam preparation









Qualifying Mark for


Course essay Coursework 3000 words 100% Yes n/a





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Module Title Insurance Law Module Code QLLM137





Responsible School / Institute School of Law/Centre for Commercial Law studies






2012/13 10 5

2013/14 12 5

2014/15 15 5

TPB2011-055


It will form part of a number of new modules on Insurance Law designed to fill the gap in the LLM. Insurance Law is of enormous importance to all sorts of commercial transactions and yet has had only a limited presence at CCLS and, generally, in UK law schools: as far as can be judged from a survey of websites, no law schools offers more than two modules on the subject and none has a specialist LLM in Insurance Law. These modules complement the creation of the Insurance Law Institute at the Centre for Commercial Law Studies, which will signal the creation of an area of excellence in this topic. The module, Insurance Law, provides a broad overview of the topic of insurance law and the regulation of the insurance market. This module will be available under the General LLM FT and PT Programme code M2Q1 and M2Q2 (route PSLAS) AND the following LLM Specialism's/Routes A: Banking and Finance law (route PSBFL) B: Commercial and Corporate Law (route PSCML) F: Economic Regulation (route PSECR) J: International Business Law (route PSIBL) S: Insurance Law (new route - awaiting code) It will ALSO be available to PG Dip students on programme code M2D2.


By school responsible for module Room with a computer, pc projector, internet access, Library and e-library containing the relevant legal textbooks and journals







Spyros Maniatis


TPB2011-055


Module Title Insurance Law Module Code QLLM137


Module Organiser Professor Philip Rawlings


None None None


This module deals with the law of insurance. It will look at, among other things, the definition of an insurance contract, the formation of the contract (including the duty of disclosure and the insurable interest), the terms of the contract (construing the terms), claims (including causation), subrogation and contribution. It also looks at the regulation of insurance business and the role and regulation of brokers, who act for policyholders and insurance companies.


The module will build upon the understanding that students have from their undergraduate studies. It will provide students with a good knowledge of Insurance Law and an understanding of the practical issues confronting lawyers. It will encourage them to analyse areas of difficulty in the law and to apply their knowledge and critical abilities to factual problems.

TPB2011-055


Academic Content:

A 1

Students will acquire knowledge and understanding of the general principles of insurance law together with an appreciation of how these principles relate to the practice of those working in the insurance market and the expectations of those who take out insurance policies and also how the principles relate to issues of public policy concerning the objectives of insurance and the scope for government intervention to achieve those objectives

A 2 Students will acquire critical understanding of issues arising in insurance law and practice


B 1

By the end of the module students will have developed the ability to analyse the different types of materials that go to make up insurance law, including case law, legislation, regulatory provisions and reform proposals, as well as academic commentary. This includes the ability to organise these materials and, in particular, to distinguish between them and evaluate their significance in terms of their role in shaping the law - both present and in the future.

B 2

Students will improve their ability to assimilate knowledge from a range of materials and to apply that knowledge to particular legal problems and areas of practice. This will involve them in being able to identify principles and illustrate those principles through examples with a view to their clear exposition, but also in order to develop the ability to speculate on future directions the law might take and to criticise the law and commentary upon the law (present and speculated future)

Attributes:

C 1 Students will develop expertise in a significant area of law and practice through an engagement with the materials of which the subject comprises and discussion which challenges them to question the materials

C 2Students will be able to analyse knowledge and thereby develop a sound understanding of the principles underlying this area of law, and an ability to criticise that knowledge, apply it to new problems and speculate on how law may develop

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Birds, Modern Insurance Law (2010) Lowry, Rawlings, Merkin, Insurance Law: Doctrines and Principles (2011) Lowry and Rawlings, Insurance Law: Cases and Materials (2004)

TPB2011-055



one weekly 2 hours lecture/seminar for 22 weeks = 44 hours


406 hours consisting of: 220 hours preparation for lectures (approx 10 hours

per week) 186 hours exam preparation









Qualifying Mark for








TPB2011-055





Module Title Insurance Law I - General Principles Module Code QLLM137A



None None None



This module deals with the law of insurance. It will look at, among other things, the definition of an insurance contract, the formation of the contract (including the duty of disclosure and the insurable interest), the terms of the contract (construing the terms), claims (including causation), subrogation and contribution.


The module will build upon the understanding that students have from their undergraduate studies. It will provide students with a good knowledge of the principles of insurance contract law and an understanding of the practical issues confronting lawyers. It will encourage them to analyse areas of difficulty in the law and to apply their knowledge and critical abilities to factual problems.

TPB2011-055


Academic Content:

A 1

Students will acquire knowledge and understanding of the general principles of insurance contract law together with an appreciation of how these principles relate to the practice of those working in the insurance market and the expectations of those who take out insurance policies and also how the principles relate to issues of public policy concerning the objectives of insurance and the scope for government intervention to achieve those objectives



B 1

By the end of the module students will have developed the ability to analyse the different types of materials that go to make up insurance law, including case law, legislation and reform proposals, as well as academic commentary. This includes the ability to organise these materials and, in particular, to distinguish between them and evaluate their significance in terms of their role in shaping the law - both present and in the future.

B 2


Attributes:



4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Birds, Modern Insurance Law (2010) Lowry, Rawlings, Merkin, Insurance Law: Doctrines and Principles (2011) Lowry and Rawlings, Insurance Law: Cases and Materials (2004)

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Qualifying Mark for


Course essay sub. end Sem 1 Coursework 3,000 100% Yes n/a




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Module Title Insurance Law II - Regulation Module Code QLLM137B



None None None



This module deals with the regulation of insurance. It will look at the nature of risk in insurance business, the international standards on regulation and their influence on the shape of EU law and UK law, and in detail at the UK's approach to regulation, covering the structure of the regulator and the rules that are applied to regulation of insurance business (both those companies that provide insurance and intermediaries who facilitate insurance contracts).


The module will build upon the understanding that students have from their undergraduate studies. It will provide students with a good knowledge of the regulation of insurance and an understanding of the practical issues confronting lawyers and insurance companies and brokers. It will encourage them to analyse areas of difficulty in the law and to apply their knowledge and critical abilities to factual problems.

TPB2011-055


Academic Content:

A 1

Students will acquire knowledge and understanding of the regulation of insurance together with of how these principles affect those working in the insurance market and reflect the expectations of those who take out insurance policies. The module will also consider issues of public policy operating in this area and, in particular, the scope for government intervention

A 2 Students will acquire critical understanding of issues arising in insurance regulation and practice


B 1

By the end of the module students will have developed the ability to analyse the different types of materials that go to make up insurance regulation law, including case law, legislation, rules developed by the regulator and reform proposals, as well as academic commentary. This includes the ability to organise these materials and, in particular, to distinguish between them and evaluate their significance in terms of their role in shaping the law - both present and in the future.

B 2

Students will improve their ability to assimilate knowledge from a range of materials and to apply that knowledge to particular legal problems and areas of practice. This will involve them in being able to identify principles and illustrate those principles through examples with a view to their clear exposition, but also in order to develop the ability to speculate on future directions the law might take and to criticise the law, the practice of the supervisor and commentary upon the law (present and speculated future)

Attributes:



4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Lowry, Rawlings, Merkin, Insurance Law: Doctrines and Principles (2011) Lowry and Rawlings, Insurance Law: Cases and Materials (2004)

TPB2011-055















Qualifying Mark for


course essay subm. end Sem2 Coursework 3,000 100% Yes n/a





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Half Module Proposal Form Sections 1 and 2 must be completed in full.

This form should be completed if an already approved module that currently takes place over 2 semesters is

proposed to be split and made available to single-semester associate students in a half-credit format in Semester A or Semester B. Modules worth less than 30 credits taken over 2 semesters may not be made

available in a half-credit format.



Module Title General Principles of Insurance Law Module Code QLLM138

Credit Value 22.5 Level 7 Module Type MOD Scheme Taught Postgraduate




Responsible School / Institute School of Law/Centre for Commercial law studies






2012/13 10 5

2013/14 12 5

2014/15 15 5

TPB2011-055


It will form part of a number of new modules on Insurance Law designed to fill the gap in the LLM. Insurance Law is of enormous importance to all sorts of commercial transactions and yet has had only a limited presence at CCLS and, generally, in UK law schools: as far as can be judged from a survey of websites, no law schools offers more than two modules on the subject and none has a specialist LLM in Insurance Law. These modules complement the creation of the Insurance Law Institute at the Centre for Commercial Law Studies, which will signal the creation of an area of excellence in this topic. The module, Insurance Law, provides a broad overview of the topic of insurance law in the insurance market. This module will be available under the General LLM FT and PT Programme code M2Q1 and M2Q2 (route PSLAS) AND the following LLM Specialism's/Routes A: Banking and Finance law (route PSBFL) B: Commercial and Corporate Law (route PSCML) F: Economic Regulation (route PSECR) J: International Business Law (route PSIBL) S: Insurance Law (new route - awaiting code) It will ALSO be available to PG Dip students on programme code M2D2.




Approval of New Half Module Proposal





Spyros Maniatis


TPB2011-055


Module Title General Principles of Insurance Law Module Code QLLM138


Module Organiser Prof. P. Rawlings


cannot combine with full module QLLM137 Insurance law


This module deals with the law of insurance. It will look at, among other things, the definition of an insurance contract, the formation of the contract (including the duty of disclosure and the insurable interest), the terms of the contract (construing the terms), claims (including causation), subrogation and contribution.


The module will build upon the understanding that students have from their undergraduate studies. It will provide students with a good knowledge of Insurance Law and an understanding of the practical issues confronting lawyers. It will encourage them to analyse areas of difficulty in the law and to apply their knowledge and critical abilities to factual problems.

TPB2011-055


Academic Content:

A 1

Students will acquire knowledge and understanding of the general principles of insurance law together with an appreciation of how these principles relate to the practice of those working in the insurance market and the expectations of those who take out insurance policies and also how the principles relate to issues of public policy concerning the objectives of insurance and the scope for government intervention to achieve those objectives


A 3


B 1

By the end of the module students will have developed the ability to analyse the different types of materials that go to make up insurance law, including case law, legislation, regulatory provisions and reform proposals, as well as academic commentary. This includes the ability to organise these materials and, in particular, to distinguish between them and evaluate their significance in terms of their role in shaping the law - both present and in the future.

B 2


B 3

Attributes:



C 3

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Birds, Modern Insurance Law (2010)

TPB2011-055

Lowry, Rawlings, Merkin, Insurance Law: Doctrines and Principles (2011) Lowry and Rawlings, Insurance Law: Cases and Materials (2004)















Qualifying Mark for


Written examination at the end of the course Examination 2.30 100% Yes N/A




TPB2011-055


TPB2011-055

Half Module Proposal Form Sections 1 and 2 must be completed in full.

This form should be completed if an already approved module that currently takes place over 2 semesters is

proposed to be split and made available to single-semester associate students in a half-credit format in Semester A or Semester B. Modules worth less than 30 credits taken over 2 semesters may not be made

available in a half-credit format.



Module Title Insurance Regulation Module Code QLLM139





Responsible School / Institute School of Law/Centre for Commercial Law studies






2012/13 10 5

2013/14 12 5

2014/15 15 5

TPB2011-055


It will form part of a number of new modules on Insurance Law designed to fill the gap in the LLM. Insurance Law is of enormous importance to all sorts of commercial transactions and yet has had only a limited presence at CCLS and, generally, in UK law schools: as far as can be judged from a survey of websites, no law schools offers more than two modules on the subject and none has a specialist LLM in Insurance Law. These modules complement the creation of the Insurance Law Institute at the Centre for Commercial Law Studies, which will signal the creation of an area of excellence in this topic. The module provides a broad overview of the topic of regulation of the insurance market. This module will be available under the General LLM FT and PT Programme code M2Q1 and M2Q2 (route PSLAS) AND the following LLM Specialism's/Routes A: Banking and Finance law (route PSBFL) B: Commercial and Corporate Law (route PSCML) F: Economic Regulation (route PSECR) J: International Business Law (route PSIBL) S: Insurance Law (new route - awaiting code) It will ALSO be available to PG Dip students on programme code M2D2.




Approval of New Half Module Proposal





Spyros Maniatis


TPB2011-055


Module Title Insurance Regulation Module Code QLLM139


Module Organiser Prof. P. Rawlings


cannot be combined with QLLM137 Insurance Law


This module deals with the regulation of insurance. It will look at the nature of risk in insurance business, the international standards on regulation and their influence on the shape of EU law and UK law, and in detail at the UK's approach to regulation, covering the structure of the regulator and the rules that are applied to regulation of insurance business (both those companies that provide insurance and intermediaries who facilitate insurance contracts).


The module will build upon the understanding that students have from their undergraduate studies. It will provide students with a good knowledge of the regulation of insurance and an understanding of the practical issues confronting lawyers and insurance companies and brokers. It will encourage them to analyse areas of difficulty in the law and to apply their knowledge and critical abilities to factual problems.

TPB2011-055


Academic Content:

A 1

Students will acquire knowledge and understanding of the regulation of insurance together with of how these principles affect those working in the insurance market and reflect the expectations of those who take out insurance policies. The module will also consider issues of public policy operating in this area and, in particular, the scope for government intervention

A 2 Students will acquire critical understanding of issues arising in insurance regulation and practice

A 3


B 1

By the end of the module students will have developed the ability to analyse the different types of materials that go to make up insurance regulation law, including case law, legislation, rules developed by the regulator and reform proposals, as well as academic commentary. This includes the ability to organise these materials and, in particular, to distinguish between them and evaluate their significance in terms of their role in shaping the law - both present and in the future.

B 2

Students will improve their ability to assimilate knowledge from a range of materials and to apply that knowledge to particular legal problems and areas of practice. This will involve them in being able to identify principles and illustrate those principles through examples with a view to their clear exposition, but also in order to develop the ability to speculate on future directions the law might take and to criticise the law, the practice of the supervisor and commentary upon the law (present and speculated future)

B 3

Attributes:



C 3

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4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Lowry, Rawlings, Merkin, Insurance Law: Doctrines and Principles (2011) Lowry and Rawlings, Insurance Law: Cases and Materials (2004)















Qualifying Mark for


Examination Examination 2.30hours 100% Yes N/A


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Module Title MARINE INSURANCE LAW Module Code QLLM140



Proposed JACS Code M221 BUSINESS AND COMMERCIAL LAW








2012/13 10 5

2013/14 12 5

2014/15 15 5

TPB2011-055


It will be an optional module offered as part of LLM. It will form part of a number of new modules on Insurance Law designed to fill the gap in the LLM. Insurance Law is of enormous importance to all sorts of commercial transactions and yet has had only a limited presence at CCLS and, generally, in UK law schools: as far as can be judged from a survey of websites, no law schools offers more than two modules on the subject and none has a specialist LLM in Insurance Law. These modules complement the creation of the Insurance Law Institute at the Centre for Commercial Law Studies, which will signal the creation of an area of excellence in this topic. Marine Insurance Law has historically been the core of Insurance Law, and, therefore, is an important aspect of any discussion of the broader topic. This module will be available under the General LLM FT and PT Programme code M2Q1 and M2Q2 (route PSLAS) AND the following LLM Specialism's/Routes A: Banking and Finance law (route PSBFL) B: Commercial and Corporate Law (route PSCML) F: Economic Regulation (route PSECR) J: International Business Law (route PSIBL) S: Insurance Law (new route - awaiting code) It will ALSO be available to PG Dip students on programme code M2D2.


By school responsible for module Library and e-library

By any other Queen Mary school or collaborative institution Above






Spyros Maniatis


TPB2011-055


Module Title MARINE INSURANCE LAW Module Code QLLM140




None None None


This module deals with the law of marine insurance. It will look at, among other things, the definition of a marine insurance contract, the different types of marine insurance contract, the formation of the contract (including the duty of disclosure and the insurable interest), the parties to the contract, the risks covered, the terms, subrogation and contribution.


The module will build upon the understanding that students have from their undergraduate studies. It will provide students with a good knowledge of Marine Insurance Law and some appreciation of the practical issues confronting lawyers when dealing with marine insurance. It will encourage them to analyse areas of difficulty in the law and to apply their knowledge and critical abilities to factual problems.

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Academic Content:

A 1 Students will acquire knowledge and understanding of the aims of marine insurance and how marine insurance law fits in with those aims or fails to do so

A 2 Students will acquire an understanding of the relationship between marine insurance law and how it underpins - and also is distinct from - other aspects of insurance law


B 1

By the end of the module students will have developed the ability to analyse the different types of materials that go to make up marine insurance law, including the marine policies, case law, legislation, regulatory provisions and reform proposals, as well as academic commentary. This includes the ability to organise these materials and, in particular, to distinguish between them and evaluate their significance in terms of their role in shaping reinsurance law.

B 2

Students will improve their ability to assimilate knowledge from a range of materials and to apply that knowledge to particular legal problems and areas of practice. This will involve them in being able to identify principles and illustrate those principles with a view to clear exposition of the subject, to apply those principles to the different circumstances that arise in this area of insurance law (such as differences between the insurance of ships and cargoes) and also to develop the ability to speculate on future directions in the law and to criticise the law and commentary upon the law (present and speculated future)

Attributes:

C 1Students will develop expertise in a significant area of insurance law, which, because of London's role at the centre of marine insurance, has a global impact, through engagement with the materials of which the subject comprises and discussion which challenges them to question the materials

C 2Students will be able to analyse knowledge acquired through a careful study of a range of materials and thereby develop a sound understanding of the principles underlying this area of law, and an ability to criticise that knowledge, apply it to new problems and speculate on how law may develop

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Arnould's Law of Marine Insurance and Average (17th edition) - reference text Bennett, The Law of Marine Insurance (2006) - main text

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2 hours lecture/seminar for 22 weeks = 44 hours


406 hours comprising: 220 hours preparation for lectures (approx 10 hours per week)

186 hours exam preparation









Qualifying Mark for


Written examination Examination 3:15 hours 100% Yes n/a





TPB2011-055







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Module Title Insurance Contracts Module Code QLLM141











2012/13 7 5

2013/14 10 5

2014/15 12 5

TPB2011-055


It will form part of a number of new modules on Insurance Law designed to fill the gap in the LLM. Insurance Law is of enormous importance to all sorts of commercial transactions and yet has had only a limited presence at CCLS and, generally, in UK law schools: as far as can be judged from a survey of websites, no law schools offers more than two modules on the subject and none has a specialist LLM in Insurance Law. These modules complement the creation of the Insurance Law Institute at the Centre for Commercial Law Studies, which will signal the creation of an area of excellence in this topic. The Insurance Contracts module takes a look at the law relating to particular types of policy. This module will be available under the General LLM FT and PT Programme code M2Q1 and M2Q2 (route PSLAS) AND the following LLM Specialism's/Routes A: Banking and Finance law (route PSBFL) B: Commercial and Corporate Law (route PSCML) F: Economic Regulation (route PSECR) J: International Business Law (route PSIBL) S: Insurance Law (new route - awaiting code) It will ALSO be available to PG Dip students on programme code M2D2.


By school responsible for module room with a computer, pc projector, internet access; Library or e-library containing the relevant legal textbooks and journals







Spyros Maniatis


TPB2011-055


Module Title Insurance Contracts Module Code QLLM141




None None None


The general principles of Insurance Law developed out of rules that were devised in relation to particular types of insurance contract. This module provides an opportunity to study more closely the differences between these contracts, how the rules may vary in content and application between them, and why those differences arise. A selection of contracts will be chosen to reflect these differences and variety, such as such as motor, life, accident, property, fire, liability and reinsurance.


The module will build upon the understanding that students have from their undergraduate studies. It will provide a good knowledge of the application of legal principles to particular contracts, the practical issues involved and the policy reasons for the differences between the rules applied to different contracts. It will encourage student to analyse areas of difficulty in the law and to apply their knowledge and critical abilities .

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Academic Content:

A 1 Students will acquire knowledge and understanding of the different aims of a range of insurance policies and how insurance law fits in with those aims or fails to do so.

A 2 Students will acquire an understanding of the relationship between law and practice across a variety of areas of insurance practice.


B 1By the end of the module students will have developed the ability to analyse the different types of materials that go to make up insurance law as applied to different types of policy. These materials will include the policies, case law, legislation, regulatory provisions and reform proposals, as well as academic commentary.

B 2

Students will improve their ability to assimilate knowledge from a range of materials and to apply that knowledge to particular legal problems and a range of areas of insurance practice. This will involve them in being able to identify principles and illustrate those principles with a view to a clear exposition of the subject, to apply those principles to the circumstances that arise in these different insurance policies and to develop the ability to speculate on future directions in the law and to criticise the law and commentary upon the law (present and speculated future).

Attributes:

C 1 Students will develop expertise in a significant area of insurance law through engagement with the materials of which the subject comprises and discussion which challenges them to question the materials.

C 2Students will be able to analyse knowledge acquired through a careful study of a range of materials and thereby develop a sound understanding of the principles underlying this area of law, and an ability to criticise that knowledge, apply it to new problems and speculate on how law may develop.

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Lowry, Rawlings, Merkin, Insurance Law: Doctrines and Principles (3rd, 2011) Lowry and Rawlings, Insurance Law: Cases and Materials (2004)

TPB2011-055















Qualifying Mark for







TPB2011-055









Qualifying Mark for






TPB2011-055






Module Title Reinsurance Law Module Code QLLM142











2012/13 7 5

2013/14 10 5

2014/15 12 5

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It will form part of a number of new modules on Insurance Law designed to fill the gap in the LLM. Insurance Law is of enormous importance to all sorts of commercial transactions and yet has had only a limited presence at CCLS and, generally, in UK law schools: as far as can be judged from a survey of websites, no law schools offers more than two modules on the subject and none has a specialist LLM in Insurance Law. These modules complement the creation of the Insurance Law Institute at the Centre for Commercial Law Studies, which will signal the creation of an area of excellence in this topic. Reinsurance Law has come to occupy an increasingly significant part of the practice and law of insurance. This module will be available under the General LLM FT and PT Programme code M2Q1 and M2Q2 (route PSLAS) AND the following LLM Specialism's/Routes A: Banking and Finance law (route PSBFL) B: Commercial and Corporate Law (route PSCML) F: Economic Regulation (route PSECR) J: International Business Law (route PSIBL) S: Insurance Law (new route - awaiting code) It will ALSO be available to PG Dip students on programme code M2D2


By school responsible for module room with a computer, pc projector, internet access; Library or e-library containing the relevant legal textbooks and journals







Spyros Maniatis


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Module Title Reinsurance Law Module Code QLLM142




None None None


Although little understood outside the industry, the emphasis placed by insurance companies and by regulators on insurance companies themselves taking out insurance (hence, reinsurance) to cover the risks involved in the policies they write has meant that reinsurance has acquired an enormous significance in terms of practice and the development of the general principles of insurance law. This module will provide a thorough understanding of this important and rapidly developing area of law and practice.


The module will build upon the understanding that students have from their undergraduate studies. It will provide a good knowledge of Reinsurance Law and of the practical issues confronting lawyers when dealing with marine insurance. It will encourage them to analyse areas of difficulty in the law and to apply their knowledge and critical abilities to the problems that confront the industry.

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Academic Content:

A 1 Students will acquire knowledge and understanding of the aims of reinsurance and how reinsurance law fits in with those aims or fails to do so

A 2 Students will acquire an understanding of the relationship between reinsurance law and other aspects of insurance law


B 1

By the end of the module students will have developed the ability to analyse the different types of materials that go to make up reinsurance law, including case law, legislation, regulatory provisions and reform proposals, as well as academic commentary. This includes the ability to organise these materials and, in particular, to distinguish between them and evaluate their significance in terms of their role in shaping reinsurance law.

B 2

Students will improve their ability to assimilate knowledge from a range of materials and be able to apply that knowledge to particular legal problems and areas of practice. This will involve them in being able to identify principles and illustrate those principles with a view to clear exposition of the subject and also to develop the ability to speculate on future directions in the law and to criticise the law and commentary upon the law (present and speculated future)

Attributes:

C 1 Students will develop expertise in a significant area of international law and practice through an engagement with the materials of which the subject comprises and discussion which challenges them to question the materials

C 2Students will be able to analyse knowledge acquired through a careful study of a range of materials and thereby develop a sound understanding of the principles underlying this area of law, and an ability to criticise that knowledge, apply it to new problems and speculate on how law may develop

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Diaconis and Douglas, Reinsurance Law (2011) Edelman, Burns, Craig and Nawbatt, The Law of Reinsurance (2005) Lyde Gilbert Barlow, Reinsurance Practice and the Law (2009) Merkin, A Guide to Reinsurance Law (2007)

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Qualifying Mark for







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Qualifying Mark for






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School of Languages, Linguistics and Film


BA German and Russian (European Studies) (RRGT, RRFK)and the following associated modules proposal:

• Year Abroad - Russian Non-Erasmus Study Placement

Outcome requested



The following programme amendment presents a proposal to introduce a five year variant, allowing for preliminary year entry students to also undertake a year abroad. No significant issues identified.

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Programme Title(s) German and Russian (European Studies) (4 yr) German and Russian (European Studies) (3yr)

Programme Code(s) RRGT RRFK


Bachelor of Arts (BA) FT with Study Abroad/Placement 4 Academic Years

Bachelor of Arts (BA) Full Time 3 Academic Years

Responsible School / Institute School of Languages, Linguistics & Film



Programme Organiser Professor R Goerner


To introduce a five year variant, allowing for preliminary year entry students to also undertake a year abroad.

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Module Selection

Status



XYear Abroad - Russian Non-Erasmus Study Placement

RUS298120 5 Compulsory 3 Add Module

2) New Programme Title (if applicable) Please note that changing the programme title will necessitate the recoding of the programme.German and Russian (European Studies) - additional code will be required for this variant.



Students on programmes involving Russian currently have two entry points, and complete their BA degrees in three or four years. Unlike other language programmes, the year abroad is optional, owing to the lack of opportunities for a work or study placement in a Russian-speaking country. Students who enter with Russian A-level or are native speakers of Russian complete in three years as follows: year 1, year 2, then year Final (developmental year 3). Alternatively, they can complete in four years as follows: year 1, year 2, year abroad (developmental year 3), year Final (developmental year 4) - this applies particularly to joint honours students who take the year abroad in their other language, but a year abroad in Russia can be approved. Students who enter with no prior knowledge of the language complete in four years as follows: undertake a preliminary year in which they take 120 credits RUS006 Introductory Russian (developmental year 0). These students then progress to year 1, year 2 then year Final (developmental year 3). Until now, ab initio students have not had the opportunity to undertake a year abroad. This has been seen as undesirable as it extends the degree to five years. However, there are no pedagogical reasons to prevent students from having the option to take the year abroad, either in Russian or, for joint honours students, in their other language. This amendment seeks to permit this pathway as follows: Preliminary Year (developmental year 0), year 1, year 2, year abroad (developmental year 3), year Final (developmental year 4).


Support for students on the year abroad is part of the role of the language studies co-ordinator in each language.

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The amendment has arisen from the desire by ab initio students also to undertake the year abroad. The additional year of study will have cost implications for the students involved, but as the year will not be compulsory (the four year pathway without a year abroad remains the default option), only students willing to bear this cost will be affected.

7) External Examiner(s) and Student Consultation Have you consulted your External Examiner(s) and Students about the proposed amendments? If so, please detail their comments.No.




Yes








Ruediger Goerner

Digitally signed by Ruediger Goerner DN: cn=Ruediger Goerner, o=Queen Mary, ou=School of Languages, Linguistics and Film, [email protected], c=GB Date: 2012.05.09 11:28:03 Z

Ruediger Goerner


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Module Title Year Abroad - Russian Non-Erasmus Study Placement Module Code RUS298



Proposed JACS Code R711 Russian Language




School of Languages, Linguistics & Film



School of Languages, Linguistics and Film Languages, Linguistics and Film UG


2012/13 2 1 10

2013/14 3 1 10

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A Year Abroad is not compulsory for students of Russian. The module will be compulsory for students who choose to take a year abroad in a Russian-speaking country as part of a 4 or 5 year degree programme.


By school responsible for module none







Ruediger Goerner


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Module Title Year Abroad - Russian Non-Erasmus Study Placement Module Code RUS298

Credit Value 120 Level 5 Mode of Delivery Distance Learning Semester Semesters 1 & 2

Module Organiser Anna Pilkington


RUS211/ RUS212


The module is for students of Russian who wish to spend a year in Russia on a study placement; it will help them enhance their linguistic skills and acquire a deeper cultural understanding of the country.


As above.

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Academic Content:

A 1 Students will broaden their understanding of Russian culture, history and current affairs.


B 1 Acquire fluency and proficiency in spoken and written Russian.

B 2 Improve comprehension skills - both oral and written.

B 3 Appreciate the difference in linguistic registers.

Attributes:

C 1 The experience will enable students to develop a global perspective, improve their clarity of communication and information expertise, as well as improve their employability.

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. NA

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Students would normally be expected to attend up to 360 hours of lectures/seminars at a higher education

institution agreed between them and the module organiser.


The most important element of this module is independent study: 840 hours


1200 hours







Qualifying Mark for


Year Abroad Project Dissertation 100% Yes NA






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The Learning Institute


Postgraduate Certificate in Academic Practice and the following associated modules proposals:

• Assessing Students • Teaching and Learning Methods • Teaching with Learning Technologies

Outcome requested



The following programme amendment presents a proposal to restructure the PGCAP to embed the Certificate in Learning and Teaching (CILT) within PGCAP as a lower qualification. Both PGCAP and CILT will continue to be offered as separate qualifications. There are also plans to include and develop more focused modules linked to particular discipline areas in the future. No significant issues identified.

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Programme Title(s) Postgraduate Certificate in Academic Practice (PGCAP) Programme Code(s)


Postgraduate Certificate (PG Cert) Part Time 2 years

Responsible School / Institute The Learning Institute


Institute of Health Sciences Education


Programme Organiser Dr Matthew Williamson


We wish to amend the structure of PGCAP and allow optionality within the programme. We also wish to embed the Certificate in Learning and Teaching (CILT) within PGCAP as a lower qualification. Both PGCAP and CILT will continue to be offered as separate qualifications. The proposed new structure for PGCAP would be: Module 1: Either ESDM012 or ESDM013, depending on the participant's experience and background Module 2: ESDM011 (CORE)

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Modules 3 and 4: Two from ESDM009 Academic Practice, ESDM010 Developing and academic career, ESDM015 Assessing students (NEW), ESDM016 Teaching and learning methods (NEW), ESDM017 Building a research profile (NEW), ESDM018 Teaching with Learning Technology (NEW) and Teaching in Clinical Settings (A new module, to be offered by IHSE, not yet approved). Participants' choice of modules 3 and 4 would be achieved following discussion with the course team, mentor and their department, where appropriate. The proposed new structure for CILT would be: Module 1: Either ESDM012 or ESDM013, depending on the participant's experience and background Module 2: One from ESDM010 Developing and academic career, ESDM014 Developing Learning and Teaching in the Disciplines,ESDM015 Assessing Students (NEW) ESDM016 Teaching and learning methods (NEW), ESDM018 Teaching with Learning Technologies (NEW) and Teaching in Clinical Settings (A new module, to be offered by IHSE) Participants' choice of module 2 would be achieved following discussion with the course team, mentor and their department, where appropriate. ESDM014 would not be available to participants wishing to exit with PGCAP. ESDM009 and ESDM017 would not be available to participants wishing to exit with CILT.


Module Selection

Status



XFundamentals of Learning and Teaching in Higher Education

ESDM01315 7 1 Add Module

XAssessing students ESDM015

15 7 Elective 2 Add Module

XTeaching and Learning Methods ESDM016


XBuilding a research profile ESDM017


XTeaching with Learning Technology ESDM018


XTeaching in clinical settings tbc



3) Proposed Date of Amendment Introduction 09/2012


PGCAP and CILT are currently both made up solely of core modules. From feedback from participants and from senior staff at QM, we are aware of the need to change this to allow for some flexibility . We have developed new modules on ‘assessing students’, ‘teaching and learning methods’ and ‘building a research profile’, some of which may well also be offered to staff outside QM for CPD purposes. We also want to make the entry point to the programmes more flexible and to make the transition between the CILT and PGCAP programmes easier. As the programmes are accredited by the Higher Education Academy, we also wish to allow participants who exit PGCAP after completing two modules (30 credits) to be eligible for Associate Fellowship of teh HEa in the

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same way as CILT participants can do - it is an anomaly at present that AFHEA is available with 30 credits of CILT, but not with 30 credits of PGCAP. We are working closely with the Institute for Health Sciences Education in devising the new module entitled 'Teaching in Clinical Settings' will, once approved, be available to available to participants on PGCAP and CILT This proposal would allow participants to follow pathways which better fit their own needs and the needs of Schools and Institutes. It will also distribute students across more modules, potentially easing the bottlenecks of marking which we currently experience.


The Teaching in Clinical Settings module would be run by IHSE. Other new modules are based on CPD workshops which the Learning Institute already offers, and the marking load would be spread but not vastly increased.


These changes stem, in part, from feedback from participants. We would plan to give currently registered students the option of adopting the new structure for completion of their programme of study in 2012/13.

7) External Examiner(s) and Student Consultation Have you consulted your External Examiner(s) and Students about the proposed amendments? If so, please detail their comments.



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Yes








Anthony Warrens

Digitally signed by Anthony Warrens DN: cn=Anthony Warrens, o=Queen Mary, ou=Barts and The London School of Medicine and Dentistry, [email protected], c=GB Date: 2012.04.27 11:14:52 +01'00'

Dr Matthew Williamson

Digitally signed by Dr Matthew Williamson DN: cn=Dr Matthew Williamson, o=Queen Mary, University of London, ou=The Learning Institute, [email protected], c=GB Date: 2012.04.25 15:23:21 +01'00'

Sam Brenton

Digitally signed by Sam Brenton DN: cn=Sam Brenton, o=Queen Mary, University of London, ou=The Learning Institute, [email protected], c=GA Date: 2012.05.01 12:49:57 +01'00'

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Programme Title: Postgraduate Certificate in Academic Practice




Name of Final Award and Programme Title Postgraduate Certificate in Academic Practice

Name of Interim Award(s) Certificate in Learning and Teaching (separate programme code)


QM Programme Code / UCAS Code(s)

QAA Benchmark Group


Programme Accredited by Higher Education Academy

Date Programme Specification Approved 2 May 2012



Institute of Health Sciences Education


Programme OutlinePGCAP is based around reflection on, and evaluation of, your own practice as an academic at QMUL. The course team will introduce some of the key literature and most recent research into teaching and learning, but much of the programme is based on discussing the development of your practice with colleagues from across Queen Mary. Whilst the programme is provided primarily for new staff and is often a condition of probation, it is also open to others teaching QMUL students.

Aims of the ProgrammeThe programme aims to: • Support the College’s mission of delivering high quality teaching and learning; • Equip staff new to teaching with the requisite knowledge, skills and attitudes to enable them to become professional and effective practitioners, recognising the particular needs of the different disciplines represented in the College; • Provide a means for established staff to demonstrate their knowledge, skills and attitudes as professional and effective

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practitioners; • Provide a means for probationary academic staff to demonstrate their knowledge, skills and development as competent and effective practitioners during their probationary period.

What Will You Be Expected to Achieve?

Academic Content:

A 1 Critically evaluate theories, principles and techniques on learning and teaching in higher education.

A 2 Critique and develop learning and teaching within their own disciplinary and institutional context and within their practice.

A 3


B 1 design and critically evaluate learning activities and/or programmes of study

B 2 teach and support student learning at all levels in Higher Education, with an appropriate level of critical reflection and analysis

B 3 assess student work and give feedback to learners

B 4 develop effective environments and student support and guidance with an appropriate level of critical reflection and analysis

Attributes:

C 1 integrate scholarship, research and professional activities with teaching and supporting learning in a developing academic career

C 2 evaluate their practice and engage in continuing professional development

C 3

How Will You Learn?Participants will learn in a mix of settings. These will include scheduled workshops and seminars, along with online lectures and discussion. Participants will be supported in their learning by the course team and a team of disciplinary mentors based in the Faculties of QMUL. The 600 notional learning hours are made up of the scheduled teaching sessions (between 12 and 15 hours per module), teaching observations conducted by both peers and the course team, independent reading and learning, practice-based learning involving the planning, execution and evaluation of their teaching practice, supported by tutorials with mentors and course staff,

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and by college, institute and online resources.

How Will You Be Assessed?Assessment on the programme is based around critical reflection on practice in higher education. All assessments require you to evaluate your own practice or development, and most expect you to link your practice to appropriate literature around teaching and learning. All assessment is coursework, there are no formal examinations on the programme. The Institute will provide feedback within 20 working days of the final submission date for work received by that date.


The programme lasts between 18 months and 2 years. Participants can start the programme in September or January, and most modules run twice times in each academic year. Modules run thus: ESDM012 - 2 semesters long, starts in Semester 1 and Semester 2 ESDM013 - 3 semesters long, starts in Semester 1 and Semester 2 ESDM011 - 2 semesters long, starts in Semester 2 and Semester 3 ESDM009 - 2 semesters long, starts in Semester 3 ESDM010 - 2 semesters long, starts in Semester 1 and Semester 2 ESDM015 - 2 semesters long, starts Semester 1 and Semester 2 ESDM014 - 3 semesters long, starts in Semester 1 and Semester 2 ESDM016 - 2 semesters long, starts in Semester 1 and Semester 2 ESDM017 - 2 semesters long, starts in Semester 1 and Semester 2 ESDM018 - 2 semesters long, starts in Semester 1 and Semester 2 In the first year participants will take one of two initial modules (ESDM012 Learning and Teaching in Higher Education or ESDM013 Fundamentals of Learning and Teaching in Higher Education) and the core module ESDM011 Developing the curriculum in the disciplines. Students wishing to take ESDM009 Academic Practice would start this in Semester 3 of their first year. Otherwise, in the second year of study, participants will take 2 15 credit modules from the following: ESDM010 - Developing an Academic Career ESDM015 - Assessing Students ESDM016 - Teaching and Learning Methods ESDM017 - Building a Research Profile ESDM018 - Teaching with Learning Technologies IHSE module - Teaching in Clinical Settings Participants may exit with the qualification of the Certificate in Learning and Teaching (CILT) on completion of one of two initial modules (ESDM012 Learning and Teaching in Higher Education or ESDM013 Fundamentals of Learning and Teaching in Higher Education) and one further 15 credit module from ESDM010, ESDM011, ESDM015, ESDM016 and Teaching in Clinical Settings. Participants may register directly for the Certificate in Learning and Teaching, in which case they would be registered thus: Module 1: Either ESDM012 or ESDM013, depending on the participant's experience and background Module 2: One from ESDM010 Developing and academic career, ESDM014 Developing Learning and Teaching in the Disciplines,ESDM015 Assessing Students (NEW) ESDM016 Teaching and learning methods (NEW), ESDM018 Teaching with Learning Technologies (NEW) and Teaching in Clinical Settings (A new module, to be offered by IHSE)

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Participants' choice of module 2 would be achieved following discussion with the course team, mentor and their department, where appropriate. ESDM014 would not be available to participants wishing to exit with PGCAP. ESDM009 and ESDM017 would not be available to participants wishing to exit with CILT.



Module Selection

Status


Semester

Learning and Teaching in Higher Education ESDM012 15 7 Elective 1 Semesters 1 & 2

Fundamentals of Learning and Teaching in Higher Education ESDM013 15 7 Elective 1 Semesters 1 & 2

Developing the Curriculum in the Disciplines ESDM011 15 7 Core 1 Semester 2 & 3

Academic Practice ESDM009 15 7 Elective 1 Semester 3

Developing Learning and Teaching in the Disciplines ESDM014 15 7 Elective 1 Semesters 1 & 2



Module Selection

Status


Semester

Developing an Academic Career ESDM010 15 7 Elective 2 Semesters 1 & 2

Assessing students ESDM015 15 7 Elective 2 Semesters 1 & 2

Teaching and Learning Methods ESDM016 15 7 Elective 2 Semesters 1 & 2

Building a Research Profile ESDM017 15 7 Elective 2 Semesters 1 & 2

Teaching in Clinical Settings tbc 15 7 Elective 2 Semesters 1 & 2

What Are the Entry Requirements?Participants are expected to be members of staff at QMUL, or teaching QM students at associated institutions.

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The Staff-Student Liaison Committee provides a formal means of communication and discussion between Schools and its students. The committee consists of student representatives from each year in the school/institute together with appropriate representation from staff within the school/institute. It is designed to respond to the needs of students, as well as act as a forum for discussing programme and module developments. Staff-Student Liaison Committees meet regularly throughout the year. Each school operates a Learning and Teaching Committee, or equivalent, which advises the School/Institute Director of Taught Programmes on all matters relating to the delivery of taught programmes at school level including monitoring the application of relevant QM policies and reviewing all proposals for module and programme approval and amendment before submission to Taught Programmes Board. Student views are incorporated in this Committee’s work in a number of ways, such as through student membership, or consideration of student surveys. All schools operate an Annual Programme Review of their taught undergraduate and postgraduate provision. The process is normally organised at a School-level basis with the Head of School, or equivalent, responsible for the completion of the school's Annual Programme Reviews. Schools/institutes are required to produce a separate Annual Programme Review for undergraduate programmes and for postgraduate taught programmes using the relevant Undergraduate or Postgraduate Annual Programme Review pro-forma. Students’ views are considered in this process through analysis of the NSS and module evaluations.

Academic Support

The Learning Institute has a Senior Tutor, who acts as first point of contact for general academic support for students. Disciplinary mentors also support participants through the programme.


Participants must take either ESDM012 OR ESDM013, and may not take both options.

Specific Support for Disabled Students Queen Mary has a central Disability and Dyslexia Service (DDS) that offers support for all students with disabilities, specific learning difficulties and mental health issues. The DDS supports all Queen Mary students: full-time, part-time, undergraduate, postgraduate, UK and international at all campuses and all sites. Students can access advice, guidance and support in the following areas: • Finding out if you have a specific learning difficulty like dyslexia • Applying for funding through the Disabled Students' Allowance (DSA) • Arranging DSA assessments of need

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• Special arrangements in examinations • Accessing loaned equipment (e.g. digital recorders) • Specialist one-to-one "study skills" tuition • Ensuring access to course materials in alternative formats (e.g. Braille) • Providing educational support workers (e.g. note-takers, readers, library assistants) • Mentoring support for students with mental health issues and conditions on the autistic spectrum.

Links With Employers, Placement Opportunities and Transferable Skills n/a


Person completing Programme Specification Dr Matthew Williamson

Person responsible for management of programme Dr Matthew Williamson

Date Programme Specification produced/amended by School Learning and Teaching Committee 30/4/12

Date Programme Specification approved by Taught Programmes Board 2 May 2012

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Module Title Assessing Students Module Code ESDM015



Proposed JACS Code X142 Training Teachers - Higher Education






The Learning Institute Academic Practice PG


2012/13 10 5 30

2013/14 15 5 30

2014/15 15 5 30

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This module is being introduced, along with others, to fulfil a need for optionality on the PGCAP and CILT programmes run by the Learning INstitute. The Learning Institute already offers non-assessed workshops and seminars on assessment and feedback, and this module will require participants to attend these sessions and then complete assessment to gain the credit for the module. THe module will be an option module on PGCAP, CILT and the PG Diploma in Academic Practice.


By school responsible for module All sessions currently run. There will be additional assessment burden, but this should be balanced out by reduced assessment burden on existing module.







Sam Brenton


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Module Title Assessing Students Module Code ESDM015


Module Organiser Dr Matthew Williamson



Assessment and feedback to students are two of the most important mechanisms for supporting student learning, as well as being the lowest scoring areas nationally in the National Student Survey. This module will consider how assessment can be used to drive learning, and how feedback to students can enable both staff and students to monitor and plan progress.


This module aims to allow participants to consider aspects of assessment and feedback in higher education and to critically analyse their own practice in assessment and feedback.

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Academic Content:

A 1 Critically evaluate theories about student assessment and feedback in higher education

A 2 Analyse and refine policy and practice in assessment and feedback in higher education and at QMUL in particular

A 3


B 1 Critically evaluate existing practice in assessment and feedback to students

B 2 Devise and critique assessment methods and approaches

B 3 Devise and critique feedback mechanisms to improve student learning

Attributes:

C 1 Appreciation of the concepts of fairness and equality in assessment

C 2 Appreciation of diversity issues in assessment and feedback

C 3

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Biggs, J. and Tang, C. 2007. Teaching for Quality Learning at University, 3rd ed. Buckingham: SRHE and Open University Press Maclellan, E., 2001. Assessment for learning: the differing perceptions of tutors and students IN Assessment and evaluation in higher education 26 (4) pp. 307-318 Norton, L., 2009. Assessing student learning IN Fry, H., Ketteridge, S. and Marshall, S. A handbook for teaching and learning in higher education 3rd ed. Abingdon: Routledge pp. 132-149

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4 three hour classroom-based seminars, participation in online discussions with peers and tutors = 15 hours


Practice-based study - 100 hours Reading and reflection - 15hours

Completion of assessment - 20 hours Total = 135 hours


150 hours







Qualifying Mark for


Reflection on assessment practice Coursework 3000 words 100% Yes





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Module Title Teaching and Learning Methods Module Code ESDM016











2012/13 15 5 30

2013/14 20 5 30

2014/15 20 5 30

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This module is being introduced, along with others, to fulfil a need for optionality on the PGCAP and CILT programmes run by the Learning Institute. The Learning Institute already offers non-assessed workshops and seminars on a range of teaching and learning methods, and this module will require participants to attend these sessions and then complete assessment to gain the credit for the module. The module will be an option module on PGCAP, CILT and the PG Diploma in Academic Practice.


By school responsible for module All sessions currently run. There will be additional assessment burden, but this should be balanced out by reduced assessment burden on existing module.







Sam Brenton


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Module Title Teaching and Learning Methods Module Code ESDM016


Module Organiser Dr Matthew Williamson



This module will introduce a variety of methods and approaches to teaching and learning, including ways to improve teaching presentation, methods for improving student interaction and strategies to deal with difficult situations and disruptive behaviour in teaching.


This module aims to give participants a range of tools on which to draw to improve the student experience in the classroom.

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Academic Content:

A 1 Critically evaluate theories about student learning in higher education

A 2 Devise and assess strategies to improve student learning in the classroom

A 3


B 1 Critically evaluate existing practice in classroom teaching

B 2 Devise and critique teaching methods and approaches

B 3 Revise and evaluate sessions and units of teaching to improve student learning

Attributes:

C 1 Appreciation of the concepts of fairness and equality in teaching

C 2 Appreciation of diversity issues in teaching and student learning

C 3

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Biggs, J. and Tang, C. 2007. Teaching for Quality Learning at University, 3rd ed. Buckingham: SRHE and Open University Press EXLEY, K. and DENNICK, R. 2004. Small group teaching: tutorials, seminars and beyond London: RoutledgeFalmer Martin, S & Darnley, L. 2004. The Teaching Voice, 2nd edition. London: Whurr Publishing Smith, C. J. and Laslett, R. 1993. Effective classroom management: a teacher’s guide 2nd ed. London: RoutledgeFalmer TIBERIUS, R.G. 1999. Small group teaching: A trouble-shooting guide. 2nd edition. London: Kogan Page

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6 three hour classroom-based seminars, participation in online discussions with peers and tutors = 25 hours


Practice-based study - 90 hours Reading and reflection - 15hours

Completion of assessment - 20 hours Total = 135 hours


150 hours







Qualifying Mark for


Critical review of teaching practice Coursework 2000 words 50% No 50

Plan for development of teaching Coursework 2000 words 50% Yes 50





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Module Title Teaching With Learning Technologies Module Code ESDM018







The Learning Institute





2012/13 10 5 30

2013/14 15 5 30

2014/15 20 5 30

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Many staff across QMUL are committed to using learning technologies in the delivery of learning, teaching and assessment, and this now comprises a mainstream academic activity for many colleagues. This module will provide a structured focus for colleagues to learn more about techniques for teaching with the use of learning technologies, help them to develop their academic capacity and competencies in this area, and to develop, evidence, evaluate and share their professional practice in this area. The module will support the realisation of e-learning policy and planning in the academic faculties, and provide a mechanism for the ongoing development and enhancement of the e-learning provision developed by staff and offered to students across QM. It will be an optional module on the CILT and PGCAP awards. Attendance on the taught elements and access to the learning materials will also be open to any academic colleagues (probationary or post-probationary) engaged in or interested in learning technologies, for their formal or informal continuing professional development. The module will be delivered on campus, but through a mixed or 'blended' mode of delivery, with substantial online elements and attendance for lectures possible through the viewing of digital recordings. Thus, it will seek to model the educational practices it espouses.


By school responsible for moduleThe module will be delivered by existing staff in the E-Learning Unit within the Learning Institute. It will make use of existing tools available at QM: QMplus, Q-Review, Audience Voting Systems, TurnItIn and associated learning technologies.


We will invite advanced practitioners in the academic faculties to contribute expertise for a series of master classes.






Sam Brenton


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Module Title Teaching With Learning Technologies Module Code ESDM018


Module Organiser Sam Brenton, Head of E-Learning



This module will provide a structured focus for colleagues to learn more about techniques for teaching with the use of learning technologies, help them to develop their academic capacity and competencies in this area, and to develop, evidence and share their practice. It will have a strong practice-based learning theme, with the taught elements complementing a practical focus where participants will develop and evidence their own practice as they progress through the module.


The aims of this module are: To equip participants with the knowledge and skills to make effective use of learning technologies in their learning, teaching and assessment. To develop participants' ability to think critically about their own use of learning technologies, and apply their ideas within their disciplinary context. To enhance the quality of taught provision which makes use of learning technologies.

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Academic Content:

A 1 Gain a comprehensive understanding of techniques and methodologies for teaching effectively with technology

A 2 Master the use of a range of technologies for use in teaching, learning and assessment


B 1 Apply concepts of digital literacy to their use of learning technologies

B 2 Apply technical expertise to a range of educational contexts

B 3 Evaluate their own use of learning technologies

B 4 Devise strategies for enhancing student learning through the use of learning technologies within their discipline

Attributes:

C 1 Use and apply information and communication technologies within their professional practice

C 2 Engage with their own development as professional academic practitioners

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Beetham, H, Sharpe, R (2007) Rethinking Pedagogy for a Digital Age: Designing and Delivering E-learning: Routledge Laurillard, D (2001) Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies 2nd Ed.: Routledge Brenton, S. (2009) Introduction to E-Learning IN Fry, H., Ketteridge, S. and Marshall, S. A handbook for teaching and learning in higher education 3rd ed.: Routledge

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4 lectures (face to face or online) 4 seminars (face to face or online)

4 practical master classes 4 hours of online contributions

= 16 hours


Practice-based study (applying knowledge, skills and understanding in own practice) = 100 hours

Reading and reflection, engagement with online materials = 20 hours

Completion of assessment = 14 hours = 134 hours


150 hours







Qualifying Mark for


E-portfolio Coursework 3000 words 100 Yes






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TPB2011-057

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TPB2011-058






Module Title Group Project for Physicists Module Code PHY6543



Proposed JACS Code F300 Physics


Responsible School / Institute School of Physics and Astronomy


Collaborating institutions involved in teaching part of the module (if applicable), including the estimated percentage contribution to the module from the collaborative partner It is envisaged that the projects will be set by outside (industrial, NHS and other) collaborators under the IoP and HE-STEM Industrial Group Project scheme as detailed in the Rationale and Specifications sections. All assessment will be carried out at QMUL and by QMUL staff, but will include input from the external collaborators.


School of Physics Physics UG


2012/13 30 3 60

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The current undergraduate programmes of study in the School offer no options for the students to undertake group work. This has been identified as a significant weakness in our programmes, both within QMUL and by the IoP during their recent degree accreditation visit, as it means our graduates lack significant skills related to employability. As a first approach to addressing this gap we propose an optional module to be run in semester B of the third year of study, to be made available to both BSc and MSci students. We have obtained modest funding (£15k) in order to provide support for setting up this module under the Institute of Physics/ HE STEM Programme - Group Industrial Projects initiative. We plan to use projects set by external collaborators as the basis for the group work, as currently used in several other UK institutions (e.g. Durham, UCL), with internally generated group projects to be made available as a "back-up" if there are insufficient external ones.


By school responsible for module These projects will require academic supervisors to direct and assess the group projects within the School of Physics and Astronomy


The group projects are designed to be based around externally defined tasks and we are currently in communication with external collaborators.






Theo Kreouzis

Digitally signed by Theo Kreouzis DN: cn=Theo Kreouzis, o=Queen Mary, university of London, ou=School of Physics and Astronomy, [email protected], c=GB Date: 2012.04.16 14:27:59 +01'00'

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Module Title Group Project for Physicists Module Code PHY6543


Module Organiser Dr T.Kreouzis


N/A N/A PHY321


This module places students in small groups (3 to 6 people) and each group is allocated a short duration project (~12 weeks) which has been set by either an external collaborator (e.g. industry, NHS, local authority, commercial entity) or by one of the research groups within the School of Physics and Astronomy. The students are initially briefed by the "client", who has set the project, and then attend weekly meetings with their academic supervisor and (more importantly) with each other where formal minutes (including action lists) are kept. The research is carried out using the school's laboratory and computing facilities as well as external facilities where applicable. Each group has to produce a formal, technical written report as well as presenting its findings orally to the "client" at the end of the project. The projects are assessed by the academic supervisor with input from the external collaborator.


This module aims to give undergraduates insight into research based on real problems from a variety of sources, including external (e.g. industrial) colaborators. It is designed to expose students to a wider range of employment opportunities for physicists as well as giving them insight into the needs of employers. In particular, students gain invaluable experience in project management and teamwork, as well as improving their written and oral communication skills.

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Academic Content:

A 1 Successful students will be able to complete a short group project by making use of underlying basic physical principles.

A 2 Students will be able to collectively organise themselves and delegate tasks appropriately to members of the group.

A 3 Students will chair, minute and attend regular group meetings throughout the duration of the project.

A 4 Students will compose compose a joint written final technical report as well as a short individual technical report.

A 5 Students will compose and present orally a short final technical report.


B 1 To break down a technical problem into its underlying physical principles.

B 2 To collaborate in a team, identifying individual tasks and delegating them accordingly.

B 3 To regularly review progress and react accordingly within a time-limited project.

B 4 To select, design and apply experimental, computational and/or theoretical techniques appropriate to the specific problem.

B 5 Hence, to use detailed physical knowledge in the theoretical, computational and/or experimental study of a specific problem.

B 6 To compose concise, precise, appropriately referenced and professionally presented written technical reports.

B 7 To prepare an accompanying oral presentation to the written report(s).

Attributes:

C 1 To acquire and apply knowledge in a rigorous way.

C 2 To connect information and ideas within their field of study.

C 3 To adapt their understanding to new and unfamiliar settings.

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C 4 To develop the ability to reflect upon and assess their own progress.

C 5 To engage with the professional world.

C 6 To acquire new learning in a range of ways, both individually and collaboratively.

C 7 To possess the skills to influence, negotiate and lead.

C 8 To use quantitative data confidently and competently.

C 9 To respect for the opinions of others and a readiness to act inclusively.

C 10 To obtain transferable key skills to help them with their career goals and their continuing education

C 11 To develop effective spoken and written English.

C 12 To explain and argue clearly and concisely.

C 13 To use communication technologies competently.

C 14 To apply their analytical skills to investigate unfamiliar problems.

C 15 To work individually and in collaboration with others.

C 16 To use information for evidence-based decision-making and creative thinking

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. N/A



Meetings with academic supervisor and external collaborator(s) 16 hours

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134 hours both individually and within the group.


150 hours







Qualifying Mark for


final technical report, including appendices (meeting minutes,

data, listings etc).Coursework

no longer than 50 pages, excluding

appendices

50 No N/A

short individual report/individual contribution Coursework no longer than

10 pages 30 No N/A

Oral technical presentation Coursework 30 minutes 20 Yes N/A





Coursework

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Nature of proposal(s) Module Proposals


School of History


• HST4107 Europe 1000-1500 • HST4202 Reformation to Revolution • HST4308 Unravelling Britain • HST4309 Europe in a Global Context • HST4310 Building the American Nation • HST4602 History in Practice • HST5213 Society and State • HST5214 Africa in Europe • HST5342 Japanese Cinema • HST5343 Narratives of the Raj • HST5344 Defining the Nation • HST5404 Anatomy of a City • HST5603 Arabic for Historians 1 • HST5604 Arabic for Historians 2 • HST5605 Latin for medievalists 1 • HST6107 Chivalry in Medieval Europe • HST6208 World of the Nun • HST6209 Behind Closed Doors • HST6327 Reinventing ourselves • HST6329 The Germans and the Jews • HST6331 Anxieties of Empire • HST6332 Modern China • HST6333 Exhibiting the First World War • HST6334 Between the Citizen and the State • HST6335 British horror • HST6336 We the people • HST6500 Ottoman Empire

Outcome requested


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The above module proposals are being put forward to the Board for consideration and approval since they constitute a significant development for the School of History’s undergraduate module provision. The School of History has undertaken a review of its entire curriculum. At level 4 the aim of this review is to offer the students a number of broad chronological courses that will prepare them for the more focused and detailed courses which they will pursue at Levels 5 and 6 and also remedy the situation arising from the fragmented and balkanised nature of A level history. In addition the new courses are designed to offer a much more global approach to European and British history than was the case in the existing modules. The new level 4 modules specifically relate to changes resulting from the School’s undergraduate curriculum review. A number of the level 5 modules are completely new whilst others have been created to adapt existing level 4 modules. The new level 6 modules have been developed to address the previous shortage of level 6 modules that students could choose. This includes a number of new special subject modules, which will form a key part of the School’s level 6 provision. The introduction of the various modules across levels 4-6 will also result in the withdrawal of a number of existing modules, which are either redundant or have been superseded by these new modules. The School are in progress of completing the necessary module withdrawal forms.

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Module Title Europe 1000-1500: The Middle Ages and their Legacy Module Code HST4107



Proposed JACS Code V130 Medieval History


Responsible School / Institute School of History




School of History History UG


2012/13 100 15 none

2013/14 100 15 none

2014/15 100 15 none

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To provide a comprehensive and structured introduction to the Middle Ages (1000-1500) with the view of imparting generic skills of historical analysis and writing while laying foundations for level 5 and 6 modules on this period and later ones. The module will be compulsory for the V130 Medieval History degree, optional for other history programmes.


By school responsible for module Library and web resources largely already available.







Julian Jackson

Digitally signed by Julian Jackson DN: cn=Julian Jackson, o=Queen Mary, ou=Department of History, [email protected], c=GB Date: 2012.04.30 10:40:23 +01'00'

TPB2011-059


Module Title Europe 1000-1500: The Middle Ages and their Legacy Module Code HST4107


Module Organiser Professor Miri Rubin / Dr Peter Denley


none none none


Medieval institutions, ideas and practices still greatly influence the shape of modern Europe. Europe’s languages, rituals, religious beliefs, political institutions, urban infrastructure and universities are deeply marked by their medieval origins. This module offers an introduction to Europe’s medieval past in its full diversity and complexity. It will introduce men and women, laypeople and priests, warriors, traders and farmers, offering learners information and insights into the continent’s formative past.


The aim of the module is to provide a clear, wide-ranging introduction to the history of medieval Europe for all students who may be interested (and all those who have chosen the medieval history degree). It will offer a clear chronological framework while introducing many thematic topics, which have also been selected with a view to whetting students' appetites for the main areas of medieval history that we teach at higher levels.

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3) Learning Outcomes Identify the learning outcomes for this module, i.e. knowledge, skills and attributes to be developed through completion of this module. Outcomes should be referenced to the relevant QAA benchmark statements and the Framework for Higher Education Qualifications in England, Wales and Northern Ireland (2008) . The SEEC Credit Level Descriptors for Further and Higher Education 2003 and Queen Mary Statement of Graduate Attributes should also be used as a guiding framework for curriculum design.

Academic Content:

A 1 Week 1: The 'Birth' of Europe (Professor Miri Rubin ). An introductory discussion of what Europe was c.1100 and how it ‘took off’. Reading: Bartlett, 5-59; Jordan, 5-37, Mundy, 69-89.

A 2 Week 2: Authority and Governance (Dr Peter Denley). Who ruled whom: Church, empire, kingdoms, and landlords. Reading: Barber, 85-118; Mundy, 199-217, 337-353; Rösener, 211-33.

A 3 Week 3: Work, Trade and Livelihood (Professor Jim Bolton). How some medieval Europeans made ends meet and others enjoyed luxury. Reading: Bartlett, 106-66; Epstein, 40-69; Mundy, 90-108, 143-51; Rösener, 33-143.

A 4 Week 4: The Renaissance of the Twelfth Century? (Dr Thomas Asbridge). Is this a unique century? It saw the growth of crusades, Gothic cathedrals and scholasticism. Reading: Asbridge, 33-108; Bartlett, 243-68; Jordan, 85-160.

A 5 Week 5: States and Education (Dr Peter Denley). How did the growing states recruit, train and use its officials? Reading: Barber, 441-63; Mundy 51-68, 291-302.

A 6Week 6: Europe of Regions (Professor Miri Rubin). Europe was united by religion and bound by its economy, yet it was also a Europe of regions: a glance at this diversity c.1250. Reading: Barber, 141-67; Jordan, 243-85; Waley and Denley, 3-63.

A 7Week 7: Cities and their Mentalities (Dr Peter Denley). Urban wealth supported vast experiments in politics and culture: a view from Siena, Paris and London. Reading: Bartlett, 167-96; Epstein, 70-99; Mundy 255-72; Waley and Denley 15-20.

A 8Week 8: Europe in Crisis: The Black Death and its Aftermath (Dr Peter Denley). The greatest known natural calamity left remaining Europeans bereft, anxious, but also better off. Reading: Bolton, 207-45; Briggs, 7-63; Epstein, 159-89; Jordan, 289-301; Waley and Denley 90-111, 112-31; Rösener, 255-75; Rubin, 57-115.

A 9

Week 9: Europe and its Neighbours (Dr Thomas Asbridge). Europeans formed part of a global network of trade, crusades, diplomacy and mission, with Marco Polo travelling east in the thirteenth-century and Christopher Columbus west in the fifteenth. How the continent formed part of a world system. Reading: Briggs, 64-87; Waley and Denley, 251-62, 280-91.

A 10Week 10: Renaissance North and South: The Low Countries and Iberia (Professor Miri Rubin and Dr Antonella Liuzzi-Scorpo). The Renaissance is usually linked with Italian cities, yet this was a much broader phenomenon, explored here from England, Hungary and Burgundy too. Reading: Briggs, 231-80; Waley and Denley, 153-86.

A 11Week 11: The Middle Ages: a concept and its aftermath (Dr Peter Denley and Professor Miri Rubin). An assessment of the legacy – print, reform movements and governance – the ‘medieval’ conditions created for modernity. Reading: Waley and Denley, 232-49.


B 1

This Level 4 module introduces learners to a time and place most will not have studied before. It demonstrates the tasks of gathering and sharing information as evidence as training in their own tasks of research and writing in course work. While the lectures raise historical problems and suggest answers to them, the classes allow learners to develop their own ideas, voice reasoned views and respond to the views of others in a supportive environment. In all its parts the module shares with learners the scope as well as the limits of historical knowledge for the period, demonstrating intellectual integrity as well as imaginative insight into poorly documented historical pasts. Despite the challenges of evidence, lectures will use visual sources from the period, music, maps, and statistical tables.

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B 2

The treatment of a continent full of diversity is an opportunity to discuss communication, linguistic specificity, cultural niches and a wide range of sources in different languages, offered palatably in English translation. Comparative perspectives across the continent of Europe are introduced as a norm for historical analysis. Theoretical concepts are embedded into lectures thus developing a familiarity with concepts transferable to other times and places.

Attributes:

C 1This module focuses on Europe 1000-1500, yet it does so with a high awareness of the diversity and the global setting of European lives. It engages with the tension between structure and diversity, and poses clear historical questions in each of its weekly segments.

C 2 The module encourages learners to develop a critical engagement with knowledge through its structure which combines chronological progression with a thematic, problem-oriented, approach.

C 3Emphasis is laid on skill in communication and nuanced expression, attributes exemplified in lectures and promoted in classes. The learners will acquire a new set of historical concepts together with command of an historical period and its unique problems, debates and sources.

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Thomas Asbridge, The Crusades (London: Simon and Schuster, 2010). Malcolm Barber, The Two Cities: Medieval Europe, 1050-1320 (London and New York: Routledge, 1992). Robert Bartlett, The Making of Europe. Conquest, Colonization and Cultural Change, 950-1350 (London: Alan Lane, 1993). J. L. Bolton, The Medieval English Economy, 1150-1500 (London: J M Dent and Sons, 1980). Charles F. Briggs, The Body Broken. Medieval Europe 1300-1520 (London and New York: Routledge, 2011). Steven Epstein, An Economic and Social history of Later Medieval Europe (Cambridge: Cambridge University Press, 2009). William Chester Jordan, Europe in the High Middle Ages (London: Alan Lane, 2001; paperback 2002). John H. Mundy, Europe in the High Middle Ages (Harlow: Pearson Education, third edition 2000). Werner Rösener, Peasants in the Middle Ages, trans. Alexander Stützer (Cambridge: Polity, 1985). Miri Rubin, The Hollow Crown. A History of Britain in the Later Middle Ages, London: Alan Lane, 2005. Daniel Waley, with Peter Denley, Later Medieval Europe, 1250-1520, Harlow: Pearson Education, 2001.



11 lectures 11 classes


128 hours

TPB2011-059


150 hours







Qualifying Mark for


Examination Examination 2 hours 50% Yes n/a

Essay Coursework 2,500 words 35% No n/a

Short piece of writing Coursework 1,000 words 15% No n/a









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Qualifying Mark for


Essay Coursework 3,500 words 50% Yes n/a





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Module Title REFORMATION TO REVOLUTION: EUROPE AND THE WORLD, 1500-1800 Module Code HST4202



Proposed JACS Code V100 History by period








2012/13 100 N/A 200

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The module aims to provide a comprehensive and structured introduction to early modern European history in the period 1500-1800, set within the context of European expansion over this period. The module aims to impart both general knowledge and also generic skills of historical analysis and writing which will lay the foundations for level 5 and 6 modules on this period – as well as for medieval and late-modern ones. This period is far less well-known to A-level entrants than the 20th century. Care has been given to pitching the themes in ways that will capture the imagination of entrants into the field. Both cut-off dates (1500,1800) are frequently used in textbooks and in course teaching. 1500 (alternatively 1450, 1485, 1492 and 1515) is often taken to mark the end of the medieval period, while 1800 (alternatively 1750, 1789, 1815) is a frequent marker of the beginning of modern or late-modern history. The module constitutes an important link within the comprehensive re-ordering of level 4 modules within the School of History. While the module plays to the intellectual strengths of the module teachers, every effort has been made to devise a module which makes an approachable and yet intellectually challenging fit with the medieval modules which precede it and those also (post 1800 Europe, Britain and America) which post-date it.


By school responsible for module Standard requirements







Julian Jackson


TPB2011-059


Module Title REFORMATION TO REVOLUTION: EUROPE AND THE WORLD, 1500-1800 Module Code HST4202


Module Organiser Professor Michael Questier


None None None


The period 1500-1800, covering from the Reformation to the American and French Revolutions, is of formative importance in the origins of the modern world. Key topics include Reformation and Counter-Reformation, the early modern state, gender and family, literacy and print, Scientific Revolution and Enlightenment and the advent of the age of revolution. Particular emphasis will be placed on the global expansion of Europe (including England), and the impact this had not only on the rest of the world but also on Europe itself.


The module aims to provide a comprehensive and structured introduction to early modern European history in the period 1500-1800, set within the context of European expansion over this period. In addition to general knowledge of the period, the module alsi aims to develop the generic skills of historical analysis and writing which will lay the foundations for level 5 and 6 modules on this period – as well as for medieval and late-modern ones.

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Academic Content:

A 1

Information relating to key phenomena in early modern European history. The indicative lecture schedule is as follows: 1. Introduction: the World in 1500 (Colin Jones) 2. The European Reformation (Michael Questier/Miri Rubin) 3. The Early Modern State and Early Modern Warfare (MQ) 4. Sailing the World, c.1500-c.1600 (Kate Lowe) 5. The European Counter-Reformation (MQ) 6. Diasporic Europe, c. 1500-c.1700 (Kate Lowe) 7. Gender and Family (Amanda Vickery) 8. Scientific Revolution and Enlightenment (Colin Jones) 9. Literacy and Print (Amanda Vickery) 10. Global Trade and the New World of Goods (Amanda Vickery) 11. Revolutions (Colin Jones)

A 2 The main currents of historiographical contention in the fieldof European history between 1500 and 1800

A 3


B 1 understand key processes of change within European history between 1500 and 1800

B 2 identify a range of approaches, conceptual frameworks and methodological procedures for understanding early modern European history

B 3 have expanded their historical skills, as a result of drawing on visual as well as scribal sources, some of which will be accessed electronically

B 4 have gained further development of study, writing and communication skills

Attributes:

C 1 Additional verbal topic-based but transferable skills

C 2 Develop further modes of clarity of communication

C 3 Acquire expertise in the gathering and processing of information

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4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. We plan to use two textbook as core reading: B. Kumin, The European World, 1500-1800 (2009); and M. Wiesner-Hanks, Early Modern Europe, 1450-1789 (2006) Other Indicative Bibliography: D. Armitage, The Declaration of Independence: a Global History (2007) David Armitage & Sanjay Subrahmanyan (eds), The Age of Revolutions. C. 1760-1840 (2010). C Bayly, Birth of the Modern World: Global Connections and Comparisons, 1780–1914 (2004) M. Berg, Luxury and Pleasure in Eighteenth-Century Britain (2005) M. Berg & E Eger (eds), Luxury in the Eighteenth Century (2002) M. Berg & H. Clifford (eds), Consumers and Luxury in Europe, 1650-1850 (1999) Robert Bireley, The Refashioning of Catholicism, 1450-1700 (1999) Richard Bonney, The European Dynastic States 1494-1660 (1992) R. Blackburn, The Overthrow of Colonial Slavery, 1776-1845 (1989) T.H. Breen Colonial America in an Atlantic World (2004) E. Cameron, The European Reformation (1991) P. Campbell, The Origins of the French Revolution (2006) R. Chartier, Cultural Origins of the French Revolution (1993) P. Dear, Revolutionizing the Sciences:European Knowledge and its Ambitions 1500--1700 (2001) Jean Delumeau, Catholicism between Luther and Voltaire (1977) A.G. Dickens, The English Reformation (1964) A.G. Dickens, The Counter-Reformation (1968) L Dubois, A Colony of Citizens: Revolution and Slave Emancipation in the French Caribbean, 1787-1824 (2004) S. Dunn, Sister Revolutions: French Lightning, American Light (1999) T. F. Earle & K. J. P. Lowe eds., Black Africans in Renaissance Europe (2005) J. Edwards ed., The Jews in Western Europe, 1400-1600 (1994) E. Eisenstein, The Printing Press as an Agent of Change in Early Modern Europe (1979) J.L. Flandrin, Families in Former Times (1979) J. Henry, The Scientific Rvolution and the Origins of Modern Science (1997) P. Higonnet, Sister Republics:Origins of French and American Republicanism (1988) E.J. Hobsbawm, The Age of Revolution, 1789-1848 (1962) R.A. Houston, Literacy in Early Modern Europe (2002) O. Hufton, The Prospect before Her: A history of Women in Western Europe, 1500-1800 (1995) Anne Hughes, The Causes of the English Civil War (1998) C. Jones, The Great Nation: France from Louis XV to Napoleon (2002) C. Jones & D. Wahrman (eds), An Age of Cultural Revolution? England and France 1750-1820 (2002) Benjamin Kaplan, Divided by Faith (2007) Robert Knecht, The French Civil Wars (2000) J. Landes, Women and Politics in the Age of Democratic Revolution (1988) N. Matar, Islam in Britain, 1558-1685 (1998) M. Meyerson & E. English eds., Christians, Muslims and Jews in Medieval and Early Modern Spain (1999) S.E. Melzer & L. Rabine (eds), Rebel Daughters: Women and the French Revolution (1992) T. Munck The Enlightenment: A Comparative Social History 1721-1794 (2000) D. Outram, The Enlightenment (1995) Geoffrey Parker, The Dutch Revolt (2002) W.D. Phillips & C.R. Phillips, The Worlds of Christopher Columbus (1992) R. Po-chia Hsia, The World of Catholic Renewal, 1540-1770 (2005) K. Pomeranz The Great Divergence: China, Europe and the Making of the Modern World Economy (2000) R.Porter & J. Brewer (eds), Consumption and the World of Goods (1993) J.Rendall, The Origins of Modern Feminism: Women in Britain, France and the United States (1985) H. Roodenburg, ed., Cultural Exchange in Early Modern Europe, IV, Forging European Identities, 1400-1700 (2007) A. J. R. Russell Wood, The Portuguese Empire, 1415-1808: a World on the Move (1998) S. Shapin, The Scientific Revolution (1996) S. Schwartz ed., Implicit Understandings: Observing, Reporting and Reflecting on the Encounters between Europeans and Other

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Peoples in the Early Modern Era (1994) Robert Scribner, Popular Movements and Popular Culture in Reformation Germany (1987) S. Subrahmanyam, The Career and Legend of Vasco da Gama (1998) M. Wiesner, Women and Gender in Early Moder Eirope (1993) G. Williams, The Expansion of Europe in the Eighteenth Century (1966) R.W. Winks and L.P. Wendel, Europe in a Wider World, 1350-1650 (2003)



11 x one-hour lectures 11 x one-hour seminars


128


150







Qualifying Mark for


Examination Examination 2 hours 50 % Yes n/a

Coursework Coursework 2,500 words 35 % No n/a

Short piece of writing Coursework 1,000 words 15% No n/a

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Module Title Unravelling Britain: British History since 1801 Module Code HST4308



Proposed JACS Code V140 Modern History








2012/13 210 180 999

2013/14 210 180 999

2014/15 210 180 999

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This is a Level 4 whole year option for first year students. It will be compulsory for students undertaking V101 and V140 degrees and optional for those undertaking LV21. It will also be open to students based in the School of Politics and International Relations. It is designed to give students a grounding in the social, political and international history of modern Britain, in order to equip them for further, more specialist study in this subject area at Levels 5 and 6. In combination with other Level 4 courses in the School of History, it will also introduce them to key methods of historical analysis and academic skills as part of their transition from A-levels (or equivalent) to undergraduate study.


By school responsible for module Staff within the School of History with an expertise in Modern Britain. Library provision adapted to recognise compulsory nature of this course.







Julian Jackson


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Module Title Unravelling Britain: British History since 1801 Module Code HST4308


Module Organiser Dr Dan Todman


None NoneHST4306 (including A and B), Road from 1945 and HST4304 (including

A and B) Empire State.


How have Britain and the British changed over the last two centuries? This course gives students a rich introduction to modern British history since 1801, guiding them through the major political, social, international and imperial developments in a chronological format. It gives those who have not previously studied the subject the grounding they need to undertake more specialist courses in the second and third years, and challenges those with prior knowledge by presenting new interpretations and critical appreciations from the cutting edge of British history.


To give students a foundational understanding of the major social, political, international and imperial histories of Britain in the period since 1801, both as a basis for subsequent study in this subject area and as part of a first year in which they will develop a broader sense of historical chronology. To introduce students to key topics in this subject area and to encourage them to think about the distinctive and particular forms these issues took in Britain's history. To teach key historical knowledge and skills including, but not limited to: chronology, key themes, the location, use and critical assessment of primary and secondary sources and the construction and criticism of argument. To teach wider transferable skills with reference to QMUL's Graduate Attributes, with particular reference to critical engagement with knowledge, continuous learning in a changing world, clear communication, research and information expertise. To inspire and excite students with the potential of study and research in modern British history, by demonstrating the enthusiasm and intellectual passion of staff, the sophistication required to advance understanding and the variety of approaches to research adopted within the School of History.

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Academic Content:

A 1An ability to place in sequence key developments, phenomena and events over the last two centuries of British history, and to relate the history of the British Isles to that of the wider world, recognising the interconnections between them.

A 2

An understanding of key trends and discontinuities in the political, international, social and imperial history of Britain since 1801, for example the expansion of the franchise, the expansion and contraction of the Empire, changing perceptions of gender roles, the dominance and relative decline of British industry, the growth of the state, the importance of war, religion, science and technology, and a knowledge of the key historical debates surrounding these subjects.

A 3An awareness of the historical interpretations underpinning our perception of these developments, and an ability to subject these interpretations to criticism - both by placing them in historiographical context and by subjecting their arguments to independent thought

A 4 An understanding of and ability to use appropriately historically significant terms including for example: 'Reform', 'Emancipation', 'Chartism', 'Home Rule', 'Liberalism', 'Conservatism', 'Socialism', 'Degeneration', 'Special Relationship'

A 5A familiarity with key themes and terms of historical analysis within the particular context of modern Britain, for example, for themes, 'absent-minded imperialism', 'separate spheres' and 'warfare state', and for terms: class, gender, identity, deference, secularisation, democracy, affluence.


B 1 locate and make use of a range of secondary and primary sources, both electronically and in hard copy

B 2 discuss broader historical concepts and themes, for example those identified above, with reference to a variety of periods and areas

B 3 refer critically to their own sense of continuity and change over time and of historical periodisation

B 4 summarise key content of substantial works of history, in article, monograph and collection form, and to attempt to apply their own independent criticisms to these works

B 5 formulate, with academic assistance if necessary, appropriate questions about unfamiliar topics or bodies of evidence

B 6 recognise the need to reflect critically on primary sources and the selection of evidence in the work of other historians and be ready to apply these measures to their own work

B 7

recognise the variety of approaches that are employed in attempts to reconstruct the past (including but not limited to, class, gender, cultures, religious belief, 'high' and 'popular' politics, political thought, and science and technology) and to discuss their advantages and disadvantages, and to attempt to construct their own syntheses drawing on several of those approaches.

B 8

have practised and improved skills of written and oral presentation, including summary, synthesis, construction of argument, use of evidence; the employment of an appropriate academic style and use of techniques of editing and re-writing to improve expression; the use of appropriate academic format including use of footnotes, correct citations and bibliography.

TPB2011-059

Attributes:

C 1 have practised acquiring and applying knowledge in a rigorous way, for example via the writing of a book review

C 2 have connected information and ideas within history and recognised this as an appropriate and useful skill, for example by applying conceptual understanding developed in a different course to a subject encountered on this one

C 3 have used writing for learning and reflection, for example in note-taking and essay writing

C 4 have adapted understandings to new settings, for example through encountering and incorporating unfamiliar chronologies and perspectives

C 5 to have prepared for working effectively with diverse communities by recognising the interactions between Britain and the world over the last two centuries

C 6 have acquired new learning in a range of ways, including lectures, seminars, individual research and feedback from academics

C 7 to have responded appropriately to criticism to improve oral and written work

C 8 to have used good judgement in selecting appropriate materials and tone

C 9 to have written and spoken effectively - ie to have expressed their point in such a way as to communicate and to persuade an audience, including explanation and argument

C 10 the use of relevant information technology to acquire and present knowledge, for example through the assembly of research materials

C 11 a grasp of the principles and practice of history, including the investigation of unfamiliar problems, interaction with an established corpus of knowledge and with other students, and a recognition of the need for intellectual integrity

C 12to have evaluated critically the value of different sorts of information, including both primary and secondary sources, and to have applied creative thought to the presentation of the knowledge thus acquired in order to pose and answer key historical questions

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. P. Clarke, Hope and Glory: Britain 1900-1914 (London, 1996) L. Colley, Britons: Forging the NAtion, 1707-1837 (New Haven, 1992) C. Bayly, The Birth of the Modern World, 1780-1914: Global Connections and Comparisons (Oxford, 2004) L. Colley, Captives: Britain, Empire and the World, 1600-1850 (London, 2003) B. Harrison, The Transformation of British Politics, 1860-1995 (Oxford, 1996) P. Addison and H. Jones, eds, A Companion to Contemporary Britain, 1939-2000 (Oxford, 2007) P. Cain and A.G. Hopkins, British Imperialism: Innovation and Expansion, 1688-1914 (London, 1993) P. Cain and A.G. Hopkins, British Imperialism: Crisis and Deconstruction, 1914-1990 (London, 1993) D. Edgerton, England and the Aeroplane: An Essay on a Militant and Industrial Nation (London, 1991) J. Mokyr, The Enlightened Economy: Britain and the Industrial Revolution, 1700-1850 (2011) M.E Chamberlain, Pax Britannica: British Foreign Policy, 1789-1914 (London, 1988) B. Porter, The Lion's Share: A Short History of British Imperialism, 1850-1983 (Harlow, 1984) B. Harrison, Seeking a Role: The United Kingdom 1951-1970 (Oxford, 2009) B. Harrison, Finding a Role? The United Kingdom 1970-1990 (Oxford, 2010) J. Harris, PRivate Lives, Public Spirit: Britain 1870-1914 (London, 1993) R. McKibbin, Classes and Cultures: England 1918-1950 (Oxford, 1998) M. Pugh, Women and the Women's Movement in Britain (London, 2000) M. Pugh, Britain since 1789: A concise history (New York, 1999) F.M.L. Thompson, The Rise of Respectable Society: A social history of Victorian Britain 1830-1900 (1988)

TPB2011-059

A. Gregory, The Last Great War: British Society and the First World War (Oxford, 2010) A. Calder, The People's War, Britain 1939-1945 (London, 1969) C. Hall and S. Rose, eds, At Home with the Empire: Metropolitan Culture and the Imperial World (Cambridge, 2003)



1 hour Lecture x 22 weeks 1 hour seminar X 22 weeks


256 hours


300







Qualifying Mark for


Exam Examination 3 hours 50 Yes N/A

Long Essay Coursework 2500 words 15 No N/A

Short Essay Coursework 1000 words 10 No N/A

Long Essay Coursework 2500 words 15 No N/A

Short Essay Coursework 1000 words 10 No N/A

TPB2011-059









Module Title Unravelling Britain: British History 1801-1900 Module Code HST4308A







How did Britain and the British change over the nineteenth century? This course gives students a rich introduction to modern British history 1801-1900, guiding them through the major political, social, international and imperial developments in a chronological format. It gives those who have not previously studied the subject the grounding they need to undertake more specialist courses in the second and third years, and challenges those with prior knowledge by presenting new interpretations and critical appreciations from the cutting edge of British history.

TPB2011-059


To give students a foundational understanding of the major social, political, international and imperial histories of Britain in the period 1801-1900, both as a basis for subsequent study in this subject area and as part of a first year in which they will develop a broader sense of historical chronology. To introduce students to key topics in this subject area and to encourage them to think about the distinctive and particular forms these issues took in Britain's history. To teach key historical knowledge and skills including, but not limited to: chronology, key themes, the location, use and critical assessment of primary and secondary sources and the construction and criticism of argument. To teach wider transferable skills with reference to QMUL's Graduate Attributes, with particular reference to critical engagement with knowledge, continuous learning in a changing world, clear communication, research and information expertise. To inspire and excite students with the potential of study and research in modern British history, by demonstrating the enthusiasm and intellectual passion of staff, the sophistication required to advance understanding and the variety of approaches to research adopted within the School of History.


Academic Content:

A 1 An ability to place in sequence key developments, phenomena and events over nineteenth century British history, and to relate the history of the British Isles to that of the wider world, recognising the interconnections between them.

A 2An understanding of key trends and discontinuities in the political, international, social and imperial history of Britain 1801-1900, for example the expansion of the franchise, the expansion of the Empire, the importance of war, religion, science and technology, and a knowledge of the key historical debates surrounding these subjects.


A 4 An understanding of and ability to use appropriately historically significant terms including for example: 'Reform', 'Emancipation', 'Chartism', 'Home Rule', 'Liberalism', 'Conservatism', 'Degeneration'.

A 5A familiarity with key themes and terms of historical analysis within the particular context of modern Britain, for example, for themes, 'absent-minded imperialism', 'separate spheres' and for terms: class, gender, identity, deference, secularisation, democracy, affluence.





TPB2011-059




B 7


B 8


Attributes:













4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. P. Clarke, Hope and Glory: Britain 1900-1914 (London, 1996) L. Colley, Britons: Forging the NAtion, 1707-1837 (New Haven, 1992)

TPB2011-059

C. Bayly, The Birth of the Modern World, 1780-1914: Global Connections and Comparisons (Oxford, 2004) L. Colley, Captives: Britain, Empire and the World, 1600-1850 (London, 2003) B. Harrison, The Transformation of British Politics, 1860-1995 (Oxford, 1996) P. Addison and H. Jones, eds, A Companion to Contemporary Britain, 1939-2000 (Oxford, 2007) P. Cain and A.G. Hopkins, British Imperialism: Innovation and Expansion, 1688-1914 (London, 1993) P. Cain and A.G. Hopkins, British Imperialism: Crisis and Deconstruction, 1914-1990 (London, 1993) D. Edgerton, England and the Aeroplane: An Essay on a Militant and Industrial Nation (London, 1991) J. Mokyr, The Enlightened Economy: Britain and the Industrial Revolution, 1700-1850 (2011) M.E Chamberlain, Pax Britannica: British Foreign Policy, 1789-1914 (London, 1988) B. Porter, The Lion's Share: A Short History of British Imperialism, 1850-1983 (Harlow, 1984) B. Harrison, Seeking a Role: The United Kingdom 1951-1970 (Oxford, 2009) B. Harrison, Finding a Role? The United Kingdom 1970-1990 (Oxford, 2010) J. Harris, PRivate Lives, Public Spirit: Britain 1870-1914 (London, 1993) R. McKibbin, Classes and Cultures: England 1918-1950 (Oxford, 1998) M. Pugh, Women and the Women's Movement in Britain (London, 2000) M. Pugh, Britain since 1789: A concise history (New York, 1999) F.M.L. Thompson, The Rise of Respectable Society: A social history of Victorian Britain 1830-1900 (1988) A. Gregory, The Last Great War: British Society and the First World War (Oxford, 2010) A. Calder, The People's War, Britain 1939-1945 (London, 1969) C. Hall and S. Rose, eds, At Home with the Empire: Metropolitan Culture and the Imperial World (Cambridge, 2003)





128 hours


150 hours


TPB2011-059






Qualifying Mark for


Essay 1 Coursework 1000 30 No

Essay 2 Coursework 2500 70 Yes







Module Title Unravelling Britain: British History 1900-present Module Code HST4308B







How have Britain and the British changed over the last two centuries? This course gives students a rich introduction to modern British history since 1900 guiding them through the major political, social, international and imperial developments in a chronological format. It gives those who have not previously studied the subject the grounding they need to undertake more specialist courses in the second and third years, and challenges those with prior knowledge by presenting new interpretations and critical appreciations from the cutting edge of British history.

TPB2011-059


To give students a foundational understanding of the major social, political, international and imperial histories of Britain in the period since 1900, both as a basis for subsequent study in this subject area and as part of a first year in which they will develop a broader sense of historical chronology. To introduce students to key topics in this subject area and to encourage them to think about the distinctive and particular forms these issues took in Britain's history. To teach key historical knowledge and skills including, but not limited to: chronology, key themes, the location, use and critical assessment of primary and secondary sources and the construction and criticism of argument. To teach wider transferable skills with reference to QMUL's Graduate Attributes, with particular reference to critical engagement with knowledge, continuous learning in a changing world, clear communication, research and information expertise. To inspire and excite students with the potential of study and research in modern British history, by demonstrating the enthusiasm and intellectual passion of staff, the sophistication required to advance understanding and the variety of approaches to research adopted within the School of History.


Academic Content:

A 1 An ability to place in sequence key developments, phenomena and events over the last century of British history, and to relate the history of the British Isles to that of the wider world, recognising the interconnections between them.

A 2

An understanding of key trends and discontinuities in the political, international, social and imperial history of Britain since 1801, for example the expansion of the franchise, the expansion and contraction of the Empire, changing perceptions of gender roles, the dominance and relative decline of British industry, the growth of the state, the importance of war, religion, science and technology, and a knowledge of the key historical debates surrounding these subjects.


A 4 An understanding of and ability to use appropriately historically significant terms including for example: 'Reform', 'Emancipation', 'Chartism', 'Home Rule', 'Liberalism', 'Conservatism', 'Socialism', 'Degeneration', 'Special Relationship'

A 5A familiarity with key themes and terms of historical analysis within the particular context of modern Britain, for example, for themes, 'absent-minded imperialism', 'separate spheres' and 'warfare state', and for terms: class, gender, identity, deference, secularisation, democracy, affluence.



TPB2011-059






B 7


B 8


Attributes:













TPB2011-059

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. P. Clarke, Hope and Glory: Britain 1900-1914 (London, 1996) L. Colley, Britons: Forging the NAtion, 1707-1837 (New Haven, 1992) C. Bayly, The Birth of the Modern World, 1780-1914: Global Connections and Comparisons (Oxford, 2004) L. Colley, Captives: Britain, Empire and the World, 1600-1850 (London, 2003) B. Harrison, The Transformation of British Politics, 1860-1995 (Oxford, 1996) P. Addison and H. Jones, eds, A Companion to Contemporary Britain, 1939-2000 (Oxford, 2007) P. Cain and A.G. Hopkins, British Imperialism: Innovation and Expansion, 1688-1914 (London, 1993) P. Cain and A.G. Hopkins, British Imperialism: Crisis and Deconstruction, 1914-1990 (London, 1993) D. Edgerton, England and the Aeroplane: An Essay on a Militant and Industrial Nation (London, 1991) J. Mokyr, The Enlightened Economy: Britain and the Industrial Revolution, 1700-1850 (2011) M.E Chamberlain, Pax Britannica: British Foreign Policy, 1789-1914 (London, 1988) B. Porter, The Lion's Share: A Short History of British Imperialism, 1850-1983 (Harlow, 1984) B. Harrison, Seeking a Role: The United Kingdom 1951-1970 (Oxford, 2009) B. Harrison, Finding a Role? The United Kingdom 1970-1990 (Oxford, 2010) J. Harris, PRivate Lives, Public Spirit: Britain 1870-1914 (London, 1993) R. McKibbin, Classes and Cultures: England 1918-1950 (Oxford, 1998) M. Pugh, Women and the Women's Movement in Britain (London, 2000) M. Pugh, Britain since 1789: A concise history (New York, 1999) F.M.L. Thompson, The Rise of Respectable Society: A social history of Victorian Britain 1830-1900 (1988) A. Gregory, The Last Great War: British Society and the First World War (Oxford, 2010) A. Calder, The People's War, Britain 1939-1945 (London, 1969) C. Hall and S. Rose, eds, At Home with the Empire: Metropolitan Culture and the Imperial World (Cambridge, 2003)





128 hours


150 hours

TPB2011-059







Qualifying Mark for


Examination Examination 2 hours 50% Yes

Essay 1 Coursework 2500 30% No

Essay 2 Coursework 1000 20% No





TPB2011-059






Module Title Europe in a Global Context since 1800 Module Code HST4309











2012/13 210 120 999

2013/14 210 120 999

2014/15 210 120 999

TPB2011-059


This is a Level 4 whole year option for first year students. It will be compulsory for students undertaking V101 and V140 degrees and optional for those undertaking LV21. It will also be open to students based in the School of Politics and International Relations. It is designed to give students a grounding in the social, political and international history of modern Europe, in order to equip them for further, more specialist study in this subject area at Levels 5 and 6. In combination with other Level 4 courses in the School of History, it will also introduce them to key methods of historical analysis and academic skills as part of their transition from A-levels (or equivalent) to undergraduate study. For a draft week-by-week syllabus, please see the attached document.


By school responsible for module Library resources will need to be adapted to take account of compulsory nature of the module







Julian Jackson


TPB2011-059


Module Title Europe in a Global Context since 1800 Module Code HST4309


Module Organiser Professor Julian Jackson


None None HST4305 (and HST4305A and HST4305B)


In the period covered by this course Europe rose to global dominance and then entered a gradual process of relative decline which is still underway. Any history of Europe in the period must also therefore take account of Europe's interactions - military, economic and intellectual - with the wider world. During the period of expansion Europeans envisaged themselves as embodying a superior civilisation which exemplified ideals of modernity and progress. But these ideals also had darker side which resulted in Europeans perpetrating upon each other and on others, acts of the most extraordinary violence. In the nineteenth century, the ideals of nationalism were associated with progress, emancipation and liberalism but in the twentieth century they became vectors of exclusion, authoritarianism and even genocide. If there has been no general war in Europe since 1945, as ideas of a united Europe have taken root, Cold War, local wars and inter-ethnic conflicts have mutated and endured. These are some of the themes and contradictions that this course will seek to explore.


To give students a foundational understanding of the major social, political, international and international histories of Europe in the period since 1800, both as a basis for subsequent study in this subject area and as part of a first year in which they will develop a broader sense of historical chronology. To introduce students to key topics in this subject area and to encourage them to assess the degree to which British history was one of singularity in these regards. To teach key historical knowledge and skills including, but not limited to: chronology, key themes, the location, use and critical assessment of primary and secondary sources and the construction and criticism of argument. To teach wider transferable skills with reference to QMUL's Graduate Attributes, with particular reference to critical engagement with knowledge, continuous learning in a changing world, clear communication, research and information expertise. To inspire and excite students with the potential of study and research in modern British history, by demonstrating the enthusiasm and intellectual passion of staff, the sophistication required to advance understanding and the variety of approaches to research adopted within the School of History.

TPB2011-059


Academic Content:

A 1 • An ability to place in sequence key developments, phenomena and events over the last two centuries of European history, and to relate the history of Europe to that of the wider world, recognizing the interconnections between them.

A 2 • An understanding of key trends and discontinuities in the political, international, social history of Europe since 1800,

A 3• An awareness of the historical interpretations underpinning our perception of these developments, and an ability to subject these interpretations to criticism - both by placing them in historiographical context and by subjecting their arguments to independent thought

A 4 • A familiarity with key themes and terms of historical analysis within the particular context of modern Europe.


B 1recognise the variety of approaches that are employed in attempts to reconstruct the past, and to discuss their advantages and disadvantages, and to attempt to construct their own syntheses drawing on several of those approaches

B 2 • recognise the need to reflect critically on primary sources and the selection of evidence in the work of other historians and be ready to apply these measures to their own work


B 4 • An awareness of the use of class, gender, cultures, religious belief, 'high' and 'popular' politics, political thought, and science and technology in approaches to the study of the past.

B 5

• have practised and improved skills of written and oral presentation, including summary, synthesis, construction of argument, use of evidence; the employment of an appropriate academic style and use of techniques of editing and re-writing to improve expression; the use of appropriate academic format including use of footnotes, correct citations and bibliography

B 6 • summarise key content of substantial works of history, in article, monograph and collection form, and to attempt to apply their own independent criticisms to these works

B 7 • locate and make use of a range of secondary and primary sources, both electronically and in hard copy

B 8 • discuss broader historical concepts and themes, for example those identified above, with reference to a variety of periods and areas

B 9 • refer critically to their own sense of continuity and change over time and of historical periodisation

Attributes:

TPB2011-059

C 1 • have practised acquiring and applying knowledge in a rigorous way, for example via the writing of a book review

C 2 • have connected information and ideas within history and recognised this as an appropriate and useful skill, for example by applying conceptual understanding developed in a different course to a subject encountered on this one

C 3 • have used writing for learning and reflection, for example in note-taking and essay writing•

C 4 • have adapted understandings to new settings, for example through encountering and incorporating unfamiliar chronologies and perspectives

C 5 • to have prepared for working effectively with diverse communities by recognising the interactions between Britain and the world over the last two centuries•

C 6 • have acquired new learning in a range of ways, including lectures, seminars, individual research and feedback from academics

C 7 • to have responded appropriately to criticism to improve oral and written work

C 8 • to have used good judgement in selecting appropriate materials and tone

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. John Merriman, A History of Modern Europe from the Renaissance to the Present (2004) Christopher Bayley, The Birth of the Modern World 1780-1914 (2004) David Armitage, The Age of Revolutions in Global Context 1760-1840 (2010) Eric Hobsbawn, Age of Revolution 1789-1848 (1975) Eric Hobsbawm, Age of Capital 1848-1875 (1980) Eric Hobsbawm, Age of Empire 1875-1914 (1987) Norman Stone, Europe Transformed 1878-1914 (1983) Eric Hobsbawm, Century of Extremes A Short History of the Twentieth Century (1994) Mark Mazower, Dark Continent (1998) Tony Judt, Post-War (2005) Lucy Riall, Lucy, Risorgimento: the History of Italy from Napoleon to Nation State (2009) Nick Carter, , Modern Italy in Historical Perspective (2010) David Christian: Imperial and Soviet Russia (1997) Peter Kenez, A History of the Soviet Union from Beginning to End (2006) Robert Tombs, France 1814-1914 (1996) Roderick Kedward, La Vie en Bleu: France and the French since 1900 (2005) Pierre Birnbaum, Ira Katznelson (ed.), Paths of Emancipation. Jews, States and Citizenship (1995) Saul Friedländer: Nazi Germany and the Jews, 2 vol. (1997 and 2008)



1 hour Lectures per week (totalling 22 hours) 1 hour seminars per week (totalling 22 hours)

Total contact time 44 hours

TPB2011-059


256 hours


300 hours







Qualifying Mark for


Examination Examination 3 Hours 50 Yes

Short Essay Coursework 1000 words 10 No

Short Essay Coursework 1000 words 10 No

Long Essay Coursework 2500 words 15 No

Long Essay Coursework 2500 words 15 No





TPB2011-059









Qualifying Mark for




Module Title Europe in a Global Context Since 1800 Module Code HST4309A

Module Organiser Prof Julian Jackson


None None HST4305 (and HST4305A and HST4305B)



as full version

TPB2011-059


as full version


Academic Content:

A 1 As full version

A 2

A 3


B 1 As full version

B 2

B 3

Attributes:

C 1 As full version

C 2

TPB2011-059

C 3

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. as full version



11 x 1 hr seminar 11 x 1 hr lecture


128 hours of independent study time


150 hours







Qualifying Mark for


TPB2011-059

Essay 1 Coursework 1000 30 No

Essay 2 Coursework 2500 70 Yes






Module Organiser Prof Julian Jackson


None None



As full version


As full version

TPB2011-059


Academic Content:

A 1 As full version

A 2

A 3


B 1 As full version

B 2

B 3

Attributes:

C 1 As full version

C 2

C 3

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. As full version

TPB2011-059



11 x 1 hr seminar 11 x 1 hr lecture


128 hours of independent study time


150 hours







Qualifying Mark for


Exam Examination 2 hours 50% Yes

Essay 1 Coursework 2500 words 30% No

Essay 2 Coursework 1000 words 20% No



TPB2011-059





TPB2011-059






Module Title Building the American Nation: 1756-1900 Module Code HST4310



Proposed JACS Code V140








2012/13 60 15 120

2013/14 60 15 120

2014/15 60 15 120

TPB2011-059


This will be one of the core Level 4 optional survey modules, redesigned to fit with the new organization of the School of History's first year undergraduate programme. It is based on a current module that has been successful and recruited consistently well. The module will serve as an introduction to US history before 1900, covering a period which is less often covered at secondary school level. It will take a broad chronological and thematic approach, providing students with a foundation for further study of US history at Level 5 and 6. The School of History currently offers a range of modules at these levels and this course will enable and encourage progression to these higher levels of study. This course can be taken by students embarking on V101 as well as V140. It will also be available to students taking the Joint Honours in History and English.


By school responsible for module Already existing







Julian Jackson


TPB2011-059


Module Title Building the American Nation: 1756-1900 Module Code HST4310


Module Organiser Dr. Joanna Cohen


None None None


This course examines the turbulent development of the United States from the mid-eighteenth century through to 1900. We begin with the country’s origins as a band of disparate colonies and go on to chart the establishment of the United States and its expansion into the West. We then explore the nation’s disastrous descent into Civil War and finally examine the postwar ascendancy of a newly powerful capitalist nation at the end of the century. Focusing particularly on America’s diverse and often diverging culture and society, the course explores the limits and fragility of American democracy, both as a way of politically empowering citizens and as a political system that held the nation together.


To provide students with a broad understanding of key themes and topics in US history between 1756 and 1900. To engage students in a debate on the evolution and nature of the American democratic system. To introduce students to the historiographical debates that engage scholars of US history. To provide students with the opportunity to ask critical questions on topics in US history. To offer students a forum in which they can learn to critically assess primary and secondary sources on topics in US history.

TPB2011-059


Academic Content:

A 1 Students will be introduced to US history and the question of how to define a nation that has historically been so fragmented, politically, economically, socially and culturally.

A 2 Students will examine the power of the British empire in North America in 1756 and be able to assess the ways in which the Seven Years War contributed to the tensions between colony and metropole.

A 3 Students will be able to identify the causes and outcomes of the American Revolution and identify the political system that emerged as a republic.

A 4 Students will understand the strengths and weaknesses of the American Constitution and the resolution of major political and economic problems in the postrevolutionary period.

A 5 Students will identify the major features of antebellum slavery and the beginnings of a democratic culture and examine the relationship between the two.

A 6 Students will demonstrate an understanding of the concept of Manifest Destiny and be able to discuss the importance of westward expansion in destabilizing the American democratic system between 1848 and 1861.

A 7 Students will be able to explain the causes and outcome of the Civil War and discuss it in the context of a failure of democracy.

A 8 Students will demonstrate an understanding of the events after the Civil War and the problems Americans encountered during the period of Reconstruction, especially with regard to the democratic process.

A 9 Students will identify the major features of industrialisation and immigration to the US between 1876 and 1890 and examine the problems this posed for democratic politics and culture.

A 10 Students will assess the "Closing of the Frontier" as a problem in American society and investigate the challenge posed by the Populists to the American political system.

A 11Students will investigate the elite Progressive response to these cumulative challenges of a mass urbanising democratic society by examining the role of science and social reform in shaping federal policy and charitable efforts in the 1890s.


B 1 Students will demonstrate an ability synthesise a selection of historiographical works and communicate their significance both verbally and in written format.

B 2 Students will become familiar with locating academic resources through multiple digital resources including JSTOR.

B 3 Students will demonstrate an ability to marshall historical knowledge to make a convincing case in favour of their own critical interpretation of the past.

B 4 Students will become familar with the process of contextualising, summarising and critically assessing a selected number of primary sources.

TPB2011-059

Attributes:

C 1Through writing a 2,500 word essay and making an oral presentation on a topic in American history, students will acquire and apply knowledge in a critical way. They will also learn to communicate effectively in oral and written formats.

C 2 By engaging in classroom debate over weekly seminar readings and listening to peer presentations, students will learn respect for others' opinions and learn to act inclusively.

C 3 By completing a 2,500 word essay students will learn to produce analyses which are grounded in evidence, acquire substantial bodies of new knowledge, and critically evaluate the reliability of different sources of information.

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. George B. Tindall and David E. Shi, America: A Narrative History (2000) Hugh Brogan, The Longman History of the United States of America (1985) Eric Foner, The Story of American Freedom (1998) T.H. Breen, The Marketplace of Revolution: How Consumer Politics Shaped American Independence (2004) Daniel K. Richter, Facing East from Indian Country: A Native History of Early America (2002) Bernard Bailyn, The Ideological Origins of the American Revolution (1967) Gordon Wood, The Radicalism of the American Revolution (1992) David Brion Davis, The Problem of Slavery in the Age of Revolution, 1770-1823 (1975) Joyce Appleby, Capitalism and the New Social Order: The Republican Vision of the 1790s (1984) Peter Kolchin, American Slavery (1993) Eugene D. Genovese, Roll Jordan Roll (1975) Daniel Walker Howe, What Hath God Wrought, The Transformation of America, 1815-1848 (2007). Richard Hofstadter, The Idea of a Party System: The Rise of Legitimate Opposition in the United States, 1780-1840 (1969) Alexander Keyssar, The Right to Vote: The Contested History of Democracy in the United States (2000) Sean Wilentz, Chants Democratic: New York City and the Rise of the American Working Class, 1788-1850. (1984) Reginald Horsman, Race and Manifest Destiny: The Origins of American Racial Anglo-Saxonism (1981) Thomas Hietala, Manifest Design: American Exceptionalism and Empire, revised edition (2003) Eric Foner, Free Soil, Free Labor, Free Men: The Ideology of the Republican Party Before the Civil War (1995) James McPherson, Battle Cry of Freedom (1988) Sven Beckert, Monied Metropolis: New York City and the Consolidation of the American Bourgeoisie, 1850-1896 (2001) Robert H. Wiebe, The Search for Order, 1877-1920 (1980) Steven Hahn, A Nation Under Our Feet: Black Political Struggles in the South from Slavery to the Great Migration (2003) C. Van Woodward, Origins of the New South, 1877-1913 (1951) Richard Hofstadter, The Age of Reform (1955) John Higham, Strangers in the Land: Patterns of American Nativism, 1860-1925 (1988) Frederick Jackson Turner, The Frontier in American History (1920)



11 Lectures 11 Seminar Sessions

Total: 22 Hours of Contact Time

TPB2011-059


128 Hours of Independent Study Time


150 hours of Study in Total







Qualifying Mark for


Essay Coursework 2,500 words 35% No N/A

Essay based exam: students answer 2 questions from 8. Examination 2 hours 50% Yes N/A

Book review Coursework 1,000 words 15% No N/A







TPB2011-059







Qualifying Mark for


Essay 1 Coursework 2,500 50% No N/A

Essay 2 Coursework 2,500 50% Yes N/A





TPB2011-059






Module Title History in Practice Module Code HST4602



Proposed JACS Code V300 History by topic








2012/13 210 180 999

2013/14 210 180 999

2014/15 210 180 999

TPB2011-059


History in Practice is designed to fit in with the School’s curriculum review and provide a core foundation for the skills-enhanced QMUL teaching agenda that will shadow the new fees environment from September 2012. It remains true for most of us that our first years remain underprepared to study history on arrival and need a course which enables them to start thinking like undergraduate historians in practical and intellectual ways. Hence, History in Practice remains just that, a practical introduction to studying history. It also remains an opportunity to encourage students to prepare themselves to write the essays required by their other modules. As a compulsory module embedded in the first year of the all history programmes, the course has a substantial grounding in history, historiography and method. It would also be a compulsory module for students taking History as part of a Joint Honours Degree.


By school responsible for module Already available







Julian Jackson


TPB2011-059


Module Title History in Practice Module Code HST4602


Module Organiser Dr. Joanna Cohen


None None None


There are four questions all historians must address. What is History? Who makes History? What shapes History? Finally, why study History at all? This module will enable students who are embarking on their degree course to answer these key questions for themselves. At the same time the module will provide training in the skills of historical research and the art of historical writing, two key components of successful historical practice. By the end of the semester, students will have acquired the conceptual framework and the tools that they will need to succeed as historians at Queen Mary.


To provide a practical introduction to studying history that will offer students training in some of the key skills of historical research, including the use of scholarly apparatus such as footnotes and bibliography, the location of diverse primary sources,the ability to analyze a range of those primary sources and an ability to critically assess argument in secondary sources. To provide an introduction to writing argument driven and evidenced based essays on topics in history. To encourage students to prepare themselves to plan and write the essays required by their other modules. To introduce students to four key questions concerning historiography and historical method. To enable students to consider and discuss the key issues that underpin the practice of history in academia as well as the value of history beyond the academy.

TPB2011-059


Academic Content:

A 1 Students will read and become familiar with a range of historians' work and evaluate these scholars' approaches to history as a topic of study.

A 2 Students will be able to define how historians understand the term "fact" and use facts in their work.

A 3 Students will examine how historians have discussed the nature of historical causation.

A 4 Students will become familiar with the wide range of approaches and genres employed by historians.

A 5 Students will examine the role that an historian's personal biography can play in shaping the kind of historical research which that historian may undertake.

A 6 Students will examine and assess the relative importance of a variety of factors that shape the course of past events, including the role of individuals, ideology, demography and social structure.

A 7 Students will identify what constitutes a primary source and discuss the advantages and limitations of a diverse range of primary sources.

A 8 Students will discuss the relationship between politics and history in terms of identity politics in particular.

A 9 Students will discuss what value history might have beyond the academy.


B 1 Identify different categories of secondary sources and locate these sources in both physical and electronic format.

B 2 Use and construct footnotes and bibliographies.

B 3 Identify plagiarism and understand how to avoid it.

B 4 Identify the components of a historical argument and translate that understanding into constructing their own historical arguments on topics in history.

B 5 Plan the structure of an argument driven and evidence based essay.

B 6 Take organized and reliable notes from a variety of secondary sources

B 7 Identify good style in historical writing, especially with regards to introductions and conclusions.

B 8 Identify and locate relevant primary sources. Moreover, to be able to provide context for those sources and to be able to explain what a particular source can reveal about the past.

B 9 Make an oral presentation with a partner on a topic relating to the value of history outside the academy.

TPB2011-059

Attributes:

C 1 Through writing coursework and giving an oral presentation on a topic in history , students will acquire and apply knowledge in a critical way. They will also learn to communicate effectively in oral and written formats.

C 2 By engaging in classroom debate over weekly seminar readings and listening to peer presentations, students will learn respect for each others' opinions and learn to act inclusively.

C 3 By completing their written assignments students will learn to produce analyses which are grounded in evidence, acquire substantial bodies of new knowledge and critically evaluate the reliability of different sources of information.

C 4 By learning the skills of historical research students will be able to grasp the principles and practices of their field of study and produce analyses which are grounded in evidence.

C 5 By producing presentations in pairs, students will learn to work in collaboration with others.

C 6By learning about footnotes and bibliographies as well as by evaluating sources, students will learn to critically evaluate the reliability of different sources of information and use information for evidence based decision making and creative thinking.

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. E.H. Carr. What Is History (1990) Richard J. Evans, In Defence of History (1997) John Tosh , In Pursuit of History (1991)



2 hour seminar X 11 weeks


128 hours

TPB2011-059


150 hours of study in total.







Qualifying Mark for


Critical Book Review Coursework 1000 words 20 % No n/a

Primary Source Analysis Coursework 1000 words 20% No n/a

Presentation in Pairs Coursework 15 minutes 10% No n/a

Essay Coursework 2000 words 50% Yes n/a







TPB2011-059





TPB2011-059






Module Title Society and the State c. 1520-1642 Module Code HST5213



Proposed JACS Code V210 British History




None

Collaborating institutions involved in teaching part of the module (if applicable), including the estimated percentage contribution to the module from the collaborative partner None




2012/13 30 6 30

2013/14 30 6 30

2014/15 30 6 30

TPB2011-059


This is a course in early modern English and British history, c. 1520-1642. The course covers major political issues such as the Reformation, Tudor and Stuart Monarchy, the genesis of puritanism, the regnal union of 1603, constitutional conflict in the early seventeenth century, and the outbreak of the civil war. It provides an introduction to different methods of studying history: political, intellectual, cultural, social, and economic. The rationale for transferring it from Level 4 to Level 5 is that at Level 4 the nature of the set documents was too complex for many of the students on the course. This came out clearly in the student questionnaire feedback forms.


By school responsible for module History







Julian Jackson


TPB2011-059


Module Title Society and the State c. 1520-1642 Module Code HST5213


Module Organiser Michael Questier


None None HST4201 Society and State


This is a course in early modern English and British history, c. 1520-1642. The course covers major political issues such as the Reformation, Tudor and Stuart Monarchy, the genesis of puritanism, the regnal union of 1603, constitutional conflict in the early seventeenth century, and the outbreak of the civil war. It provides an introduction to different methods of studying history: political, intellectual, cultural, social, and economic.


By the end of the course, students should have an understanding of (a) a range of central topics in English and British history from the early sixteenth to the mid-seventeenth century. (b) The historiography of the way in which these topics have been discussed.

TPB2011-059


Academic Content:

A 1 Establish critical understanding of major political events

A 2 Understand specific theoretical debates and disputes in this field

A 3 Comprehend the influence of this field on historical methodology more generally


B 1 synthesize information from a range of primary and secondary sources and to examine critically extracts from a range of primary sources.

B 2 to understand the conflicting lines of arguments contained in a variety of historical interpretations

B 3 construct a relevant and analytical answer to a series of historical questions on the period

Attributes:

C 1 acquire clarity of communication

C 2 develop an identifiable and subject-specific research capacity

C 3 engage critically with a range of sources

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. M. Nicholls, A History of the Modern British Isles, 1529 1603 (Oxford, 1999) D. Smith, A History of the Modern British Isles, 1603-1707 (xford, 1998) C. Russell, The Crisis of Parliaments 1509-1660 (Oxford, 1971) C.S.L. Davies, Peace, Print and Protestantism, 1550-1558 (London, 1979)

TPB2011-059



22 x Lectures and 22 x seminars


256


300







Qualifying Mark for


Coursework Coursework 3,500 words 33.33% No

Coursework Coursework 3,500 words 33.33% No

Coursework Coursework 3,500 words 33.33% Yes




TPB2011-059








TPB2011-059






Module Title Africa in Europe: Renaissance Encounters, c. 1440-1650 Module Code HST5214







N/A

Collaborating institutions involved in teaching part of the module (if applicable), including the estimated percentage contribution to the module from the collaborative partner N/A




2012/13 10 6 20

2013/14 15 6 20

2014/15 20 6 20

TPB2011-059


This Level 5 module is an option open to second- and third-year students on all single and joint honours History degrees.


By school responsible for module N/A

By any other Queen Mary school or collaborative institution N/A






Julian Jackson


TPB2011-059


Module Title Africa in Europe: Renaissance Encounters, c. 1440-1650 Module Code HST5214


Module Organiser Professor Kate Lowe


N/A N/A N/A


The early African diaspora in Europe is a relatively new field. The focus will be on sub-Saharan Africa, and the course will examine examples of African people, animals, materials and artefacts transported to Europe in the period 1440-1650. It will also investigate a range of visual representations of Africa and Africans across Europe. Students will be introduced to a wide range of written and visual source materials.


To teach students to think broadly across Renaissance Europe. To introduce students to the history of the early African diaspora in Europe. To introduce students to multi-disciplinary and comparative work, and to enable them to understand the importance of visual sources for historical research.

TPB2011-059


Academic Content:

A 1 to analyse the encounter between Europe and Africa in a period before race was a concept

A 2 to assess the impact of the Renaissance on the encounter

A 3 to evaluate the early history of black slavery in Europe

A 4 to integrate case studies of the circulation of people with those of the circulation of objects and animals


B 1 learn how to interpret visual material historically

B 2 conduct close analysis of a wide range of textual sources

B 3 augment oral skills through class discussions and individual presentations

Attributes:

C 1 gain an appreciation of the complexity of reconstructing the past

C 2 become more proficient at analysing the problematic and varied nature of historical evidence

C 3 gain an understanding of how sensitive issues can be intelligently discussed in historical context

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. T. F. Earle and K. J. P. Lowe eds., Black Africans in Renaissance Europe (Cambridge, 2005) The Image of the Black in Western Art. Volume III. From the “Age of Discovery” to the Age of Abolition. Part I: Artists of the Renaissance and Baroque, eds. David Bindman, Henry Louis Gates, Jr., Karen C. C. Dalton (Cambridge, MA, 2010) Paul H. D. Kaplan, The Rise of the Black Magus in Western Art (Ann Arbor, 1985) Ezio Bassani and W. B. Fagg, Africa and the Renaissance: Art in Ivory (Munich and New York, 1988) Ezio Bassani and Malcolm McLeod, ‘African material in early collections’, in Oliver Impey and Arthur Macgregor eds., The Origins of Museums: The Cabinet of Curiosities in Sixteenth- and Seventeenth-Century Europe (Oxford, 1985), pp. 245-50 Malcolm McLeod ed., African Art and Artefacts in European Collections, 1400-1800 (London, 2000)

TPB2011-059

The Voyages of Cadamosto and other Documents on Western Africa in the Second Half of the Fifteenth Century, trans. and ed. G. R. Crowe (London, 1937), pp. 24-84 (Cadamosto), pp. 128-134 (João de Barros’ account of Prince Bemoim of Guinea’s visit to Portugal) Kate Lowe, ‘“Representing” Africa: ambassadors and princes from Christian Africa to Renaissance Italy and Portugal, 1402-1608’, Transactions of the Royal Historical Society, 17 (2007), pp. 101-28 A. C. de C. M. Saunders, ‘The life and humour of João de Sá Panasco, o negro, former slave, court jester and gentleman of the Portuguese royal household (fl. 1524-1567)’, in F. W. Hodcroft et al., Medieval and Renaissance Studies on Spain and Portugal in Honour of P. E. Russell (Oxford, 1981), pp. 180-91 A. C. de C. M. Saunders, A Social History of Black Slaves and Freedmen in Portugal, 1441-1555 (Cambridge, 1982) Debra Blumenthal, Enemies and Familiars: Slavery and Mastery in Fifteenth-Century Valencia (Ithaca, NY, 2009) Imtiaz Habib, Black Lives in the English Archives, 1500-1677: Imprints of the Invisible (Aldershot, 2008)



11 seminars or site/museum visits of 3 hours each


117


33 + 117 = 150







Qualifying Mark for


Learning log Coursework 1500 words 30% No

Research Essay Coursework 3500 70% Yes

TPB2011-059











TPB2011-059






Module Title Japanese Film: History, Culture and Fantasy Module Code HST5342











2012/13 50 6 75

2013/14 50 6 75

2014/15 50 6 75

TPB2011-059


The module will be an optional, semester B, Level 5 module for students of all History programmes. It will form a pathway for the study of Film within the School of History with the level 4 module ‘Critical Approaches to Film: Alfred Hitchcock’ and the level 6 modules ‘Film History’ and 'British Horror: Film, Television and Literature', enabling students to develop their skills in the study of Film History.


By school responsible for module Existing resources

By any other Queen Mary school or collaborative institution n/a






Julian Jackson


TPB2011-059


Module Title Japanese Film: History, Culture and Fantasy Module Code HST5342


Module Organiser Dr. H.M.Glancy


None None None


Japan’s modern history is characterised by dramatic social and economic change. The study of Japanese Cinema reveals a nation torn between a rich cultural heritage and the extraordinary modernisation and expansion of the post-war period. This module will look at a range of Japanese films, including historical drama, horror films and fantasy anime (animation), and examine them within their social, cultural and industrial contexts. Key periods in Japanese History will also be introduced, and the accuracy and purpose of their representation in cinema discussed.


The module aims to: • provide students with knowledge of the development of Japanese cinema in the post-war period; • provide students with an understanding of the impact of the rapidly fluctuating social and economic situation in Japan in the 20th century and its representation in cinema; • give students an overview of key periods in Japanese history and discuss their representation in cinema; • develop students’ understanding of key approaches within the distinctive bodies of literature on Modern Japanese History, Japanese Cultural Studies and Japanese Film Studies and to explore the relationship between specific cultural and socio-historical contexts and a range of film theories and concepts; • provide a context in which to explore the relationship between History and film production, and an introduction to detailed analysis of films as primary sources within their social, cultural and industrial contexts; • engender an aesthetic understanding and appreciation of Japanese cinema as well as to familiarise students with the indigenous cultural, social and religious significance of dominant visual motifs and narrative themes; • enhance students analytical skills and their ability to write film commentaries and criticism with clarity and authority.

TPB2011-059


Academic Content:

A 1 • Students will gain an understanding of the different cultural, industrial, socio-historical and political contexts of Japanese films;

A 2 • a range of knowledge about Japanese films and film-makers, the industry and its audiences;

A 3 • knowledge of key periods in Japanese history and developed the ability to analyse their representation in cinema critically;

A 4 • an awareness of the visual and narrative properties of a range of Japanese films.


B 1 • demonstrate an understanding of how film can be used as an historical source;

B 2 • demonstrate an ability to analyse visual sources appropriately and accurately;

B 3 • demonstrate their own ability to comment on films and engage analytically with film criticism from an informed vantage point and with an appropriate critical vocabulary.

Attributes:

C 1 • Development of effective oral communication skills, in class discussions, group discussions and in presenting seminar papers;

C 2 • Write with clarity and authority;

C 3 • Manage time effectively;

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Desser, David (Ed.), Ozu's Tokyo story (Cambridge University Press, 1997) Bordwell, David, Ozu and the Poetics of Cinema (British Film Institute, 1988) Washburn, Dennis; Cavanaugh, Carole (Eds.) Word and Image in Japanese Cinema (Cambridge University Press, 2001)

TPB2011-059

Goodwin, James (Ed.), Perspectives on Akira Kurosawa, (Maxwell Macmillan International, 1994) Yoshimoto, Mitsuhiro, Kurosawa: Film Studies and Japanese Cinema (Duke University Press, 2000) Standish, Isolde, A New History of Japanese Cinema: A Century of Narrative Film (Continuum, 2005) Hirano, Kyoko, Mr Smith Goes to Tokyo: Japanese Cinema under the Occupation, 1945-1952 (Washington and London: Smithsonian Institution Press, 1992) McDonald, Keiko, Reading a Japanese Film: Cinema in Context (University of Hawaii Press, 2006) Burch, Noel, To The Distant Observer: Form and Meaning in the Japanese Cinema (Scholar Press, 1979) Napier, Susan, Anime from Akira to Howl’s Moving Castle: Experiencing Contemporary Japanese Animation (Palgrave, 2005) Noletti, Jr., Arthur and David Desser, (eds.) Reframing Japanese Cinema: Authorship, Genre, History (Indiana University Press, 1992) Schilling, Mark, Contemporary Japanese Film (Weatherhill, 1999) Stringer, Julian and Alastair Phillips, (eds.) Japanese Cinema: Texts and Contexts. (Routledge. 2007) Tsutsui, William and Michiko Ito (eds.) In Godzilla’s Footsteps: Japanese Pop Culture Icons on the Global Stage (Palgrave Macmillan, 2006) Barrett, Gregory, Archetypes in Japanese Films: The Sociopolitical and Religious Significance of the Principal Heroes and Heroines (Susquehanna University Press, 1989) Donald Richie, A Hundred Years of Japanese Film: A Concise History, (Kodansha America, 2005). Silver, Alain, The Samurai Film (Overlook Press, 2005) Dissanayake, Wimal (ed.) Cinema and Cultural Identity: Reflections on Films from Japan, India, and China (University Press of America, 1988) Bowyer, Justin (ed.), The Cinema of Japan & Korea (Wallflower, 2004) Ciecko, Anne Tereska (Ed.) Contemporary Asian Cinema: Popular Culture in a Global Frame (Berg, 2006) Hill, John, Rockett, Kevin (Eds.)Film history and national cinema (Four Courts Press, 2005) McRoy, Jay (ed.) Japanese Horror Cinema (Edinburgh University Press, 2005) Allison, Anne, Millennial Monsters: Japanese Toys and the Global Imagination (University of California Press, 2006) Davis, Darrell William, Picturing Japaneseness: Monumental Style, National Identity, Japanese film (Columbia University Press, 1996) Vitali, Valentina and Paul Willeman (eds.) Theorising National Cinema (BFI Publishing, 2006) Nygren, Scott Time Frames: Japanese Cinema and the Unfolding of History (University of Minnesota, 2007) Martinez, D.P., (ed.), The Worlds of Japanese Popular Culture: Gender, Shifting Boundaries and Global Cultures (Cambridge University Press, 1999)

TPB2011-059

Noriega, Chon (ed.) Hibakusha Cinema: Hiroshima, Nagasaki and the Nuclear Image in Japanese Film (Kegan Paul International, 1996) Schilling, Mark, Contemporary Japanese Film, (Weatherhill, 1999) Nolletti, Arthur and David Desser, Reframing Japanese Cinema : Authorship, Genre, History (Indiana University Press, 1992) Richie, Donald, Japanese Cinema : An Introduction (Oxford University Press, 1990)



10 Weekly Lectures (1 hour; 10 hours total) 10 Weekly Film Screenings (2 hours; 20 hours total)

10 Weekly Seminar Discussions (1 hour; 10 hours total) 1 in-class film analysis (2 hours)


108 hours total


150







Qualifying Mark for


Essay Coursework 3000 Words 60% Yes n/a

Sequence Analysis test Coursework 1 Hour 30% No n/a

Seminar Presentation Coursework 10 Minutes 10% No n/a

TPB2011-059











TPB2011-059






Module Title Narratives of the Raj: The History of Modern India, 1757-1947 Module Code HST5343





Responsible School / Institute History



Subject Exam Board responsible for the module History UG


2012/13 10 6 30

2013/14 15 6 30

2014/15 20 6 30

TPB2011-059

Module Rationale Provide a rationale for the introduction of the module and specify for which programme(s) of study the module is designed and whether it will be offered as a core, compulsory or option module

This is a level 5 semester optional module for students open to students on all single and joint honours history degrees. It is designed to introduce students to non-European history, including the engagement with different cultures, religions and socio-economic issues, in order to complement existing knowledge of British history and the history of the British Empire. Students will also be introduced to a new historiography, including post-colonial theory and subaltern studies, as well as wide range of primary sources, such as diaries, travel accounts, novels, visual representations and film.


By school responsible for module Some additional books for the library.



Module Title Narratives of the Raj: The History of Modern India, 1757-1947 Module Code HST5343


Module Organiser Dr Kim A. Wagner


HST4308: Unravelling Britain None None


This module covers the rise and fall of British rule in India, from the decline of the Mughal Empire and the establishment of the East India Company state in the eighteenth century, to Independence and Partition in 1947. It will do so through popular representations, including the writings of Kipling, Forster, Tagore and Manto, as well as films, to examine key themes and events. The module will thus examine the manner in which the British consolidated their authority and how the colonial encounter changed Indian society, in particular with reference to caste, religion, gender, colonial identities, crime and conflict, communal tension and the rise of Indian nationalism.

TPB2011-059


To familiarize students with some aspects of non-western history. To teach students individual research skills relating to Indian and British Imperial history as they enter their final year and undertake dissertations, including reading up on new topics and planning group presentations. To require students to use the knowledge and understanding developed on Level 4 courses to work with a range of primary sources and engage with a wider historiography. To teach wider transferable skills with reference to QMUL's Graduate Attributes, with particular reference to critical engagement with knowledge, continuous learning in a changing world, clear communication, research and information expertise.



A 1 key historical concepts relating to the history of modern India and the British Empire, including: caste, religion, gender, colonial identities, crime and conflict, communal tension and the rise of Indian nationalism.

A 2 the primary and secondary sources available for the study of modern Indian history.

A 3 the historiography and current debates on empire


B 1 grasp new historical and historiographical field.

B 2 question the validity of existing interpretations and recognise the significance of new discoveries.

B 3 evaluate and inter-relate a variety of archival sources, including diaries, official reports, newspaper accounts, visual representations and literature.


C 1 gather appropriate and relevant information and material online, in libraries and in archives

C 2 work within groups, recognising the different roles that will be adopted by different members and organising an equal allocation of work in preparation for seminar presentations

TPB2011-059


D 1 collect sources and secondary readings to prepare seminar presentations and essays

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Rudyard Kipling, Plain Tales from the Hills (1888) & Kim (1901) Rabindranath Tagore, The Home and the World (1916) E.M. Forster, A Passage to India (1924) Saadat Hasan Manto, Kingdom's End (1950) Sugata Bose & Ayesha Jalal, Modern South Asia: History, Culture, Political Economy (1998) Crispin Bates, Subalterns and the Raj: South Asia since 1600 (2007) P.J. Marshall, The Eighteenth Century in Indian History: evolution or revolution (2003) C.A. Bayly, Indian Society and the Making of the British Empire (1988) E. Stokes, English Utilitarians and India (1959) D. Kopf, British Orientalism and the Bengal Renaissance (1969) Radhika Singha, A Despotism of Law: crime & justice in early colonial India (1998) N.B. Dirks, Castes of Mind (Princeton, 2001) B. Cohn, Colonialism and Its Forms of Knowledge: the British in India (1996) T. Metcalf, Ideologies of the Raj (1994) Andrea Major, Pious Flames: European Encounters with Sati, 1500-1850 (2006) William Dalrymple, The Last Mughal (2005) Partha Chatterjee, Fragments of the Nation: colonial and postcolonial histories (1993) Gyan Pandey The Construction of Communalism in Colonial North India (1992) Shahid Amin, Event, Metaphor, Memory: Chauri Chaura 1922-24 (1995), B. Markowits, The UnGandhian Gandhi (2004) B. Zachariah, Nehru (2003) Ayesha Jalal, The Sole Spokesman (1985) Yasmin Khan, The Great Partition (2007)

TPB2011-059

Teaching and Learning Profile Provide details of the method of delivery (lectures, seminars, fieldwork, lab work, etc) used to enable the achievement of learning outcomes and an indicative number of hours for each activity to give an overall picture of the workload a student taking the module would be expected to undertake.

1. Student / lecturer interaction Specify details of the method of delivery e.g. lectures, seminars, fieldwork, lab work etc used to enable the achievement of the learning outcomes and an indicative number of hours for each activity.

44 hours of combined lecture/seminar over one semester.


256 hours of independent study and preparation









Qualifying Mark for


Essay Coursework 3,000 words 20 No


Exam Examination 3 hours/essays 50 Yes

Seminar presentation Practical 10 minutes 10 No



TPB2011-059



Examination





Chair of Programme and Module Approval Board





This section must be completed if the proposed module will take place over 2 semesters but will be made available to single-semester associate students in a half-credit format in Semester A. Modules worth less than 30 credits taken over 2 semesters may not be made available in a half-credit format. To add details for the half

module please click 'Add Half Module'.


This section must be completed if the proposed module will take place over 2 semesters but will be made available to single-semester associate students in a half-credit format in Semester B. Modules worth less than 30 credits taken over 2 semesters may not be made available in a half-credit format. To add details for the half


Julian Jackson


TPB2011-059






Module Title Defining the Nation: Conflicts, Catholics and Political Culture 1688-1832 Module Code HST5344











2012/13 35 20 50

2013/14 35 20 50

2014/15 35 20 50

TPB2011-059


This would be an optional module offered generally on the degree courses in History and Modern & Contemporary History. It replaces and amends an existing module which has been running as a Level 4 course entitled 'Empire State' for a number of years. With the shift to having a new Level 4 introductory British history course covering 1800 onwards, this course could no longer be offered in its existing form. It is therefore proposed that it be replaced with the Level 5 course outlined here. This will enable students on the new course to explore the historical background to issues covered there. It will also fill a gap in the chronological coverage offered in the department. With the retirement of Professor John Miller and the impending retirement of Dr David Brooks the department is on the point of losing the coverage of political, religious and constitutional history in the long eighteenth century that they, between them, provided. In focusing on these areas of history the new course will also complement but not overlap with Professor Vickery's course on 'The Georgians', for instead of emphasizing social and cultural history 'Defining the Nation' will look at the shaping of Britain's constitutional, political, religious and economic order from the 'Glorious Revolution' onwards through developments such as the articulation and reconfiguration of national identities in a period of domestic and imperial change and emerging print culture, the impact of the wars of the period on what historians such as John Brewer have described as the fiscal-military state, the relationship between Parliament and the 'public sphere', and the containment of the threat of Jacobitism and the emergence of new forms of Dissent.


By school responsible for module All within existing provision

By any other Queen Mary school or collaborative institution Library resources for this course are already largely catered for.






Julian Jackson


TPB2011-059


Module Title Defining the Nation: Conflicts, Catholics and Political Culture 1688-1832 Module Code HST5344


Module Organiser Dr Peter Catterall


N/A N/A N/A


What was glorious about the 'Glorious Revolution'? How important were the political, social and economic changes wrought in 1688 in re-shaping the British state? Did these resolve or simply change the post-Reformation debates about whether or not Britain was a Protestant or Catholic country by removing the Catholic threat overseas? What then were the consequences for national security and national identities? Who was included or excluded from the political settlement of 1689, and how did the excluded respond? This course will examine and problematize a number of the key interpretations of the long eighteenth century, such as: the creation of a fiscal-military state increasingly under challenge by the end of the period; the question of whether Britain in these years becomes a 'Protestant nation'; the development of 'gentlemanly capitalism'; the emergence of the 'public sphere'; and the rise of the party system.


This module will challenge students to develop a broad understanding of complex processes of constitutional, political and religious change and their impact on British political culture and identities. It will provide a historical context for understanding theories of state, political order, governance and the management of internal and external threats. Finally, it will introduce them to a number of key historiographical approaches and ways of evaluating them. Students will be encouraged to develop the following skills: (a) To synthesise information from a range of primary and secondary sources, and to examine critically extracts from a range of primary sources; (b) To understand the conflicting lines of arguments contained in a variety of historical interpretations; (c) To construct a relevant and analytical answer to a series of historical questions on the period; (d) To think both historically and conceptually; (e) To deploy a range of oral and written communication skills.

TPB2011-059


Academic Content:

A 1 An understanding of the defining of Britishness and the reshaping of the British state in the 150 years following the 'Glorious' Revolution;

A 2 Appreciation of the context that favoured the emergence of the eighteenth century British 'fiscal-military' state;

A 3 Detailed knowledge of the relationship between religion, politics and political order in an early modern state;

A 4 A grasp of the emergence of the public sphere and civil society, culminating with the petitioning movement for the abolition of slavery;

A 5 Awareness of the changing meaning of important political tropes, such as 'liberty', 'justice' and 'right';

A 6 Comprehension of how changing attitudes towards knowledge prompted the rise of science, industrialisation and professionalisation but also, in the process, reshaped the conflict of ideas over the period.


B 1 critically evaluate historical interpretations and historiographical approaches

B 2 Synthesis a range of source material

B 3 explore themes across a broad time period

B 4 understand how societies cope with transition and threats

B 5 read both documents and material culture

Attributes:

C 1 Ability to research, compare and select evidence

C 2 Ability to construct and present an argument both orally and in writing

C 3 A historical context through which to understand the social and religious cleavages of the modern world

TPB2011-059

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Martin Daunton Progress and Poverty: An Economic and Social History of Britain 1700-1850 (1995) Frank O’Gorman The Long Eighteenth Century: British Political and Social History 1688-1832 (1997) Eric Evans Britain 1660-1832 (2005)Tony Claydon William III and the Godly Revolution (1996) John Rule Albion’s People: English Society 1714-1815 (1992) John Miller Seeds of Liberty: 1688 and the Shaping of Modern Britain (1988) J C D Clark ‘A general theory of party, opposition and government 1688-1832’ Historical Journal (1980) Stephen Conway War, State and Society in Mid-Eighteenth Century Britain and Ireland (2006) W A Speck Reluctant Revolutionaries: Englishmen and the Revolution of 1688 (1988) Daniel Szechi The Jacobites: Britain and Europe 1688-1788 (1994) P K Monod Jacobitism and the English People 1688-1788 (1989) Tony Claydon 'William III's Declaration of Reasons and the Glorious Revolution' Historical Journal 39/1 (1996) Paul D Halliday Habeas Corpus: From England to Empire (2010) J A Downie Robert Harley and the Press (1979) James R Hertzler Who dubbed it the Glorious Revolution? Albion 19/4 (1987) Linda Colley Britons: Forging the Nation 1707-1837 (1992) Peter Cain and Anthony Hopkins British Imperialism 1688-1914 (1993) John Brewer The Sinews of Power: War, Money and the English State (1989) B W Hill British Parliamentary Parties 1742-1832 (1985) Patrick O’Brien (ed) The Political Economy of British Historical Experience 1688-1914 (2002) Peter Thomas John Wilkes: A Friend to Liberty (1996) Frank O’Gorman Emergence of the British Two-Party System 1760-1832 (1982) James Sack From Jacobite to Conservative: Reaction and Orthodoxy c1760-1832 (1993) J R Jones Marlborough (1993) C A Bayly Indian Society and the Making of the British Empire (1990) John Derry Politics in the Age of Fox, Pitt and Liverpool (1990) Thomas Bartlett Grattan’s Failure (2005)



Per week per student: 22 x 1 hour of lecture = 22 22 x 1 hour of seminar class = 22


10 hours of independent learning = 220

TPB2011-059


= 300 hours







Qualifying Mark for


Essay Coursework 2000 words 20% No

Gobbet Paper Coursework 2000 words 20% No

Review Essay (of a book or artefact from the period Coursework 1000 words 10% No

Exam Paper Examination 3 hours 50% Yes








TPB2011-059






Qualifying Mark for


Essay Coursework 2000 words 50% No

Gobbet Paper Coursework 2000 words 50% Yes



Module Title Defining the Nation: Conflicts, Catholics and Political Culture 1688-1832 Module Code HST5344A

Module Organiser Dr Peter Catterall


N/A N/A N/A



As specified above


As specified above

TPB2011-059


Academic Content:

A 1 As specified above




B 1 As specified above



Attributes:

C 1 As specified above



4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. As specified above

TPB2011-059



Per week per student: 11 x 1 hour of lecture = 11 11 x 1 hour of seminar class = 11


128 hours


150 hours







Qualifying Mark for


Essay Coursework 2000 words 50% No 40

Gobbet Paper Coursework 2000 words 50% Yes 40




TPB2011-059




TPB2011-059






Module Title Anatomy of a City: Paris in the Eighteenth Century Module Code HST5404



Proposed JACS Code V143 Modern History 1700-1799








2012/13 25 6 30

TPB2011-059


This course is intended as an option module for undergraduates in History. It aims both to complement existing courses in European History and to offer students the opportunity to examine eighteenth-century French history in greater detail, using the example of Paris to provide a concrete focus for wider developments. It will be of particular attraction to students on the History and French combined honours course.


By school responsible for module 15-20 books for the College Library







Julian Jackson


TPB2011-059


Module Title Anatomy of a City: Paris in the Eighteenth Century Module Code HST5404


Module Organiser Prof Colin Jones; Dr David Gilks


None None None


This course will explore the largest, most dynamic city in the wealthiest and most populous nation in eighteenth-century Europe. Against a backdrop of France’s fraught politics between the Regency and the Revolutionary-Napoleonic era, students will gain an intimate sense of Paris as a changing urban space that provided a stage for radical experimentation in everything from art and fashion through to high finance and luxury lifestyles. This will involve delving into a rich variety of textual and visual sources alongside extant material evidence in the city itself.


This course offers students an opportunity to examine France in the eighteen century from the perspective of different kinds of history; to analyze the relationships between urban spaces, society and politics; to engage with diverse historical sources.

TPB2011-059


Academic Content:

A 1

Week by week course subjects: 1.Urbanisation in context; 2. Politics in Paris and France, 1715-89; 3. Parisians: eighteenth-century society; 4. The triumph of hygiene; 5. Sociability and consumption; 6. Capital of the Enlightenment; 7. Fanaticism and religious disputes; 8. Art and style; 9. High finance, money and luxury; 10. Revolutionary Paris, 1789-99; 11. Imperial Paris

A 2 An ability to place in sequence key developments, phenomena, and events over a century of Paris history, and to compare and contrast its history to that of London while placing it in the broader history of France and its colonies.

A 3 An intimate sense of Paris as a changing space, using period maps and illustrations of key monuments to trace continuities and discontinuities to the urban fabric.

A 4An understanding of key trends and ruptures in the history of Paris over the eighteenth century, for example the growth of its population, its social geography, its intellectual and artistic life, infrastructure and hygiene reforms, and radical politics and revolt.

A 5 An awareness of the dominant historical interpretations and an ability to subject these interpretations to criticism.

A 6An understanding of key contemporary concepts, such as 'credit', 'contagion', 'luxury', 'Jansenism', and 'revolution'. An ability to understand and use historiographical concepts such as 'court culture', 'neo-classicism', 'the Enlightenment', and the 'public sphere'.


B 1 conduct close analysis of a wide range of textual and visual sources

B 2 conduct independent research by identifying and using primary and secondary sources

B 3 formulate clear and well-evidenced arguments

Attributes:

C 1 Engage critically with qualitatively diverse forms of knowledge

C 2 Understand the dynamics of continuity and change in the modern world by using a famous case study

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. 1. L.-S. Mercier, PARIS DELINEATED…INCLUDING A DESCRIPTION OF THE PRINCIPAL EDIFICES AND CURIOSITIES OF THAT

TPB2011-059

METROPOLIS (1802), 2 vols. [free google e-book] 2. ----, NEW PICTURE OF PARIS (1800) [free google e-book] 3. PLAN DE PARIS, COMMENCÉ L'ANNEÉ 1734: DESSINÉ ET GRAVÉ SOUS LES ORDRES DE MESSIRE MICHEL ÉTIENNE TURGOT, MARQUIS DE SOUSMONS (1739) [http://edb.kulib.kyoto-u.ac.jp/exhibit-e/f28/f28cont.html] 4. J.L. Ménétra, JOURNAL OF MY LIFE, ed. D. Roche (1986) 5. A. Young, TRAVELS IN FRANCE IN THE YEARS 1787, 1788 AND 1789, ed. C. Maxwell (1929) 6. C. Jones, PARIS: BIOGRAPHY OF A CITY (2006) 7. J. Swann, POLITICS AND THE PARLEMENT OF PARIS UNDER LOUIS XV, 1754-1774 (1995) 8. A. Farge and J. Revel, THE VANISHING CHILDREN OF PARIS. RUMOR AND POLITICS BEFORE THE FRENCH REVOLUTION (1991) 9. C. Sargentson, MERCHANTS AND LUXURY MARKETS. THE MARCHANDS MERCIERS OF EIGHTEENTH-CENTURY PARIS (1996) 10. D. Garrioch, THE MAKING OF REVOLUTIONARY PARIS (2004) 11. D. Roche, THE PEOPLE OF PARIS: AN ESSAY IN POPULAR CULTURE IN THE EIGHTEENTH CENTURY (1987) 12. R. Spang, THE INVENTION OF THE RESTAURANT: PARIS AND MODERN GASTRONOMIC CULTURE (2000) 13. T. Crow, PAINTERS AND PUBLIC LIFE IN EIGHTEENTH-CENTURY PARIS (1985) 14. A. McClellan, INVENTING THE LOUVRE: ART, POLITICS, AND THE ORIGINS OF THE MODERN MUSEUM IN EIGHTEENTH-CENTURY PARIS (1994) 15. J. Godechot, THE TAKING OF THE BASTILLE, 14 JULY 1789 (1970) 16. R. Cobb, PARIS AND ITS PROVINCES, 1789-1802 (1975)



11 x one-hour lecture and one-hour seminar per week


128


150


TPB2011-059






Qualifying Mark for


Seminar contribution mark Practical N/A 10% No

Coursework Essay Coursework 3,000 words 40% No

Written examination Examination 2 essays, 2 hours 50% Yes











TPB2011-059






Module Title Arabic for Historians 1 Module Code HST5603







School of History





2012/13 10 6 40

2013/14 10 6 40

2014/15 10 6 40

TPB2011-059


This new module will offer basic training in reading Arabic texts for students who wish to pursue research in medieval or modern Islamic history. The module is aimed at second-year and final year undergraduates from the School of History and other schools in the college, and would also have an intake of MA students from the School. Students who take a degree in Medieval History (program V130) must take Arabic or Latin. Students who wish to take the module will be required to demonstrate that the module furthers their academic development, subject to approval by the School of History.


By school responsible for module Textbooks & resources to be purchased by QM library; Language instructor







Julian Jackson


TPB2011-059




Module Organiser Yossef Rapoport


None None None


The module is designed for beginners in Arabic, who would be expected to already know the Arabic alphabet (complete beginners who wish to take the module would be provided with preparatory materials over the summer). Teaching will be conducted in small groups of up to 10 students. The topics to be covered will include elementary grammar and syntax (gender, definite article, pronouns, tenses, negation, adverbs, noun-adjective phrases and object pronouns). The focus will be on acquisition of reading skills, using simple texts from modern written Arabic. In addition, the module will also introduce students to some of the differences between spoken and written Arabic. By the end of the module, students should be able to read simple texts taken from media outlets. Students who wish to take the module will be required to demonstrate that the module furthers their academic development, subject to approval by the School of History.


The course aims to provide a foundation for reading written Arabic for historical research, by teaching elementary aspects of grammar, and basic skills in translation from Arabic into English. By the end of the module, students should achieve A2 level of competence in the Common European Framework for teaching foreign languages (CEPR): 'understand sentences and frequently used expressions relating to areas of most direct relevance'. Students should also be familiar with some of the differences between written and spoken Arabic.

TPB2011-059


Academic Content:

A 1 Reading with understanding short passages of simple written Arabic

A 2 Elementary grammar and syntax (gender, definite article, pronouns, tenses, negation, adverbs, noun-adjective phrases and object pronouns).

A 3


B 1 Using dictionaries and other reference aids, translate very simple short passages accurately from Arabic to English

B 2 Recognize differences between spoken and written Arabic

B 3

Attributes:

C 1 proceed with confidence to further study of Arabic, either formal or self-directed

C 2 Demonstrate rounded intellectual development

C 3

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Badawi, Abd al-Latif and al-Battal, Al-kitab Al-asasi: A Basic Course for Teaching Arabic to Non-native Speakers (American University of Cairo, 2009) Hans Wehr, Arabic English Dictionary of Modern Written Arabic (2009)

TPB2011-059



11 x 2 hour seminars Total contact time 22 hours


128


150 hours







Qualifying Mark for


homework assignment (translation of short passage) Coursework short text 20 No



Class test: translation of short passage (200-300 words) Coursework 2 hours 40 Yes

TPB2011-059











TPB2011-059













School of History





2012/13 10 6 40

2013/14 10 6 40

2014/15 10 6 40

TPB2011-059


This new module will build on Arabic for Historians 1. It will offer further basic training in reading Arabic texts for students who wish to pursue research in medieval or modern Islamic history. In addition to modern written Arabic, it will offer some background on Classical Arabic and engage with medieval Arabic texts. The module is aimed at second-year and final year undergraduates from the School of History and other schools in the college, and would also have an intake of MA students from the School. Students who take a degree in Medieval History (program V130) must take Arabic or Latin. Students who wish to take the module will be required to demonstrate that the module furthers their academic development, subject to approval by the School of History.


By school responsible for module Textbooks & resources to be purchased by QM library; Language instructor







Julian Jackson


TPB2011-059




Module Organiser Yossef Rapoport


Arabic for Historians 1 None None


The module is designed for students who have acquired elementary level in Arabic, through Arabic to Historians 1 or its equivalent. The topics to be covered will include intermediate grammar and syntax (superlatives, subject-verb agreement, verb forms, relative clauses, infinitives), and modern and classical vocabulary. The focus will be on acquisition of reading skills, using short texts from classical and modern written Arabic. In addition, the module will also introduce students to some of the differences between spoken and written Arabic. By the end of the module, students should be able to read texts on familiar topics and understand the main ideas without using the dictionary. Students who wish to take the module will be required to demonstrate that the module furthers their academic development, subject to approval by the School of History.


The course aims to provide skills for reading modern and classical written Arabic for historical research. By the end of the module, students should be able to: read texts on familiar topics and understand the main ideas without using the dictionary; have confidence in their ability to guess the meaning of new words from context; able to write paragraphs on familiar topics; able to form and understand all basic sentence structures of Arabic; be familiar with differences between spoken and written Arabic ; achieve B1 level of competence in the Common European Framework for teaching foreign languages (CEPR): 'understand the main point of clear standard input on familiar matters regularly encountered during research'.

TPB2011-059


Academic Content:

A 1 Understanding passages of simple modern and classical Arabic

A 2 Intermediate grammar and syntax (superlatives, subject-verb agreement, verb forms, relative clauses, infinitives)

A 3 Basic vocabulary used in modern written Arabic

A 4 Introduction to classical pre-modern written Arabic


B 1 using dictionaries and other reference aids, translate short passages accurately from Arabic to English

B 2 guess the meaning of new words from context

B 3 write paragraphs on familiar topics

B 4 form and understand all basic sentence structures of Arabic

B 5 Recognize differences between spoken and written Arabic

Attributes:

C 1 proceed with confidence to further study of Arabic, either formal or self-directed


4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Badawi, Abd al-Latif and al-Battal, Al-kitab Al-asasi: A Basic Course for Teaching Arabic to Non-native Speakers (American University of Cairo, 2009) Hans Wehr, Arabic English Dictionary of Modern Written Arabic (2009)

TPB2011-059



11 x 2 hour seminar Total contact time 22 hours


128


150 hours







Qualifying Mark for


homework assignment (translation of a short passage) Coursework short text 20 No




TPB2011-059











TPB2011-059






Module Title Latin for Medievalists 1 Module Code HST5605







School of History





2012/13 10 6 40

2013/14 10 6 40

2014/15 10 6 40

TPB2011-059


This module replaces the current 'Latin for Medievalists 1' (HST 4101). While currently the module is offered to first-year students, who are often undecided about their degree path, the new module will be a more advanced option for students who wish to pursue research in medieval European history. In addition to language skills, it will offer some background on the use of Latin in the Middle Ages and engage with medieval texts. It is aimed at second-year and final year undergraduates from the School of History, and would also have an intake of MA students from the School. For students who take a degree in Medieval History (program V130) the module will be compulsory, unless substituted by a module in Arabic or another research language. The changes to this module do not affect Latin for Medievalists 2, which is already a level 5 module.


By school responsible for module No additional resources required







Julian Jackson


TPB2011-059


Module Title Latin for Medievalists 1 Module Code HST5605


Module Organiser Peter Denley


None None None


The module is designed for complete beginners in Latin. In addition to a step-by-step introduction to the Latin language. It covers the following elements of grammar: nouns, plural, genders, prepositions, genitive, questions, vocatives, adjectives, basic conjugations and irregular verbs, and present & future tenses. In addition, it provides information on the history of Latin, its pronunciation at different times and its influence on English; and a discussion of a story set in a ninth-century monastery, which introduces some medieval vocabulary and usages. By the end of the module, students should be able to read simple short medieval texts. Students who wish to take the module will be required to demonstrate that the module furthers their academic development, subject to approval by the School of History.


The course aims to: provide a sound foundation for the study of classical Latin, with special reference to the language as it was written in the European middle ages; provide basic skills in translation from Latin to English; prepare students for guided research in medieval primary sources; reinforce understanding of medieval European cultures and society through discussion of sample medieval texts.

TPB2011-059


Academic Content:

A 1 read with understanding short passages of simple classical Latin

A 2 Elementary aspects of grammar: nouns, plural, genders, prepositions, genitive, questions, vocatives, adjectives, basic conjugations and irregular verbs, and present & future tenses.

A 3 reinforce understanding of medieval European cultures and society through discussion of sample medieval texts


B 1 using dictionaries and other reference aids, translate short passages accurately from Latin to English

B 2 identify ways in which Latin changed between the classical period and the renaissance

B 3 proceed to guided research in medieval primary sources

Attributes:

C 1 proceed with confidence to further study of Latin, either formal or self-directed


C 3

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. G.D.A. Sharpley, Get Started in Latin: Teach Yourself, 2nd edition (2001) N. Goldman & Ladislas Szmanski, English Grammar for Students of Latin (Arnold, 2000)

TPB2011-059



11 x 2 hour seminar Total contact time 22 hours


128


150 hours







Qualifying Mark for







TPB2011-059










TPB2011-059






Module Title Chivalry in Medieval Europe Module Code HST6107











2012/13 15 6 30

2013/14 15 6 30

2014/15 15 6 30

TPB2011-059


The module is aimed at exploring both the birth and development of the concept of chivalry in the Middle Ages. As a seminar-based module, a wide range of primary sources, as well as medieval and contemporary historiography on the subject will be made available to students, who will use them to explore how the role, image and function of medieval knights evolved over time. This module will also offer an interdisciplinary approach to the subject by examining numerous types of sources from different geographical areas: from contemporary visual sources, to literature and heraldry, among others. Because of its interdisciplinary nature, and although primarily addressed to undergraduate enrolled in V101 BA History and V130 BA in Medieval History, this module will be also open to other third-year undergraduate students. They will engage with different systems of ideas, analyzing the military, political, religious and social identities of medieval knights, as well as discussing the origin of a code of chivalry which would last for centuries. This module will also lead students to examine concepts which they could pursue further in one of the MA programmes offered by the School of History at QMUL.









Julian Jackson


TPB2011-059


Module Title Chivalry in Medieval Europe Module Code HST6107


Module Organiser Dr Antonella Liuzzo Scorpo


None None None


The image of medieval knights is both a powerful and contradictory one: were they warriors, crusaders or courtly lovers? This module will explore the birth and development of the concept of chivalry in the Middle Ages, exploring the subject from an interdisciplinary perspective. By comparing the historical situations of different areas of Medieval Europe from the eleventh to the fifteenth centuries, students will examine how the knights' military functions, religious commitments, as well as political and social roles changed over time. The module will explore whether medieval knights followed an existing code of behaviour created by literature or whether, on the contrary, they inspired it.


- To provide students with a broad set of ideas that they will be able to compare and on which they should reflect critically - To define and clarify concepts such as knighthood, chivalry and their related aspects - To approach the subject from an interdisciplinary perspective which will make the students aware of how social, political, religious and cultural elements were at stake - sometimes simultaneously- to define a knight's identity - To avoid generalizations and misconceptions by approaching the study of some key aspects both diachronically and synchronically (in this case comparing sources from different geographical areas)

TPB2011-059


Academic Content:

A 1 The development of knighthood and its social implications during the Middle Ages

A 2 The birth of a code of chivalry and its wider implications

A 3 Primary evidence, contemporary and modern historiography on the subject


B 1 Analyze and discuss critically the development of a European phenomenon, as well as recognizing its regional peculiarities

B 2 identify relevant sources and explore the subject from an interdisciplinary perspective

B 3 recognize both short-term and long-term historical developments

B 4 demonstrate familiarity with the existing historiographical debates

B 5 understand and adopt historical terminology adequately

Attributes:

C 1 Be able to undertake independent research, as well as group work

C 2 Communicate effectively and clearly both in oral and written form

C 3 Think critically and coherently

C 4 Select and organize different sources to support an argument

C 5 Manage their own time, respect deadlines and apply their acquired knowledge in the production of their assignments

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. R. Barber, The Knight and Chivalry (Woodbridge, 1995)

TPB2011-059

J. Barker, The Tournament in England, 1100-1400 (Woodbridge, 1986) D. Barthelemy, The Serf, the Knight, and the Historian (Ithaca, 2009) G. Brereton, ed., Froissart's Chronicles (Harmondsworth, 1978) D. Crouch, The Birth of Nobility: Constructing Aristocracy in England and France 900-1300 (Harlow, 2005) D. Crouch, Tournament (London, 2006) A. Duggan (ed.), Nobles and Nobility in Medieval Europe: Concepts, Origins, Transformations (Woodbridge, 2000), J. Evans, ed. and tr., The Unconquered Knight : A Chronicle of the Deeds of Don Pero Nino, Count of Buelna / by his standard bearer Gutierre Diaz de Gamez (1431-1449) (London, 1928) L. Gautier, Chivalry, ed. by Jacques Levron (London, 1966) R. Kaeuper (ed.) and E. Kennedy (trans.), A Knight's Own Book of Chivalry: Geoffroi De Charny (Philadelphia, 2005) R. Kaeuper, Holy Warriors (Philadelphia, 2009) M. Keen, Chivalry (New Haven, 1984) B.R. Price, Ramon Lull's Book of Knighthood and Chivalry: And the Anonymous Ordene De Chevalerie (2004) C. Stephen Jaeger, The Origins of Courtliness (Philadelphia, 1989)



lectures+seminars 44 hours


256 hours


300 hours







Qualifying Mark for


TPB2011-059

Assessed Presentation Practical 15 mins 10 No



Source Portfolio Coursework2,000words

introduction+ sources

30 Yes











TPB2011-059






Module Title The World of the Nun: Convent Life in Renaissance Europe Module Code HST6208



Proposed JACS Code V220 European History








2012/13 10 6 20

2013/14 15 6 20

2014/15 20 6 20

TPB2011-059


This is a level 6 single semester optional module open to students on all single and joint honours history degrees. It offers students the possibility of studying in depth one of the crucial institutions of Catholic Europe during the Renaissance and Reformation.


By school responsible for module N/A

By any other Queen Mary school or collaborative institution N/A






Julian Jackson


TPB2011-059


Module Title The World of the Nun: Convent Life in Renaissance Europe Module Code HST6208


Module Organiser Kate Lowe


None None None


This module will examine the culture of female monasticism in Europe between 1400 and 1650, with reference to history, art history and literature. There has been new and exciting work in recent years, challenging conventional notions of these all-female, Catholic institutions as marginal; although repressive, they offered women significant freedoms. Major concerns will be nuns' everyday lives, relations between convents and the ecclesiastical and secular hierarchies who regulated them, and between nuns and their natal families. Attention will also be paid to deviant or transgressive nuns.


To teach students individual research skills relating to European Renaissance history as they enter their final year and undertake dissertations, including planning and organising research, creating viable specialised bibliographies, using a variety of research tools, and relating a case-study to the broader secondary literature. To familiarise students with research in a cross-disciplinary environment, and to enable them to utilise a broad range of source material from the separate disciplines of history, art history and literature.

TPB2011-059


Academic Content:

A 1 gain an understanding of the main tenets of female monasticism in Western Europe

A 2 evaluate the differences in Catholic practice with regard to female religious across Western Europe during the Renaissance and Reformation

A 3 analyse the contribution of convents to the development of female agency and female literacy


B 1 engage meaningfully with interdisciplinary and comparative work

B 2 evaluate differing historiographies and conceptualisations of the convent experience

B 3 learn to incorporate visual and material culture in historical analyses

Attributes:

C 1 the ability to address historical problems in depth, using contemporary sources and advanced academic studies

C 2 gain an appreciation of the complexity of reconstructing the past, and become more proficient at analysing the problematic and varied nature of historical evidence

C 3 practise conceiving, carrying out and presenting to peers an independent piece of historical writing

C 4

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Silvia Evangelisti, Nuns: A History of Convent Life, 1450-1700 (Oxford, 2007) Jeffrey Hamburger and Susan Marti eds., Crown and Veil: Female Monasticism from the Fifth to the Fifteenth Centuries (New York, 2008) Cordula van Wyhe ed., Female Monasticism in Early Modern Europe: an Interdisciplinary View (Aldershot, 2008) Craig Monson ed., The Crannied Wall: Women, Religion and the Arts in Early Modern Europe (Ann Arbor, 1992) Craig Harline, The Burdens of Sister Margaret: Inside a Seventeenth-century Convent (New Haven and London, 2000) Andrea G. Pearson, ‘Nuns, images and the ideals of women’s monasticism: two paintings from the Cisterician convent of Flines’,

TPB2011-059

Renaissance Quarterly, 54 (2001), pp. 1356-1402 Arcangela Tarabotti, Paternal Tyranny, edited and translated Letizia Panizza (Chicago and London, 2004) Elissa Weaver ed., Arcangela Tarabotti: A Literary Nun in Baroque Venice (Ravenna, 2006) Sister Bartolomea Riccoboni, Life and Death in a Venetian Convent; the Chronicle and Necrology of Corpus Domini, 1395-1436, ed. and trans. Daniel Bornstein (Chicago and London, 2000) Alison Weber, Teresa of Avila and the Rhetoric of Femininity (Princeton, 1990) Ronald E. Surtz, Writing Women in Late Medieval and Early Modern Spain: the Mothers of Saint Teresa of Avila (Philadelphia, 1995) Gertrud Jaron Lewis, By Women, About Women: the Sister-Books of Fourteenth-Century Germany (Toronto, 1996) Charlotte Woodford, Nuns as Historians in Early Modern Germany (Oxford, 2002) Jeffrey F. Hamburger, Nuns as Artists: the Visual Culture of a Medieval Convent (Berkeley, Los Angeles and London, 1997) Corine Schleif and Volker Schier, Katerina’s Windows: Donation and Devotion, Art and Music, As Heard and Seen through the Writings of a Brigittine Nun (University Park PA, 2009) Ulrike Strasser, State of Virginity: Gender, Religion and Politics in an Early Modern Catholic State (Ann Arbor, 2004) Amy Leonard, Nails in the Wall: Catholic Nuns in Reformation Germany (Chicago, 2005) Merry Wiesner-Hanks ed., Convents Confront the Reformation: Catholic and Protestant Nuns in Germany, trans. Joan Skocir and Merry Wiesner-Hanks (Milwaukee, 1996) Roberta Gilchrist, Gender and Material Culture: the Archaeology of Religious Women (London and New York, 1994) Claire Cross and Noreen Vickers, Monks, Friars and Nuns in Sixteenth-Century Yorkshire (Leeds, 1995) F. Donald Logan, Runaway Religious in Medieval England, c. 1240-1540 (Cambridge, 1996)



11 x 3 hour seminars or site/museum visits


117 hours of independent study


150 hours


TPB2011-059






Qualifying Mark for


Learning log Coursework 1500 words 30% No

Research essay Coursework 3500 words 70% Yes





Research essay Coursework 5000 words







TPB2011-059

Programme & Module Approval Board Paper Code: PMAB2010 -






Module Title Behind Closed Doors: Houses, Interiors and Domestic Life, c. 1660-c1830 Module Code HST6209



Proposed JACS Code V143 Modern History 1700-1799







2012/13 12 6 15

2013/14 12 6 15

2014/15 12 6 15

TPB2011-059



This Level 6 option module develops the school's range of offerings at special subject level, introducing the students to an exciting new subfield - the history of space and interiors - and a new methodology - object analysis. It extends the knowledge students will have developed in Level 5 option modules on eighteenth-century society and culture, but offers a concentrated thematic focus for independent research. At the same time, it provides a broad introduction to the different approaches to studying interiors deployed in architectural and design history, decorative arts scholarship, material culture studies, anthropology, historical geography and social and economic history.


By school responsible for module Module Guide, Module Handbook, Library Access, Internet Access



Module Title Behind Closed Doors: Houses, Interiors and Domestic Life, c. 1660-c1830 Module Code HST6209


Module Organiser Amanda Vickery


none none none


This course unlocks the front door of the Englishman’s castle, to peer into the privacies of life at home from c. 1660-1830. It will vividly recreate the texture of life at home, from bed bugs and insects breeding behind the wallpapers, to new goods, fashions and rituals, from the performances of the drawing room to the secrets of the dressing room. The course sits on the research frontier, and crosses disciplinary boundaries, drawing on anthropology, historical geography, the history of architecture and decorative arts, material culture and museum studies. Domestic life will come out of the closet.

TPB2011-059



This special subject aims to develop a knowledge of an emergent subfield- the history of the domestic interior. Students will be led to evaluate the contribution of social and economic history, architectural history, museum studies, decorative art studies, historical geography and material culture studies to the history of home. They will develop an understanding of the changing structure, lay-out, furnishing, representation and meaning of home from the later 17th to the early 19th centuries. Simultaneously, students will develop an appreciation of, and an ability to analyze less familiar sources such as objects, plans, images and buildings.



A 1 The history of architectural and emotional interiors.

A 2 The history of household structure, family and domestic life

A 3 The changing design, lay-out, furnishing and decorating of home from the later 17th to the early 19th centuries.

A 4 The changing representation and meaning of home from the later 17th to the early 19th centuries.

A 5 The strengths and weakness of inventories, criminal records, business records, personal manuscripts, novels, objects, plans, images and buildings as sources.


B 1 Evaluate the contribution of social and economic history, architectural history, museum studies, decorative art studies, historical geography and material culture studies to the history of home.

B 2 Synthesize arguments which bear on the history of interiors from across on a range of disciplines

B 3 Assess and critique unfamiliar sources such as plans, images, objects and buildings, as well as more conventional sources like business records and inventories.

B 4 Understand the basics of object analysis.


TPB2011-059


C 1 Present critical synopses of a broad range of historiography

C 2 Deploy object analysis

C 3 Find, gather, sift and assimilate primary evidence

C 4 Bring historiographical argument to bear on evidence


D 1Carry out on independent research on a wide range of media including academic textbooks, architectural plans, to houses and museum objects

D 2 Synthesise evidence and subject material to critically informed interrogation

D 3 Deliver detailed research reports

D 4 Design, research, write and deliver an original research project

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Selected Secondary Texts: Aynsley and Garnt (eds) Imagined Interiors (V&A, 2006). John Brewer and Roy Porter (eds), Consumption and the World of Goods (1995) Philippe Aries, A History of Private Life, (Harvard, 1989) Mark Girouard, Life in the English Country House (Yale University Press, 1978; Penguin, 1980) Tim Meldrum, Domestic Service and Gender, 1660-1750: Life and Work in the London Household (Longman, 2000). Sir John Summerson, Georgian London (1945), Miles Ogborn, Spaces of Modernity: London’s Geographies, 1680-1780 (London, 1998) James Ayres, Domestic Interiors: The British Tradition 1500-1850 (Yale University Press, New Haven and London) Peter Guillery, The Small House in 18th Century London (Yale, 2005) Amanda Vickery, Behind Closed Doors (2009) K. Norberg and D.Goodman (eds), Furnishing the Eighteenth Century (2007) Selected Primary Sources: Domestic Interiors Database www.rca.ac.uk/csdi/didb/ The Museum of London http://www.museumoflondon.org.uk/English/Collections/1700Today/Decorative-arts.htm The British Galleries of the V&A http://collections.vam.ac.uk/category/british-galleries/12/ Bethnal Green Museum of Childhood http://www.vam.ac.uk/moc/collections/clothing/index.html The Geffreye museum http://www.geffrye-museum.org.uk/collections/thematics/view-all/ V&A Access to Images http://images.vam.ac.uk John Johnson Collection, Bodleian Library, University of Oxford www.bodley.ox.ac.uk/johnson/exhibition/ Old Bailey Proceedings online www.oldbaileyonline.org Lewis Walpole Library http://lwlimages.library.yale.edu/walpoleweb B Denvir (ed.), The Eighteenth Century: Art, Design and Society, 1689-1789 (1983) - anthology of sources. James Collett-White (ed), Inventories of Bedfordshire Country Houses 1714-1830 (1985) Tessa Murdoch (ed.), Noble Households: Eighteenth-Century Inventories of Great English Houses. P. May (ed.), Newmarket Inventories 1662-1715 (1976)

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J S Moore (ed), Clifton and Westbury Probate Inventories, 1609-1761 (1981) J S Roper (ed.), Sedgely Probate Inventories, 1614-17987 (1960) F W Steer, Farm and Cottage Inventories of Mid Essex, 1635-1749 (1950)



44 hours of structured seminars including roughly 10 hours of introductory presentation from course leader


556 hours mastering literature and producing coursework


600 hours







Qualifying Mark for


Research Dissertation Dissertation 10,000 50 No

Examination Examination 3 hour 25 Yes

Courework essay Coursework 3,000 words 10 No

Coursework essay Coursework 3,000 words 10 No

TPB2011-059


Seminar presentation Practical 10 minutes 5 No
















Julian Jackson


TPB2011-059





TPB2011-059






Module Title Reinventing Ourselves: Psychology, Sex and Chemistry in Modern Britain Module Code HST6327










2011/12 12 5 15

2012/13 12 5 15

2013/14 12 5 15

TPB2011-059


This Level 6 Special Subject module extends the skills students will have developed in Level 5 option modules on the nineteenth-century cultural, intellectual and medical history allowing them to engage in a sustained interrogation of the changing ideas of selfhood in the middle decades of the twentieth century. It provides a broad introduction to the different materials that have been used to make up the modern self and the historiographical tools necessary to engage with those materials.


By school responsible for module Additional library books



Module Title Reinventing Ourselves: Psychology, Sex and Chemistry in Modern Britain Module Code HST6327


Module Organiser Rhodri Hayward


None None None


Historians and philosophers have claimed that a massive transformation in our idea of the self took place in the twentieth century. Novel concepts developed in psychology, physiology, endocrinology, psychiatry, sexology, ethology and psychoanalysis promoted a new sense of the complexity and tractability of identity in the British population. Focussing on the middle decades of the twentieth century, this course surveys the vast range of materials individuals drew upon in constructing their identities and the new political and social relationships that these made possible.

TPB2011-059


This course introduces students to the vast range of materials that mid twentieth-century actors drew upon in constructing their identities. Drawing on primary and secondary materials from a wide range of disciplines including psychology, psychoanalysis, psychiatry, endocrinology, sexology and ethology alongside recent historiographical literature on subjectivity, this course allows students to examine the political, social and cultural implications of competing models of selfhood. Students will gain a clear understanding of the popular culture of human science in interwar and wartime Britain ; the relationship between psychological models and political activity and the main features of recent debates on the historiography of selfhood and the emotions.



A 1 Changing models of selfhood in twentieth-century Britain

A 2 The history of psychology and popular science in modern Britain

A 3 The relationship between changing ideas of the self and broader political, social and cultural changes in twentieth-century Britain.

A 4 The values implicit in different models of psychological health

A 5 Basic ideas of psychoanalysis, psychodynamic psychology, religion, biology, social psychiatry, evolutionary psychology and psychopharmacology.


B 1 Evaluate the political implications of different models of selfhood.

B 2 Use the historical insights grained on this course to critically interrogate contemporary ideas of selfhood and personality.

B 3 Critically read texts and uncover implicit models of selfhood and identity

B 4 Understand the constitutive role of ideas of subjectivity in shaping our social interactions


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C 1 Present critical synopses of a broad range of materials

C 2 Understand the constitutive work of different models of selfhood across a broad range of topics

C 3 Interrogate political, social and intellectual claims and reveal their underlying assumptions


D 1 Develop reflexive insights into the nature of selfhood

D 2 Carry out on independent research on a wide range of media including academic textbooks, popular novels, to films

D 3 Synthesise evidence and subject material to critically informed interrogation

D 4 Deliver detailed research reports

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Selected Secondary Texts: Mark B. Adams, ‘Last Judgment: The Visionary Biology of J. B. S. Haldane’, Journal of the History of Biology 33 (2000): 457-91. Tim Armstrong, Modernism, Technology and the Body: A Cultural Study, Cambridge: CUP, 1998. Adrian Bingham, Gender, Modernity and the Popular Press in Interwar England, Oxford: Clarendon Press, 2004. Geoff Bunn, Graham Richards and A. D. Lovie (eds.), Psychology in Britain: Historical Essays and Personal Reflections. Leicester: British Psychological Society, 2001. A. Calder & D. Sheridan, Speak for Yourself. A Mass-Observation Anthology, 1937-49, 1984. John C. Greene, 'The Interaction of Science and World View in Sir Julian Huxley's Evolutionary Biology', J. Hist. Biol. 23 (1990): 39-55. Jenny Hazelgrove, Spiritualism and British Society between the Wars, Manchester: MUP, 2000. James Hinton, Nine Wartime Lives: Mass Observation and the Making of the Modern Self. Oxford: Oxford Universtity Press, 2010. D. L. Le Mahieu, A Culture for Democracy: Mass Communication and the Cultivated Mind in Britain between the Wars, Oxford: OUP, 1988. Tyrus Miller, ‘In the Blitz of Dreams: MO and the Historical Uses of Dream Reports’, New Formations, 44, Autumn 2001 R. Mackay, Half the Battle: Civilian Morale in Britain during the Second World War, Manchester: Manchester University Press, 2002. Naomi Mitchison, You May Well Ask: A Memoir, 1920-1940, London: Victor Gollancz, 1979. Graham Richards, ‘Psychology and the Churches in Britain, 1919-1939: symptoms of conversion’, History of the Human Sciences 13 (2000): 57-84. Denise Riley, War in the Nursery: Theories of the Child and Mother, London: Virago, 1983. Nikolas Rose, Governing the Soul: The Shaping of the Private Self, London: Routledge, 1989. Nikolas Rose, ‘How should one do a history of the self?’, Inventing Ourselves, Cambridge: CUP, 1997. Lyndsey Stonebridge, 'Anxiety at a Time of Crisis', History Workshop Journal 45 (1998): 171-82. Mathew Thomson, Psychological Subjects: Identity, Culture and Health in Twentieth-Century Britain Oxford: Oxford University Press, 2006. Frank Trentman, 'Civilisation and its Discontents: English Neo-romanticism and the Transformation of Anti-Modernism in Twentieth-Century Western Culture', Journal of Contemporary History 29 (1994): 583-625. E. G. Winslow, 'Keynes and Freud: Psychoanalysis and Keynes's Account of the 'Animal Spirits of Capitalism', Social Research 53 (1986): 549-78. Selected Primary Texts

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W. H. Auden, ‘The Group Movement and the Middle Classes’, in Oxford and the Groups edited by R. H. S. Crossman, Oxford: Basil Blackwell, 1934, pp. 89-101. Wilfred Bion, ‘”The war of nerves”: civilian reaction, morale and prophylaxis’ in E. Miller, The Neuroses in War, London: Macmillan, 1940. Carlos Paton Blacker, Human Values in Psychological Medicine, Oxford: Oxford Medical Publications, 1932. Charles Berg, War in the Mind: The Casebook of a Medical Psychologist, 2nd ed., London: The Macaulay Press, 1948. Phyllis Bottome, Private Worlds, London: Bodley Head, 1934. Walter Langdon Brown, Thus We Are Men London: Kegan Paul, Trench, Trubner, 1938 Alistair, Browne, ‘Psychology and Marxism’, in C. Day Lewis (ed.), The Mind in Chains, London: Frederick Muller, 1937, pp. 187-204. John Bourne Coates, The Crisis of the Human Person: Some Personalist Interpretations, London: Longmans, 1949. George Devine, Psychology of Everyman: Nerves and the Masses, London: Hutchinson and co., [1935]. Joanna Field, [Marion Milner], A Life of One's Own, [1934], rev. ed. Harmondsworth: Penguin Pelican, 1952. R. D. Gillespie, Psychological Effects of War on Citizen and Soldier, London: Chapman and Hall, 1942. J. Arthur Hadfield, Psychology and Morals: An Analysis of Character, London: Methuen & Co., 1923; 12th ed., 1939. Henry Fitzgerald, Pain, Sex and Time: A New Hypothesis of Evolution, London: Cassel, 1939. Karen Horney, The Neurotic Peosonality of out Time, London: Kegan Paul, 1937. E. G. Howe, Invisible Anatomy: A Study of ‘Nerves’, Hysteria and Sex. London: Faber and Faber, 1944 Julian Huxley, Man in The Modern World, London; Chatto & Windus, 1947. George Orwell, Coming Up for Air, [1939], London: Penguin Books, 2006. Olaf Stapledon, Last and First Men: A Story of the Near and Far Future, Harmondsworth: Penguin Books, Pelican A3, 1930. Ian Suttie The Origins of Love and Hate [1935], Harmondsworth: Penguin Books, Pelican, 1960.



44 hours of structured seminars including roughly 10 hours of introductory presentation from course leader


556 hours mastering literature and producing coursework


600 hours


TPB2011-059







Qualifying Mark for


Research Dissertation Dissertation 10,000 50 No

Examination Examination 3 hour 25 Yes

Coursework essay Coursework 3,500 words 12.5 No

Coursework essay Coursework 3,500 words 12.5 No











Julian Jackson


TPB2011-059










TPB2011-059






Module Title The Germans and the Jews since 1871 Module Code HST6329











2012/13 15 6 15

2013/14 15 6 15

2014/15 15 6 15

TPB2011-059


The course will be offered as an optional module open for all Final Year History undergraduate students and students in other Humanities and Social Sciences subjects. It will stimulate students' interest in various areas: Jewish history and culture, trans-national history, cultural history, Holocaust studies. The course will be drawing on links to the theories of emancipation, assimilation and the treatment of minorities. The course will provide students with strong historical foundations, encouraging in-depth analysis of multicultural societies. Additionally, the course will develop students' further interest in Jewish history and potentially lead them to engaging with the subject on the postgraduate level (LBI MA in European Jewish History and Culture).


By school responsible for module Already exists







Julian Jackson


TPB2011-059


Module Title The Germans and the Jews since 1871 Module Code HST6329


Module Organiser Dr Daniel Wildmann


n/a n/a n/a


In the period covered by this course, from 1871 to the present, interactions between Gentiles and Jews in Germany underwent a dramatic and unprecedented set of upheavals. What were the main problems, struggles and achievements in this period of German-Jewish history? This course will initially focus on debating the chances and limits of emancipation and assimilation of Jews in Imperial Germany and on discussing the so-called Jewish Renaissance in the Weimar Republic. A survey of the expansion and the role of antisemitism and its political manifestations in German society will provide a platform for studying the Nazi take-over of power and the Holocaust. The course concludes with the post-war history of Jews in Germany, addressing contemporary challenges such as the integration of Russian-speaking Jews and the future of German Jewry.


This course aims to provide a thorough and intellectually coherent course of study of the relations between Jews and Gentiles in Germany. It seeks to introduce students to the fundamentals of Jewish history and culture since 1871 within a German context. Students will receive training in dealing with particular problems related to the module, such as Jewish emancipation, concepts of assimilation, the concept of Bildung, the history of antisemitism, Nazi persecution, and a survey of post-1945 history of German Jewry. This course will enable students to develop analytical and critical thinking and to take a critical approach to sources.

TPB2011-059


Academic Content:

A 1 Students will learn facts relevant to the German-Jewish history from 1871 to present.

A 2 Students comprehend controversies and debates regarding the modern German-Jewish history.

A 3 Students evaluate contemporary challenges of emancipation, assimilation and acculturation in a historical context.

A 4 Students will engage in Discussion on Theories about emancipation assimilation, Jewish identity and anti-Semitism


B 1 Students will become acquainted with a number concepts and theories such as assimilation, emancipation, acculturation.

B 2 Students demonstrate ability to analyze relevant primary sources and draw historical conclusions.

B 3 Students will learn and develop approaches and critical interpretations of complex historical phenomena.

Attributes:

C 1 Students produce analyses which are grounded in evidence.

C 2 Students acquire and apply knowledge in a rigorous way.

C 3 Students identify information needs appropriate to different situations.

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Robertson, Ritchie (1999) The German Jewish Dialogue: An Anthology of Literary Texts. 1749 – 1993 (Oxford: Oxford University Press). Primary Sources: Paul Mendes-Flohr and Jehuda Reinharz (eds.): The Jew in the Modern World. A Documentary History, Oxford University Press, Oxford, New York 1980. Gilman, Sander, Zipes, Jack (eds.) (1997), Yale Companion to Jewish Writing and Thought in German Culture, 1096-1996 (New Haven; London: Yale University Press). ****************

TPB2011-059

Baader, Benjamin, Gender, Judaism, and Bourgeois Culture in Germany, 1800-1870 (Indiana University Press, 2006) Baader, Benjamin, Gillerman Sharon, Lerner, Paul (eds.), Jewish Masculinities: German Jews, Gender, and History (Indiana University Press 2012) Boyarin, Daniel, Unheroic Conduct. The Rise of Heterosexuality and the Invention of the Jewish Man (University of California Press, 1997) Brenner, Michael, The Renaissance of Jewish Culture in Weimar Germany (Yale University Press, 1996) Breurer, Mordechai, Modernity Within Tradition: The Social History of Orthodox Jewry in Imperial Germany (Columbia University Press, 1992) Friedlander, Saul, The Years of Persecution: Nazi Germany and the Jews, 1933-1939 (Harper Perennial, 2008) Friedlander, Saul, The Years of Extermination: Nazi Germany and the Jews, 1939-1945 (Harper Perennial, 2008) Gillerman, Sharon, Germans into Jews (Stanford University Press, 2009) Gilman, Sander, The Jew's Body (Routledge, 1991) Hertz, Deborah Sadie, How Jews Became Germans: The History of Conversion and Assimilation in Berlin (Yale University Press, 2007) Kaplan, Marion, The Making of the Jewish Middle Class: Women, Family, and Identity in Imperial Germany (Oxford University Press, 1991) Kaplan, Marion, Jewish Daily Life in Germany, 1618-1945 (Oxford University Press, 2005) Leo Baeck Institute Yearbook (1956-2011) Meyer, Michael A., Brenner, Michael (eds.), German-Jewish History in Modern Times (New York: Columbia University Press, 1997-98) Meyer, Michael A., Response to Modernity. A History of the Reform Movement in Judaism (Oxford University Press, 1988) Mosse, George L., German Jews Beyond Judaism (Indiana University Press, 1985) Rahden, Till van, Jews and Other Germans. Civil Society, Religious Diversity, and Urban Politics in Breslau, 1860–1925 (University of Wisconsin Press, 2008) Shimoni, Gideon, The Zionist Ideology (Brandeis University Press, 1995) Volkov, Shulamit, Germans, Jews, and Antisemites. Trials in Emancipation (Cambridge University Press, 2006)



I hour lecture X 11 weeks 1 hour seminar X 11weeks


128 hours


150

TPB2011-059







Qualifying Mark for


Essay Coursework 5,000 words 100% Yes











TPB2011-059






Module Title Anxieties of Empire: Rumours, Rebellion and the Imperial Imagination Module Code HST6331










2012/13 10 6 15

2013/14 15 6 15

2014/15 15 6 15

TPB2011-059


This is a level 6 special subject module for students open to students on all single and joint honours history degrees with the exception of V130 Medieval History. It is designed to introduce students to British Imperial history and culture, including the engagement with different cultures, religions and socio-economic issues, in order to complement existing knowledge of British history and the history of the British Empire. Students will also be introduced to a new historiography, including post-colonial theory and subaltern studies, as well as wide range of primary sources, such as diaries, travel accounts, novels, visual representations and film.


By school responsible for module Lecturer, otherwise existing library resources.



Module Title Anxieties of Empire: Rumours, Rebellion and the Imperial Imagination Module Code HST6331


Module Organiser Dr Kim A. Wagner


HST4308: Unravelling Britain None None


This course examines the flip-side to the largely celebratory history of the British Empire. From the establishment of an empire in South Asia to the heyday of the Scramble for Africa, it examines the numerous instances when the illusion of superiority was shattered and colonial power and control imperilled. The course not only provides an overview of challenges to the British Empire, but addresses the deeper implications of such disruptive events on British culture and identity, as well as for the lives of colonized subjects. The course thus provides a thematic introduction to a number of key events during the long nineteenth century, when the colonial state was put on the defensive and the vulnerability that was very much part of the imperialist project was brought to light. This module will make use of a vast array of different types of sources, both primary material, literary accounts and visual representations, to examine those moments when the British Empire revealed its frailty and colonial authority was threatened.

TPB2011-059


To familiarize students with British Imperial and non-western history. To teach students individual research skills relating to British Imperial history and culture as they enter their final year and undertake dissertations, including reading up on new topics and planning group presentations. To require students to use the knowledge and understanding developed on Level 5 courses to work with a range of primary sources and engage with a wider historiography. To teach wider transferable skills with reference to QMUL's Graduate Attributes, with particular reference to critical engagement with knowledge, continuous learning in a changing world, clear communication, research and information expertise.



A 1 key historical concepts relating to the imperial experience, including: science and colonial knowledge, rape and miscegenation, crime and violence, rumours, panic and paranoia

A 2 the primary and secondary sources available for the study of imperialism and the colonial encounter.

A 3 the historiography and current debates on empire


B 1 grasp new historical and historiographical field.

B 2 question the validity of existing interpretations and recognise the significance of new discoveries.

B 3 evaluate and inter-relate a variety of archival sources, including diaries, official reports, newspaper accounts, visual representations and literature.

B 4 formulate and structure argument for dissertation


C 1 gather information and material online, in libraries and in archives

C 2 work within groups, recognising the different roles that will be adopted by different members and organising an equal allocation of work in preparation for seminar presentations

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C 3 organize and conduct research for dissertation


D 1 collect sources and secondary readings to prepare seminar presentations and dissertation

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Richard Grott, Britain’s Empire: Resistance, Repression and revolt (2011) Niall Ferguson, Empire: How Britain Made the Modern World (2002) Edward Said, Orientalism (1978) Linda Colley Captives, Britain, Empire and the world, 1600-1850 (2002) Patrick Brantlinger, Rule of Darkness: British Literature and Imperialism, 1830-1914 (1988) Yumna Siddiqi, Anxieties of Empire and the Fiction of Intrigue (2008) Gautam Chakravarty, The Indian Mutiny and the British Imagination (2005) Nancy L. Paxton, Writing under the Raj: Gender, Race, and Rape in the British Colonial Imagination, 1830-1947 (1999) Jenny Sharpe, Allegories of Empire: The Figure of Woman in the Colonial Text (1993) Ann Laura Stoler, Along the Archival Grain: Epistemic Anxieties and Colonial Common Sense (2008) C.A. Bayly, Empire and Information (1996) Peter John Marriott, The Other Empire: Metropolis, India and Progress in the Colonial Imagination (2003) Sascha Auerbach, Race, Law and “The Chinese Puzzle” in Imperial Britain, (2009)

TPB2011-059



44 hours of combined lecture/seminar over two semesters.


556 hours of independent study and preparation and dissertation meetings.









Qualifying Mark for


Essay Coursework 3,500 words 12.5 No

Essay Coursework 3,500 words 12.5 No

Dissertation Dissertation 10,000 50 No

Exam Examination 3 hours 25 Yes



TPB2011-059




Examination















Julian Jackson


TPB2011-059






Module Title Modern China: Wars, Revolution and the West Module Code HST6332



Proposed JACS Code V241 Chinese History








2012/13 30 6 30

2013/14 30 6 30

2014/15 30 6 30

TPB2011-059


The course will be offered as an optional module open for all Final Year History undergraduate students and students in other Humanities and Social Sciences subjects. It will increase the number and extend the range of 15-credit modules available to students at level 6. It is currently felt that the School's offer at this level is somewhat limited. The module will be available as an option without prerequisites, and it will expand the School's offerings in global (extra-European) history, which is a strategic priority for the School in the coming years, reflected in recent and forthcoming appointments.


By school responsible for module Core texts to be purchased by the library.







Julian Jackson


TPB2011-059


Module Title Modern China: Wars, Revolution and the West Module Code HST6332


Module Organiser Dr David Brooks


n/a n/a n/a


During the past century China has been transformed from an antiquated, moribund empire into a modern superpower. It has not been an easy journey. In the process China, a proud and ancient civilisation, has been subjected to revolutions, invasions, civil wars, and profound economic and social upheavals. This course will examine the reasons for these immense changes and their effects, both on China and on the wider world. It will also consider how the country has been able to survive the challenges of the twentieth century, and how far an older China has been preserved inside the new.


To examine the nature of revolution in China, and to consider how it became, and has effectively remained, a Communist state To analyse China's rapidly changing relations with the wider world To determine how China - mainland China at least - has remained united

TPB2011-059


Academic Content:

A 1 Understanding of China'a changing relations both with regional neighbours and with great powers, such as Japan, the USSR, and the USA

A 2 Knowledge of the dynamic forces and rival ideologies at work in twentieth-century China, for instance Confucianism, Nationalism, Pan-Asianism, Communism

A 3 Appreciation of the cultural, ethnic and linguistic complexities of China


B 1 Students demonstrate ability to analyze relevant primary sources and draw historical conclusions.

B 2 Students will learn and develop approaches and critical interpretations of complex historical phenomena.

Attributes:

C 1 Students produce analyses which are grounded in evidence.

C 2 Students acquire and apply knowledge in a rigorous way.

C 3 Students identify information needs appropriate to different situations.

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Indicative reading R. Phillips, China since 1911 (Basingstoke, 1996) I. Hsu, The Rise of Modern China (Oxford, 2000) R. Mitter, A Bitter Revolution: China's struggle with the modern world (Oxford, 2004) J. Fenby, Generalissimo Chiang Kaishek and the China he lost (London, 2003) P. Short, Mao: a life (London, 1999)

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L. White, The Politics of China's Cultural Revolution (Princeton, 1989) R. Baum, Burying Mao: Chinese politics in the era of Deng Xiaoping (Princeton, 1994)



1 hour lecture X 11 weeks 1 hour seminar X 11weeks


128 hours


150







Qualifying Mark for


Essay Coursework 3,500 words 50% No

Exam Examination 2 hrs 50% Yes



TPB2011-059









TPB2011-059






Module Title Exhibiting the First World War Module Code HST6333







Collaborating institutions involved in teaching part of the module (if applicable), including the estimated percentage contribution to the module from the collaborative partner Imperial War Museum London - two seminars will be taught at the IWM, plus the provision of archival and research support on an ad hoc basis.




2012/13 20 10 20

2013/14 20 10 20

See below

TPB2011-059


This course is a development of an existing 15 credit module with the same title, course code HST6326, the rationale for which was as follows: 'This is a level 6 single semester optional module for students open to students on all single and joint honours history degrees with the exception of V130 Medieval History. It is designed to help students make the transition to independent research in their final year, to introduce them to 'real world' research tasks to meet the needs of an external body and to give them experience of the heritage sector. For a more detailed description of this innovative new course, based around a collaboration with the Imperial War Museum and supported in its development by the College's Thinking Writing team, please see the accompanying document.' Experience of teaching this course this year has convinced me that the work involved for students and the need for time in which they can learn by experience mean that this module needs to be extended to 30 credits. This will allow a) me to start the course with a taught introduction to London in the First World War during which students can also acquaint themselves with last year's work, b) students to gain adequate recognition of the efforts they put into the course, c) research to take place over a more natural timespan, allowing of greater reflection and adaptation. As in the previous course, however, I am still conscious of the need for this module to support, rather than conflict with, special subjects and dissertations, and I will arrange the workload with this in mind. Since this course runs in conjunction with the IWM's redesign of its galleries for 2014, it may not have a life in this format beyond that date, but it should be borne in mind that a) at the end of this time I have agreed with Thinking Writing to construct a more general module outline which can be used as a template by any member of staff collaborating with a museum and b) I intend this to be part of a more general relationship with the IWM which will probably lead to further work associated with the 2014-18 centenaries and the redesign of the 1939-45 galleries.



I have allocated the money I have received for lecturing at the IWM and associated events to a research fund for this course. By the end of Feb 2012 it will have £500 in it and this year's course spent only about £200. I would hope that the department might provide another £200 a year if necessary to fund additional student travel to archives, software licences and data storage.







Julian Jackson


TPB2011-059


Module Title Exhibiting the First World War Module Code HST6333




HST5321 None None


On this module, students will act as researchers for the Imperial War Museum, gathering and analysing sources about the experience of the First World War for people in South London and around the Museum's other sites in order to inform the redesign of the First World War galleries in the run up to 2014. Students will work together to produce a group report for the Museum on the material available in a wide range of archives across the capital on these communities, as well as individual essays on the existing literature and how a particular aspect of this case study contributes to established historical interpretations. Students will need to have taken HST5321 Winning on the Western Front as a prerequisite. You should be aware that you will be required to work in groups and to conduct archival research away from the QMUL campus. This module will teach students research and group working skills and will also serve as an introduction to the heritage sector.


To teach students individual research skills relating to contemporary British history and particularly the world wars during their final year, including planning and organising research, managing data, using a variety of online and physical research tools, and the relation of a case-study to broader historical literature. To encourage students to recognise existing and develop new transferable skills relating to timetabling, group work and the presentation of research to a broad audience, in the context of requirements set in consultation with an external body. To introduce students to the environment and concerns of the heritage sector, with particular attention both to the identification of artefacts to communicate the past and to writing for a non-academic audience. To require students to use the knowledge and understanding developed on Level 5 courses to design and carry out (with academic guidance) original research. To allow, over each full iteration of the course, undergraduate research to make a significant contribution to the academic history of Britain at war in the twentieth century.

TPB2011-059


Academic Content:

A 1

knowledge and understanding of the key historical concepts relating to the history of Britain in the two world wars, including: mobilisation and remobilisation, coercion and consent, the relationship between home and fighting fronts, motivation and morale in and out of combat, the relationship between technology, tactics, and military effectiveness, 'learning curves' and gender identity

A 2 knowledge and understanding of some of the factors affecting knowledge dissemination in a museum context, including in particular the identification of suitable sources

A 3 knowledge and understanding of the experience of specific communities in the First World War

A 4 an awareness of the complications of the process of historical research and an understanding of the need to aspire to a 'research mindset' that includes a questioning of sources and interpretations


B 1 make use of of the archival sources available for the study of twentieth century British military history

B 2 have had experience of designing and implementing a research project on a case study in order to assess the validity of existing historical interpretations

B 3 question the validity of existing interpretations and recognise the significance of new discoveries

B 4 evaluate and inter-relate a variety of archival sources, including personal documents, memoirs, newspapers, service records, photographs and film (where available), war diaries and oral testimony.

B 5 have experienced, with support and guidance, the ethical issues surrounding the investigation and representation of potentially difficult issues, including death and violence, in the relatively recent past

B 6 assess existing research, recognise that history relies on an accretion of interpretations, and to identify, with assistance, how they can participate in that process

Attributes:

C 1

In my experience this year, it is possible to argue that - depending on how they direct the research - students on this course will develop all the graduate attributes with the potential exception of 'recognising the value of operating in more than one language' - for that reason, I am highlighting here only what I think are the most important and distinct GA categories from each category.

C 2 Adapt their understanding to new and unfamiliar settings - this course requires students to tackle the unexpected

C 3 engage with the professional world - how is a museum exhibition designed and built?

TPB2011-059

C 4 possess the skills to influence, negotiate and lead - students are specifically taught about team roles and personality types to help them work collaboratively

C 5 use quantitative data confidently and competently - as seen in the handling of army statistical and census data

C 6 initiative and resilience in meeting challenges (see C2 above)

C 7 use communication technologies competently - the collaborative element of this course requires students to make use of a variety of software to share, edit and plan their work

C 8research capacity - this course not only builds every one of the research capacity attributes - it actually results in students building, rather than merely acquiring, substantial bodies of new knowledge for the discipline as well as for themselves

C 9 use information for evidence based decision-making and creative thinking - students build on the experiences of each previous year, as recorded in the group report, to decide how they will structure their research

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. A. Watson, Enduring the Great War: Combat, Morale and Collapse in the German and British Armies 1914-18 (2008) J. Winter and J.L. Robert, Capital Cities at War: Paris, London, Berlin 1914-1919 (1997) W. Spencer, First World War Army Service Records: A Guide for Family Historians (2008) G. Sheffield, Leadership in the Trenches: Officer-Man Relations, Morale and Discipline in the British Army in the era of the First World War (2000) H. McCartney, Citizen Soldiers: The Liverpool Territorials in the First World War (2005) A. Gregory, The Last Great War: British Society and the First World War (2008) M. Connelly, Steady the Buffs! A Regiment, a Region and the Great War (2006) M. Connelly, The Great War, Memory and Ritual: Commemoration in the City and East London (2001) Peter Simkins, Kitchener’s Army: the raising of Britain’s New Armies 1914-1916, (1988) I. Beckett, ‘The Nation in Arms’ in I. Beckett and P. Simpson, eds, A Nation in Arms: A Social Study of the British Army in the First World War (1985), 2-35. J. Fuller, Troop Morale and Popular Culture in the British and Dominion Armies, 1914-18 (1991) M. Snape, God and the British Soldier: Religion and the British Army in the First and Second World Wars (2005) K.C. Gibson, ‘Sex and Soldiering in France and Flanders: The British Expeditionary Force along the Western Front, 1914-1919’, International History Review, 23, 3 (2001), 535-579 D. Englander, J. Osborne, ‘Jack, Tommy, and Henry Dubb: The Armed Forces and the Working Class’, Historical Journal, 21, 3. (1978), 593-621 G. Sheffield and D. Todman, Command and Control on the Western Front: The British Army’s Experience, 1914-18 (2005) D. Blair, Dinkum Diggers: An Australian Battalion at War (2001) R. Grayson, Belfast Boys: How Unionists and Nationalists Fought and Died Together in the First World War (2009) T. Bowman, Irish Regiments in the Great War: Discipline and Morale (2004) G. De Groot, Blighty: British Society in the Era of the Great War (1996) T. Wilson, The Myriad Faces of War (1986) M. Roper, The Secret Battle: Emotional Survival in the Great War (2009)

TPB2011-059



44 hours of lecturer contact time over 2 semesters, including at least 22 hours of face to face time with whole group, plus additional

interaction in archives, over VLE, via email and information networking sites and in individual supervisions


256 hours of independent learning, including periods spent in museums and archives


300







Qualifying Mark for


Group report Coursework

Students can expect to do approx 5,000 words each of

writing across a variety of formats to complete their

contribution to this task

(excluding appendices providing

evidence of group practice)

50 Yes

Individual case study Coursework 2500 25 Yes

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Review of last year's group report Coursework 1500 15 No

Contribution to group blog Coursework 1000 10 No





A 5,000 word essay on one of the research topics undertaken during the year. Coursework 5,000 words







TPB2011-059






Module Title Between the Citizen and the State: Voluntary Action in Modern Britain Module Code HST6334











2012/13 30 6 30

2013/14 30 6 30

2014/15 30 6 30

TPB2011-059


This module will increase the number and extend the range of 15-credit modules available to students at level 6. It is currently felt that the School's offer at this level is somewhat limited. The module will be available as an option without prerequisites, although it is likely to appeal most strongly to students with a prior grounding in modern British history.


By school responsible for module A number of core texts to be purchased by the Library







Julian Jackson


TPB2011-059


Module Title Between the Citizen and the State: Voluntary Action in Modern Britain Module Code HST6334


Module Organiser Dr Helen McCarthy


None None None


From Samuel Smiles' Self Help to David Cameron's Big Society, Britain boasts a rich tradition of voluntary action in its modern history. Whether dispensing charity, socializing the nation's youth, or saving the planet, voluntary organizations have played a major role in British public life and brought millions of individuals into their orbit as beneficiaries, members or activists. This module aims to explore the scale, scope and significance of voluntary action in Britain, from the era of Victorian philanthropy to the modern-day NGO.


The broad educational purpose of offering this module is to equip students with an advanced understanding of the myriad ways in which voluntary action has shaped contemporary Britain. It will ask students to reflect critically upon the conceptual problems of defining and delimiting the sphere of voluntary action, and the empirical challenges of reconstructing the past experiences and identities of individuals active in this sphere. The module will encourage students to study and write about the complexities of voluntary action, drawing on comparative and global perspectives where appropriate. It will also enable students to develop an in-depth understanding of one case-study organization in preparation for an oral presentation in class. More generally, the module will enable students to make sense of voluntary action as a theme within Britain history with important implications for how we understand recent social and economic change and the development of democratic politics.

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Academic Content:

A 1 An advanced understanding of the scope, scale and significance of voluntary action in modern Britain

A 2 A sophisticated grasp of the conceptual problems involved in studying voluntary action, including knowledge of key concepts such as 'civil society', 'citizenship' and 'public sphere'

A 3 A sound knowledge of key texts in the secondary literature on the history of voluntary action and an awareness of the primary source materials used by historians to study this subject


B 1 Place your own analysis and interpretation of the history of voluntary action in a rich historiographical context

B 2 Independently identify and access relevant secondary and primary source material, including in digital form, and make appropriate analytical use of that material in written and spoken English

B 3

Attributes:

C 1 Ability to communicate ideas in a concise and sophisticated manner through written and spoken English

C 2 Ability to work effectively with others to achieve shared goals, through influencing, negotiating and building upon the contributions of peers.

C 3 Ability to work independently to locate, access and analyze relevant learning resources

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. William Beveridge, Voluntary Action: A Report on the Methods of Social Advance (1948) Richard Crossman, 'The Role of the Volunteer in the Modern Social Service' (1973) Nicholas Deakin, 'The perils of partnership: the voluntary sector and the state, 1945-1992' in Justin Davis Smith et al, An Introduction to the Voluntary Sector (London, 1995), pp40-65 Geoffrey Finlayson, 'A moving frontier: voluntarism and the state in British social welfare, 191-1949' Twentieth Century British History, 1(2), 1990, pp183-206 Jose Harris, ed., Civil Society in British History: Ideas, Identities, Institutions (Oxford, 2003) PHH Gosden, Self Help: Voluntary Associations in Nineteenth-Century Britain (1973) Matthew Hilton and James McKay, eds., The Ages of Voluntarism: How we got to the Big Society (Oxford, 2011)

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Matthew Hilton, James McKay and Nicholas Crowson, eds., NGOS in Contemporary Britain: Non-State Actors in Society and Politics since 1945 (London, 2009) Matthew Hilton, 'Politics is ordinary: non-governmental organisations and political participation in contemporary Britain' in Twentieth Century British History, 22(2), 2011, pp230-268 James Hinton, Women, social leadership and the Second World war: continuities of class (Oxford, 2002) Jeremy Kendall and Martin Knapp, 'A loose and baggy monster: boundaries, definitions and typologies' in Justin Davis Smith et al, An Introduction to the Voluntary Sector (London, 1995), pp66-95 Elizabeth McAdam, The New Philanthropy (London, 1938) Helen McCarthy, 'Parties, Voluntary Associations and Democratic Politics in Interwar Britain' Historical Journal, 50(4), 2007, pp891-912 RJ Morris, 'Clubs, societies and associations' in FML Thompson, ed., The Cambridge Social History of Britain, 1750-1950, Vol.III (Cambridge, 1990), pp395-444 Melanie Oppenheimer and Nicholas Deakin, eds., Beveridge and Voluntary Action in Britain and the Wider British World (Manchester, 2011) Frank Prochaska, The Voluntary Impulse: Philanthropy in Modern Britain (London, 1988) Frank Prochaska, Schools of Citizenship: Charity and Civic Virtue (London, 2002) Lord Wolfenden, The Future of Voluntary Organisations: Report of the Wolfenden Committee (1978)



Lectures (11 hours) Seminars (11 hours)


128


150


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Qualifying Mark for


Short essay on conceptual problems Coursework 1,250 words 30% No

In-depth collaborative presentation Practical 15 mins 20% No

Long research essay Coursework 3,000 words 50% Yes











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Module Title British Horror: Film, Television and Literature Module Code HST6335











2012/13 50 6 75

2013/14 50 6 75

2014/15 50 6 75

TPB2011-059


The module will be an optional, semester A, Level 6 module for students of History / Modern and Contemporary History / History and Film. While previous experience studying film is not necessary, it will form a pathway for the study of Film within the School of History with the level 4 module ‘Critical Approaches to Film: Alfred Hitchcock’, the level 5 module 'Japanese Film: History, Culture and Fantasy' and the two level 6 modules titled ‘Film History’, enabling students to develop their knowledge and skills in the field at each stage of their university education. The module will be Level 6 to reflect the intellectual complexity of the theoretical work that will be discussed from the fields of Cultural Studies and Film Studies.


By school responsible for module Existing resources







Julian Jackson


TPB2011-059


Module Title British Horror: Film, Television and Literature Module Code HST6335


Module Organiser Dr. H.M. Glancy


None None None


British cinema is often celebrated for its social realism, yet it has made significant and influential yet often overlooked contributions to the horror, fantasy and sci-fi film genres. This module will investigate this alternative history or ‘repressed underside’ of British cinema. While horror is often side-lined as having little artistic worth, this module aims to reassess the genre's aesthetic, philosophical and intellectual value. We will examine British horror films from key periods in cinema history within their cultural production context and alongside developments in cinema worldwide, from Hammer Studios in the 1960s to the reinvigorated British interest in horror and fantasy film and TV in the 2000s. Students will engage with debates on the cultural appeal and social significance of the genre, and the nature of horror film audiences and spectatorship. With an emphasis on cinema, students will also compare the writing of several authors with film adaptations of their work.


The module aims to: • provide students with knowledge of the history of the horror genre in British cinema and familiarise them with theories and debates on film spectatorship in the fields of Film Studies, Cultural Studies and Film History; • engender an aesthetic understanding and appreciation of British horror cinema as well as to familiarise students with the cultural and social significance of dominant visual motifs and narrative themes; • enhance students analytical skills and their ability to write film commentaries and criticism with clarity and authority; • develop students' ability to compare and contrast the narrative properties of literary sources and their filmic adaptations.

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Academic Content:

A 1 • Students will gain an understanding of the different cultural and socio-historical contexts of British horror films and an awareness of their visual and narrative properties;

A 2 • Cultivation of students' understanding of different critical methods and development of students' ability to analyse films in visual as well as narrative terms.

A 3 • Development of students' ability to analyse the representation of social and cultural issues in films.


B 1 • discuss advanced theoretical debates about the parameters and nature of horror cinema and its audiences;

B 2 • demonstrate an ability to analyse visual sources appropriately and accurately;

B 3 • demonstrate their own ability to comment on films and engage analytically with intellectually complex film criticism from an informed vantage point and with an appropriate critical vocabulary;

B 4 • understand the distinctions between different critical approaches to film, especially psychoanalysis and spectatorship.

Attributes:

C 1 • Development of effective oral communication skills, in class discussions and presenting seminar papers;

C 2 • Write with clarity and authority;

C 3 • Manage time effectively.

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Carter, Angela, The Bloody Chamber (Vintage, 1982) Stoker, Bram, Dracula (1897, eg. Penguin) Du Maurier, Daphne, Don’t Look Now and Other Stories (eg. Penguin, 2006) Barker, Clive, The Hellbound Heart (Fontana, 1991) Petley, Julian, ‘The Lost Continent’ in All Our Yesterdays: 90 Years of British Cinema, ed. by Charles Barr (BFI, 1986) Rose, James, Beyond Hammer: British Horror Cinema Since 1970 (Auteur, 2009) Hutchings, Peter, Hammer and Beyond: The British Horror Film (Manchester University Press, 1993)

TPB2011-059

Meikle, Denis with Christopher T. Koetting, A History of Horrors: The Rise and Fall of the House of Hammer (Scarecrow Press, 2009) Bloom, Clive (ed.) Creepers. British Horror and Fantasy in the Twentieth Century (Pluto, 1993) Ashby, Justine and Andrew Higson, (eds.) British Cinema Past and Present (Routledge, 2000) Smith, Gary A., Uneasy Dreams: the Golden Age of British Horror Films, 1956-1976 (Macfarland, 2000) Petley, Julian and Steve Chibnall, British Horror Cinema (Routledge, 2002) Pirie, David, A New Heritage Of Horror: The English Gothic Cinema 1946 – 1972 (I.B. Tauris, 2008) Sanjek, David, ‘Twilight of the Monsters: The English Horror Film 1968 – 1975’ in Wheeler Winston Dixon (ed.) Re-Viewing British Cinema, 1900 – 1992: Essays and Interviews (SUNP, 1994) Hutchings, Peter, Dracula (BFI, 2003) Hutchings, Peter, Terence Fisher (Manchester University Press, 2001) Lowenstein, Adam, Shocking Representations: Historical Trauma, National Cinema and the Modern Horror Film (Columbia University Press, 2005) Bettelheim, Bruno, The Uses of Enchantment (Thames and Hudson, 1976) Warner, Marina, From the Beast to the Blonde (Chatto and Windus, 1994) Zipes, Jack, The Trials and Tribulations of Little Red Riding Hood (Heinemann, 1983) Wright, Melanie J., Religion and Film: An Introduction (I.B. Tauris, 2006) Rockett, Emer and Kevin Rockett, Neil Jordan: Exploring Boundaries (Liffey, 2003) Zucker, Carol, The Cinema of Neil Jordan: Dark Carnival (Wallflower, 2008) Salwolke, Scott, Nicolas Roeg, Film by Film (McFarland, 1993) Izod, John, The Films of Nicolas Roeg: Myth and Mind (Macmillan, 1993) Sanderson, Mark, Don’t Look Now (BFI, 1996) Newland, Paul, Don’t Look Now: British Cinema in the 1970s (Intellect, 2010) Neale, Stephen, Genre (BFI, 1990) Murphy, Robert (ed.), The British Cinema Book (BFI, 1997) Street, Sarah, British National Cinema (Routledge, 1997) Landy, Marcia, British Genres (Princeton, 1991) Ashby, Justine and Andrew Higson (eds.), British Cinema, Past and Present (Routledge, 2000) Kristeva, Julia, Powers of Horror (Columbia University Press, 1982) Creed, Barbara, The Monstrous-Feminine (Routledge, 1995) Mulvey, Laura, Fetishism and Curiosity (BFI, 1996) Mulvey, Laura, ‘Visual Pleasure and Narrative Cinema’ Studlar, Gaylyn, ‘Masochism and the Perverse Pleasures of the Cinema’ Doane, Mary Ann, ‘Film and the Masquerade: Theorising the Female Spectator’ (all in eg. Film Theory and Criticism, ed. By Mast and Cohen (Oxford University Press, 1992) LeBeau, Vicky Psychoanalysis and Cinema: The Play of Shadows (Wallflower, 2001) Zizek, Slavoj ‘Looking Awry’ (in eg. Stam and Miller (eds.) Film and Theory (Blackwell, 2000) King, Geoff and Krzywinska, Tanya Science Fiction Cinema: From Outerspace to Cyberspace (Wallflower, 2000) Wells, Paul, The Horror Genre: From Beelzebub to Blair Witch (Wallflower, 2000) Kuhn, Annette, (ed.) Alien Zone: Cultural Theory and Contemporary Science Fiction Cinema (Versa, 1990) Clover, Carol J., Men, Women and Chainsaws: Gender in the Modern Horror Film (Princeton University Press, 1992) Jancovich, Mark, Horror: The Film Reader (Routledge, 2002) Gelder, Ken, The Horror Reader (Routledge, 2000)



10 Weekly Lectures (1 hour; 10 hours total) 10 Weekly Film Screenings (2 hours; 20 hours total)

10 Weekly Seminar Discussions (1 hour; 10 hours total) 1 film analysis in-class test (2 hours)

TPB2011-059


108 hours total


150







Qualifying Mark for


Essay Coursework 3000 Words 60% Yes n/a

Sequence Analysis test Coursework 1 Hour 30% No n/a

Seminar Presentation Coursework 10 Minutes 10% No n/a







TPB2011-059





TPB2011-059






Module Title We the People: Americans and their government from the Constitution to the Civil War

Module Code HST6336



Proposed JACS Code V232 USA History








2012/13 30 15 30

2013/14 30 15 30

2014/15 30 15 30

TPB2011-059


This is an option module for undergraduates in History. It is intended to allow students to pursue an interest in the history of the United States prior to the twentieth century. As such, it offers a progression from HST4303 Building the American Nation: The United States, 1763-1917 (by providing a more in-depth look at the political history of the period ), and complements both HST5317 Race in the United States: Slavery to Civil Rights and HST5339 Creation of American Capitalism.


By school responsible for module Additional library resources







Julian Jackson


TPB2011-059


Module Title We the People: Americans and their government from the Constitution to the Civil War

Module Code HST6336


Module Organiser Dr. Daniel Peart


HST4303 Building the American Nation: The United States,

1763-1917None None


'We the People'. This famous phrase, the first three words of the United States Constitution, symbolises a political system founded on the principle that 'the People' must rule. But who exactly are 'the People'? And what practical role should they play in government? These questions were not resolved by the Founders of the United States, and as the 'Occupy...' and Tea Party protests demonstrate, they are still far from settled today. This course will explore how the meaning of American democracy was transformed through a series of confrontations and compromises, beginning with the ratification of the Constitution in 1788, and concluding with the outbreak of the Civil War in 1861, a conflict described by one historian as 'the greatest single failure of American democracy'.


This module offers students an opportunity to: 1. study in-depth the political history of the United States from the ratification of the Constitution to the outbreak of the Civil War 2. explore the relationship between ordinary Americans and their government, and make connections with current debates surrounding this relationship 3. understand how the meaning of historical concepts such as 'democracy' is not fixed but subject to contested and changing interpretations 4. engage with ongoing historiographical debates and demonstrate their own critical reflection 5. make use of a wide range of primary sources, including written accounts, images, and statistical data

TPB2011-059


Academic Content:

A 1A comprehensive knowledge of the political history of the period, encompassing a range of different types of popular political organisation (parties, interest groups, voluntary associations) and participation (voting, petitioning, instructing, lobbying, rioting).

A 2

An appreciation of the different, and often conflicting, interpretations that scholars have advanced in response to key questions about the period, including: How did popular sovereignty work in practice? What role did government play in the lives of ordinary Americans? Did parties produce responsible government? Could democracy function without parties?

A 3 A healthy scepticism of any argument that proceeds from the common assumption that the present-day United States political system, organised around two competing parties, is the logical fulfilment of participatory democracy.

A 4 An understanding of, and ability to employ/question, historically significant terms and concepts, including 'democracy', 'popular sovereignty', 'civil society', 'civic capacity', 'public sphere'.


B 1 Construct multi-faceted historical arguments and deploy appropriate primary evidence in support

B 2 Understand, and apply, advanced historical concepts

B 3 Engage with, and reflect critically on, different historical interpretations

B 4 Demonstrate a sophisticated awareness of change over time, and of the different historical factors that explain that change, making distinctions between long term, short term etc.

Attributes:

C 1 Students will be able to acquire knowledge through detailed analysis of a range of source types (qualitative, quantitative, and visual)

C 2 Students will be able to reflect critically on existing scholarship

C 3 Students will be able to approach contemporary debates through the lens of historical study

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Aldrich, John H., Why Parties? The Origin and Transformation of Political Parties in America (Chicago, 1995). Bensel, Richard Franklin, The American Ballot Box in the Mid-Nineteenth Century (Cambridge, England, 2004). Bowers, Douglas E., ‘From Logrolling to Corruption: The Development of Lobbying in Pennsylvania, 1815-1861’, Journal of the

TPB2011-059

Early Republic 3 (Winter, 1983), 439-474. Burnham, Walter Dean, ‘Elections as Democratic Institutions’, in Kay Lehman Schlozman, ed., Elections in America (Boston, 1987). Fritz, Christian G., American Sovereigns: The People and America’s Constitutional Tradition before the Civil War (Cambridge, England, 2008). Gienapp, William E., ‘The Crisis of American Democracy: The Political System and the Coming of the Civil War’, in Gabor Boritt, ed., Why the Civil War Came (Oxford, 1996). Ginzberg, Lori D., ‘“Moral Suasion Is Moral Balderdash”: Women, Politics, and Social Activism in the 1850s’, Journal of American History, 73 (December 1986), 601-622. John, Richard R., ‘Farewell to the “Party Period”: Political Economy in Nineteenth-Century America’, Journal of Policy History, 16 (2004), 117-125. Keyssar, Alexander, The Right to Vote: The Contested History of Democracy in the United States (New York, 2000). Kornbluh, Mark Lawrence, Why America Stopped Voting: The Decline of Participatory Democracy and the Emergence of Modern American Politics (New York, 2000) Larson, John Lauritz, Internal Improvement: National Public Works and the Promise of Popular Government in the Early United States (Chapel Hill, North Carolina, 2001). McCormick, Richard L., ‘The Party Period and Public Policy: An Exploratory Hypothesis’, Journal of American History, 66 (September 1979), 279-298. Mark, Gregory A., ‘The Vestigal Constitution: The History and Significance of the Right to Petition’, Fordham Law Review, 66 (1997-1998), 2153-2231. Morgan, Edmund S., Inventing the People: The Rise of Popular Sovereignty in England and America (New York, 1988). Morone, James A., The Democratic Wish: Popular Participation and the Limits of American Government (New Haven, Connecticut, 1998). Neem, Johann N., Creating a Nation of Joiners: Democracy and Civil Society in Early National Massachusetts (Cambridge, Massachusetts, 2008). Robertson, Andrew W., ‘1828 as the Dawn of the “Age of the Common Man”’, Myths of the Lost Atlantis (7 October 2008), http://www.common-place.org/pasley/?p=704#more-704. Rosenblum, Nancy L., On the Side of the Angels: An Appreciation of Parties and Partisanship (Princeton, 2008) Schudson, Michael, The Good Citizen: A History of American Civic Life (New York, 1998). Skocpol, Theda, ‘The Tocqueville Problem: Civic Engagement in American Democracy’, Social Science History, 21 (Winter 1997), 455-479. Tyrrell, Ian, Transnational Nation: United States History in Global Perspective since 1789 (Basingstoke, England, 2007). Voss-Hubbard, Mark, Beyond Party: Cultures of Antipartisanship in Northern Politics before the Civil War (Baltimore, 2002).



11x 1hr lectures 11x 1hr seminars

(22 hrs total)


11x 3hrs class preparation 65hrs coursework

30hrs exam preparation

TPB2011-059


150hrs







Qualifying Mark for


Essay Coursework 3,500 words 50% No n/a

Examination Examination 2 essays, 2 hours 50% Yes n/a









TPB2011-059



TPB2011-059






Module Title The Ottoman Empire and Europe, 1453-1878 Module Code HST6500











2012/13 15 6 30

2013/14 15 6 30

2014/15 15 6 30

TPB2011-059


The Ottoman Empire played a crucial role in the history of Europe. Of all Muslim polities, the Ottoman Empire had the closest relationship with European societies: the Ottomans ruled over much of eastern and southern Europe; Ottoman cities such as Aleppo, Constantinople and Alexandria were important trading partners for European states; the Ottoman territories were a key site for European imperial competition in the 19th century. This optional module will cover two areas: 1) Ottoman rule in southern and eastern Europe, including religious minorities, conversion to Islam and nationalism; 2) relations between the Ottoman Empire and the European states, including trade, war, migration and imperialism. Students will engage in key historiographical problems including Ottoman decline, the rise of the West, and the emergence of nationalism. The module will give students interested in European history the opportunity to study this subject from a new angle, and it will allow students interested in Islamic history to pursue this subject in the early-modern and modern period.


By school responsible for module Library provision







Julian Jackson


TPB2011-059


Module Title The Ottoman Empire and Europe, 1453-1878 Module Code HST6500


Module Organiser James Baldwin


None None None


This course examines the political, economic and cultural relationships between the Ottoman Empire and Europe from the 15th to the 19th century. The course covers both the nature of Ottoman rule in eastern and southern Europe, and the relations between the Ottoman Empire and the European states. The Ottoman Empire was the longest-surviving Muslim state in history, and its history is a key chapter in the history of relations between Islam and the West. Students on this course will engage in some of the fundamental questions in modern history: the shift of economic and political power from Asia to Europe; the emergence of nationalism; and the changing role of religion.


Introduce students to the main themes in early modern and modern Ottoman history. Give students a thorough understanding of the nature of Ottoman rule in Europe and of the relations between the Ottoman Empire and the European states. Engage students in the key historiographical debates relevant to subject. Train students in critically analyzing and interpreting primary sources.

TPB2011-059


Academic Content:

A 1 Changing nature of Ottoman rule in the empire's European provinces.

A 2 Development of Ottoman-European relations and the changing balance of economic and military power.

A 3 Historiographical debates over the decline of the Ottoman Empire and the rise of the European imperial powers.


B 1 Engage critically with historical scholarship.

B 2 Critically analyze and interpret primary sources.

B 3 Historicize key concepts such as Europe, Islam and the nation.

Attributes:

C 1 Appreciate the global context of European history.

C 2 Undertake independent research using primary and secondary sources.

C 3 Communicate ideas clearly orally and in writing.

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Agoston, Gabor. Guns for the Sultan: Military Power and the Weapons Industry in the Ottoman Empire (Cambridge UP, 2008). Babinger, Franz. Mehmed the Conqueror and His Time (Princeton UP, 1992). Baer, Marc. Honored by the Glory of Islam: Conversion and Conquest in Ottoman Europe (Oxford UP, 2007). Boogert, Maurits van den. The Capitulations and the Ottoman Legal System: Qadis, Consuls and Beratlis in the Eighteenth Century (Brill, 2005). Casale, Giancarlo. The Ottoman Age of Exploration (Oxford UP, 2010). Fahmy, Khaled. All the Pasha's Men: Mehmed Ali, His Army and the Making of Modern Egypt (Cambridge UP, 1997). Gelvin, James. The Modern Middle East (Oxford UP, 2011). Goffman, Daniel. The Ottoman Empire and Early Modern Europe (Cambridge UP, 2002). Gradeva, Rossitsa. Rumeli under the Ottomans, 15th-18th centuries: Institutions and Communities (Isis Press, 2004).

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Greene, Molly. Catholic Pirates and Greek Merchants: A Maritime History of the Early Modern Mediterranean (Princeton UP, 2010). Kafescioglu, Cigdem. Constantinopolis/Istanbul: Cultural Encounter, Imperial Vision and the Construction of the Ottoman Capital (Pennsylvania State UP, 2009). Krstic, Tijana. Contested Conversions to Islam: Narratives of Religious Change in the Early Modern Ottoman Empire (Stanford UP, 2011). Kuran, Timur. The Long Divergence: How Islamic Law Held Back the Middle East (Princeton UP, 2010). Makdisi, Ussama. The Culture of Sectarianism: Community, History and Violence in 19th-century Ottoman Lebanon (California UP, 2000). Masters, Bruce. The Origins of Western Economic Dominance in the Middle East: Mercantilism and the Islamic Economy in Aleppo, 1600-1750 (New York UP, 1988). Philliou, Christine. Biography of an Empire: Governing Ottomans in an Age of Revolution (California UP, 2011). Quataert, Donald. The Ottoman Empire 1700-1922 (Cambridge UP, 2005). Rothman, Natalie. Brokering Empire: Trans-Imperial Subjects between Venice and Istanbul (Cornell UP, 2011). Shaw, Wendy. Possessors and Possessed: Museums, Archaeology and the Visualization of History in the Late Ottoman Empire (California UP, 2003). Valensi, Lucette. The Birth of a Despot: Venice and the Sublime Porte (Cornell UP, 2009).



11 x 2-hour seminars


128


150







Qualifying Mark for


TPB2011-059

Exam Examination 2 hours 50 Yes n/a

Essay Coursework 3,500 words 50 No n/a











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Programme Title: BA (Hons) History




Name of Final Award and Programme Title BA (Hons) History


Duration of Study / Period of Registration Three years

QM Programme Code / UCAS Code(s) V101

QAA Benchmark Group


Programme Accredited by




School of History


Programme OutlineThis broad programme degree is for students who want to experience an extensive range of historical subjects and have the maximum flexibility of choice. In the first year students will gain a broad understanding of the shape of the history of Britain and Europe from 1100AD to the present day. Students will then have the opportunity to explore the medieval, early modern and modern periods, perhaps covering subjects as diverse as Anglo-Saxon England and the Kennedy presidency. The modular system allows students great freedom to shape their own studies, either specialising or retaining a broad focus. Students will be able to choose from political, cultural, religious, social and economic themes drawn from the School's strength in British, European, Middle-Eastern and American history.

Aims of the ProgrammeThe programme V101 History as delivered by the School of History at Queen Mary, University of London aims: provide students with a thorough grounding in key aspects of at least two of three broad historical periods: Medieval, Early Modern and Modern/Contemporary;

TPB2011-059


introduce students to, and encourage them to employ, a range of methodological approaches; to expose students to political, cultural, religious, social and economic themes as appropriate drawn from the School's strengths in British, European, North American, and Islamic history; to encourage and support students to design their own coherent pathways of study drawing from units offered both within the School of History and by other Schools within the University; to equip students with the generic and transferable skills as defined in the History Benchmarks including self direction, independence of mind, ability to gather, organise and deploy evidence, data and information, structure, coherence, clarity and fluency of both oral and written expression, intellectual integrity.


Academic Content:

A 1 To demonstrate understanding of major political, cultural and social systems and different historical periods.

A 2 To develop an awareness of continuity and change over an extended time-span.

A 3 To show awareness of historiographic argument.


B 1 To demonstrate familiarity with bibliographic skills relevant to historical studies, including accurate citation of sources and consistent use of scholarly conventions.

B 2 To demonstrate research skills including the gathering together of relevant research materials.

B 3 To show evidence of effective communication skills, both orally and in written assignments, participate in group discussions.

B 4 To understand the significance of different historiographical approaches.

B 5 To demonstrate the ability to work independently and to manage time effectively.

Attributes:

C 1 To acquire a robust and detailed knowledge of at least one other historical period and its primary sources.

C 2 To appreciate the need to identify continuity and change and an ability to analyse elements of continuity and change.

C 3 To show awareness of the significance of historical research within the wider discipline and evaluated the significance of research.

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C 4 To develop a mature writing style and a clear and effective style of oral presentation.

C 5 To present written work clearly and effectively, drawing on information technology as appropriate.

C 6 To develop confidence in presenting arguments and ideas.

C 7 To have gained the confidence to evaluate ICT sources of information and been effective in using ICT for presentation purposes.

How Will You Learn?The programme is taught in accordance with the School's Teaching, Learning and Assessment Strategy. The broad aims of this strategy are: to foster a sense of community amongst students and staff in the pursuit of teaching and learning history; to promote the relationship between staff research, teaching and student learning; to provide a flexible curriculum, supported by the intercollegiate system of the University of London which maximizes students' choice; to expose students to a diverse set of approaches to the study of history and to a number of specialisms including interdisciplinary collaboration; to encourage students to take responsibility for their own learning and progress and to develop qualities of self-discipline and self-direction; to inspire intellectual independence in students; to employ a variety of assessment methods and emphasize progression; to prepare graduates for training and/or employment, or further academic study, through the acquisition of transferable skills; Teaching takes a number of forms: - Lectures - Seminars - Field Trips - Individual supervision of projects and dissertations - Individual feedback on written work including examinations Learning is supported by: - Coherently designed and effectively delivered modules - Detailed bibliographies, providing guided reading for each module - The provision of key materials, in libraries, in specified books or module packs - Appropriate assessment exercises with each module - Encouraging active participation by students in seminar discussions - Encouraging students to reflect on historical methods through dedicated modules - Review of individual student progress in conjunction with advisers

How Will You Be Assessed?Assessment is varied and takes a number of forms within the programme, closely related to the desired learning outcomes of each module within the programme. Forms of assessment include: - Essays (from 2,000 to 5,000 words as appropriate) - Unseen examinations - Dissertations (10,000 - 15,000 words) - Gobbet work - Project work - Translation and editing exercises

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- Book reviews - Literature reviews - Log books Copies of the full Teaching and Learning Strategy including specific practices relating to teaching, learning and assessment can be obtained from the School of History.


Year 1 Students select modules with a cumulative value of 120 credits from a range of thematic and skills based modules at level 4 (plus a non-assessed module 'History in Practice') with the guidance of their personal advisor in the School. Level 4: A. Skills and 'reflective' module: 15 credits HST4602 History in Practice (15 cr) B. Outline modules: 90 credits Students take the following indicative range of compulsory modules: HST4308 Unravelling Britain: 1800 to present (30 cr) HST4309 Europe in a Global Context: 1800 to the present (30 cr) and at least Two of: HST4310 Building the American Nation (15 cr) HST4107 Europe 1000-1500: The Middle Ages and their legacy (15 cr) HST4202 From Reformation to Revolution: Europe 1500-1800 (15 cr) C. Thematic options: 15 credits One of: HST4301 Critical Approaches to Film: Alfred Hitchcock (15 cr) HST4601 Foundations of Modern Thought: introduction to intellectual history (15 cr) HST4106 History of the Medieval Islamic World: 600 - 1500 (15 cr) HST4102 The Medieval World; Structures and Mentalities (15 cr) D. Alternatives In certain circumstances students may take up to 30 credits from another School in place of one 15 - credit B option and one 15 credit C option. In those circumstances, students must make sure that they are still taking at least one medieval/early modern module. In order to progress from year one to year two, students must take modules to the value of 120 credits and pass modules to the value of 90 credits. Year 2 Students take modules with a cumulative value of 120 credits, with a minimum of 90 credits at level 5 in History, with the guidance of their personal adviser in the School. Students are able to choose from a wide range of modules offered by the School, cognate Schools within the College and other History Departments within the University (Group 1 or Group 2 modules as defined by the University of London School of History). The flexibility of the system enables students to design their own

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coherent pathway of study in accordance with their developing intellectual interests. By the end of their second year, students will have been encouraged to have undertaken at least one historiographically reflective module such as History in Practice (level 4) or the Historiographical module [title to be confirmed] (level 5). Year 3 Students take modules to the value of 120 credits with a minimum of 90 credits at level 6 in History. 60 credits must come from a Special Subject (either offered by the School or by another college within the University) . The Special Subject requires extensive use of primary sources. Final year students are not permitted to take level 4 modules. All module choices are made with the guidance of the student's personal adviser in the School. NOTE: Changes to levels 5 and 6 involve modules that do not yet exist.



Module Selection

Status


Semester

History in Practice HST4602 15 4 Compulsory 1 Semester 1

Unravelling Britain: 1800 to present HST4308 30 4 Compulsory 1 Semester 1

Europe in a Global Context: 1800 to the present HST4309 30 4 Compulsory 4 Semester 1

Building the American Nation HST4310 15 4 Compulsory 4 Semester 2

Europe 1000 - 1500: The Middle Ages and their legacy HST4107 15 4 Compulsory 4 Semester 2

From Reformation to Revolution: Europe 1500 - 1800 HST4202 15 4 Compulsory 4 Semester 2

Critical Approaches to Film: Alfred Hitchcock HST4301 15 4 Elective 4 Semester 2

Foundations of Modern Thought HST4601 15 4 Elective 4 Semester 2

History of the Medieval Islamic World HST4106 15 4 Elective 4 Semester 2

The Medieval World: Structures and Mentalities HST4102 15 4 Elective 4 Semester 2

What Are the Entry Requirements?A/AS-levels Tariff/Grades Requirement: 360 for single honours degrees and LV21. Students should aim to get three As at A-level with an A in History. French and History (VR11) and History and German (RV21): 340 with an A in History and an B in a modern language.

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Excluded subjects: General Studies and Critical Thinking.


The Staff-Student Liaison Committee provides a formal means of communication and discussion between Schools and its students. The committee consists of student representatives from each year in the school/institute together with appropriate representation from staff within the school/institute. It is designed to respond to the needs of students, as well as act as a forum for discussing programme and module developments. Staff-Student Liaison Committees meet regularly throughout the year. The school operates a Learning and Teaching Committee, or equivalent, which advises the School/Institute Director of Taught Programmes on all matters relating to the delivery of taught programmes at school level including monitoring the application of relevant QM policies and reviewing all proposals for module and programme approval and amendment before submission to Taught Programmes Board. Student views are incorporated in this Committee’s work in a number of ways, such as through student membership, or consideration of student surveys. The School operates an Annual Programme Review of their taught undergraduate and postgraduate provision. The process is normally organised at a School-level basis with the Head of School, or equivalent, responsible for the completion of the school's Annual Programme Reviews. Schools/institutes are required to produce a separate Annual Programme Review for undergraduate programmes and for postgraduate taught programmes using the relevant Undergraduate or Postgraduate Annual Programme Review pro-forma. Students’ views are considered in this process through analysis of the NSS and module evaluations.

Academic Support

All students beginning to study on the programme participate in a series of Welcome Week activities, which involve introductions to the programme and specific inductions in the use of the online learning environment. These events also include opportunities for social interaction, and scheduled small group and individual meetings with personal advisers. Each student's academic progress and personal welfare is monitored by an adviser in each School with whom regular meetings are scheduled. Advisers are the designated members of staff with whom students can raise issues and problems and from whom they can seek advice and guidance. All teaching staff hold regular office hours in which students are actively encouraged to discuss their work and their progress. There is a dedicated Student Experience Manager in the School who works with academic staff to assist students in need of support. Both the Student Experience Manager and all advisers are able to refer students, where appropriate to the relevant professional service departments in the College, including Disability and Dyslexia, Welfare, and Counselling. A dedicated post of E-Learning Manager supports students in their use of online learning environments used on all modules. The School of History collaborates with the College's Thinking Writing team and Language Learning unit to support students in the development of their writing skills. Additional support is regularly provided by professional writers working in the College as Royal Literary Fund Fellows.


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Specific Support for Disabled Students Queen Mary has a central Disability and Dyslexia Service (DDS) that offers support for all students with disabilities, specific learning difficulties and mental health issues. The DDS supports all Queen Mary students: full-time, part-time, undergraduate, postgraduate, UK and international at all campuses and all sites. Students can access advice, guidance and support in the following areas: • Finding out if you have a specific learning difficulty like dyslexia • Applying for funding through the Disabled Students' Allowance (DSA) • Arranging DSA assessments of need • Special arrangements in examinations • Accessing loaned equipment (e.g. digital recorders) • Specialist one-to-one "study skills" tuition • Ensuring access to course materials in alternative formats (e.g. Braille) • Providing educational support workers (e.g. note-takers, readers, library assistants) • Mentoring support for students with mental health issues and conditions on the autistic spectrum.

Links With Employers, Placement Opportunities and Transferable Skills History has a reputation as a serious and respected discipline, which develops an understanding of the modern world and valuable research, analytical and communication skills, making history graduates very attractive to employers. Queen Mary History graduates often find employment in areas such as business, education, finance, government and the media. Others continue their studies at postgraduate level, or pursue more directly related careers as academic historians, librarians, archivists or history teachers. Graduates have found work for organisations as diverse as BP, BBC, Mansion House Consulting and Investec. Graduates of the programme can expect to have developed: communication skills, as students are challenged to express themselves in both speech and writing; presentation skills, as students are asked to introduce seminars, make points clearly and effectively, maintain discussion, and field questions; reading skills, using a range of approaches to tackle different kinds of texts; analytical abilities, as students respond to a assess their underlying agendas and meanings; writing abilities, through preparing a range of assignments (including reports, learning journals, and research essays); research skills, locating, sifting and interpreting a range of sources (from printed books to electronic journals); time management skills and the ability to work under pressure, as students organise and fulfill extensive reading commitments and written assessments; team-working skills, as students participate with peers in seminars and group research presentations; communication skills, as students are challenged to express themselves both in speech and writing; presentations skills, as students are asked to introduce seminars, make points clearly and effectively, maintain discussion, and field questions; Every year the School sees a number of students progress to take higher degrees, both at Queen Mary and elsewhere.


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Person completing Programme Specification Emma Yates (History)

Person responsible for management of programme Jon Smele

Date Programme Specification produced/amended by School Learning and Teaching Committee 23 June 2011


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Programme Title: BA (Hons) Medieval History




Name of Final Award and Programme Title BA (Hons) Medieval History




QAA Benchmark Group






School of History


Programme OutlineThe history of the Middle Ages is not only a history of kings and battles, but also of religion and culture, of daily life activities such as cooking and timekeeping, as well of creatures of the medieval imagination. This unique programme examines the history and culture of Britain, Europe and Islam during the Middle Ages, although students will also have the opportunity to study some modules focusing on the early modern and modern eras. It offers a broad perspective on the medieval world of Europe and the Middle East, with students perhaps focussing on medieval religious cultures, the place of women and minorities in medieval society or the history of the Crusades. The first year will introduce students to the diversity of the Middle Ages and to the wide variety of sources used by historians. They will then have great freedom to shape their own studies from a wide range of medieval and early modern options.

Aims of the ProgrammeThe programme V130 Medieval History as delivered by the School of History at Queen Mary, University of London aims: to provide students with the opportunity to investigate, in a focused and methodological way, a society profoundly different from our own, but in which the foundations of modernity can be discerned;

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to enable students to explore the 'middle ages' for their chronological and geographical boundaries, their common features and their diversities; the programme is chronologically broad and thematically varied; to introduce students to, and encourage them to employ, a range of methodological approaches; to expose students to political, cultural, religious, social and economic themes in Medieval History; to encourage and support students to design their own coherent pathways of study drawing from units offered both within the School of History and by other Schools within the University; to equip students with the generic and transferable skills as defined in the History Benchmarks including self direction; independence of mind; ability to gather, organise and deploy evidence, data and information; structure, coherence, clarity and fluency of both oral and written expression; intellectual integrity.

What Will You Be Expected to Achieve?Students who successfully complete the programme will be able...

Academic Content:

A 1 To demonstrate understanding of major political, cultural, religious, social and economic systems of the medieval period.

A 2 To develop an awareness of continuity and change over an extended time-span.


A 4 To demonstrate understanding of the legacy of the medieval period.







Attributes:

C 1 To acquire a robust and detailed knowledge of the medieval historical period and its primary sources.


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How Will You Be Assessed?Assessment is varied and takes a number of forms within the programme, closely related to the desired learning outcomes of each module within the programme. Forms of assessment include: - Essays (from 2,000 to 5,000 words as appropriate) - Unseen examinations - Dissertations (10,000 words) - Gobbet work

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- Project work - Translation and editing exercises - Book reviews - Literature reviews - Log books Copies of the full Teaching and Learning Strategy including specific practices relating to teaching, learning and assessment can be obtained from the School of History.


Year 1 Students select modules with a cumulative value of 120 credits from a range of thematic and skills based modules at level 4 (plus a non-assessed module 'History in Practice') with the guidance of their personal advisor in the School. Level 4: A. Skills and 'reflective' module: 15 credits HST4602 History in Practice (15 cr) B. Compulsory modules: 60 credits Students take the following range of compulsory modules: HST4102 The Medieval World; Structures and Mentalities (15 cr) HST4106 History of the Medieval Islamic World: 600 - 1500 (15 cr) HST4107 Europe 1000-1500: The Middle Ages and their legacy (15 cr) HST4202 From Reformation to Revolution: Europe 1500-1800 (15 cr) C. Elective options: 45 credits One to three of: HST4301 Critical Approaches to Film: Alfred Hitchcock (15 cr) HST4308 Unravelling Britain: 1800 to present (30 cr) HST4309 Europe in a Global Context: 1800 to the present (30 cr) HST4310 Building the American Nation (15 cr) HST4601 Foundations of Modern Thought: introduction to intellectual history (15 cr) D. Alternatives In certain circumstances students may take up to 30 credits from another School in place of up to one 30 - credit or two 15 - credit C options. In order to progress from year one to year two, students must take modules to the value of 120 credits and pass modules to the value of 90 credits. Year 2 Students take modules with a cumulative value of 120 credits, with a minimum of 90 credits at level 5 in History, with the guidance of their personal adviser in the School. Students can take up to a maximum of 30 credits at level 4 or level 6. Students are able to choose from a wide range of modules offered by the School, cognate Schools within the College and other History Departments within the University (Group 1 or Group 2 modules as defined by the University of London School of History). The flexibility of the system enables students to design their own coherent pathway of study in accordance with their developing intellectual interests. During their second year, students will have undertaken the compulsory level 5 Historiographical module [title to be confirmed] and either HST5605 Latin for Medievalists I and HST5106 Latin for Medievalists II or HST5603 Arabic for Historians I and HST5604 Arabic for Historians II.

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Year 3 Students take modules to the value of 120 credits with a minimum of 90 credits at level 6 in History. 60 credits must come from a Special Subject (either offered by the School or by another college within the University) . The Special Subject requires extensive use of primary sources. Final year students may take up to 30 credits at level 5 but are not permitted to take level 4 modules. All module choices are made with the guidance of the student's personal adviser in the School. NOTE: Changes to levels 5 and 6 involve modules that do not yet exist.



Module Selection

Status


Semester


Unravelling Britain: 1800 to present HST4308 30 4 Elective 1 Semesters 1 & 2

Europe in a Global Context: 1800 to the present HST4309 30 4 Elective 4 Semesters 1 & 2

Building the American Nation HST4310 15 4 Elective 4 Semester 1

Europe 1000 - 1500: The Middle Ages and their legacy HST4107 15 4 Compulsory 4 Semester 1

From Reformation to Revolution: Europe 1500 - 1800 HST4202 15 4 Compulsory 4 Semester 2



History of the Medieval Islamic World HST4106 15 4 Compulsory 4 Semester 1

The Medieval World: Structures and Mentalities HST4102 15 4 Compulsory 4 Semester 2

What Are the Entry Requirements?A/AS-levels Tariff/Grades Requirement: 360 for single honours degrees. Students should aim to get three As at A-level with an A in History. Excluded subjects: General Studies and Critical Thinking.

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Academic Support



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Links With Employers, Placement Opportunities and Transferable Skills History has a reputation as a serious and respected discipline, which develops an understanding of the modern world and valuable research, analytical and communication skills, making history graduates very attractive to employers. Queen Mary History graduates often find employment in areas such as business, education, finance, government and the media. Others continue their studies at postgraduate level, or pursue more directly related careers as academic historians, librarians, archivists or history teachers. Graduates have found work for organisations as diverse as BP, BBC, Mansion House Consulting and Investec. Graduates of the programme can expect to have developed: communication skills, as students are challenged to express themselves in both speech and writing; presentation skills, as students are asked to introduce seminars, make points clearly and effectively, maintain discussion, and field questions; reading skills, using a range of approaches to tackle different kinds of texts; analytical abilities, as students respond to a assess their underlying agendas and meanings; writing abilities, through preparing a range of assignments (including reports, learning journals, and research essays); research skills, locating, sifting and interpreting a range of sources (from printed books to electronic journals); time management skills and the ability to work under pressure, as students organise and fulfill extensive reading commitments and written assessments; team-working skills, as students participate with peers in seminars and group research presentations; communication skills, as students are challenged to express themselves both in speech and writing; presentations skills, as students are asked to introduce seminars, make points clearly and effectively, maintain discussion, and field questions; Every year the School sees a number of students progress to take higher degrees, both at Queen Mary and elsewhere.


Person completing Programme Specification Matt Latham

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Person responsible for management of programme Dr Peter Denley

Date Programme Specification produced/amended by School Learning and Teaching Committee 9th June 2011


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Programme Title: BA (Hons) Modern and Contemporary History




Name of Final Award and Programme Title BA (Hons) Modern and Contemporary History




QAA Benchmark Group






School of History


Programme OutlineThis degree programme is for students with a strong interest in the making of the world we live in today, although they will have the option to take some modules from earlier periods. In the first year students study introductory modules on Britain, Europe and America. They then select modules covering a broad spectrum of historical fields, from the history of foreign relations to the history of ideas. Teaching methods will reflect the richness and diversity of historical sources for the modern era, learning through lectures, film screenings, field trips and seminars.

Aims of the ProgrammeThe programme V140 Modern and Contemporary History as delivered by the School of History at Queen Mary, University of London aims: to provide students with a thorough grounding in key aspects of modern and contemporary history;

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to equip students to understand the unique problems of dealing with the challenges of recent and contemporary history; to introduce students to, and encourage them to employ, a range of methodological approaches; to expose students to political, cultural, religious, social and economic themes as appropriate drawn primarily from the School's strengths in British, European and North American history; to provide the opportunity for students to develop specialism in areas such as film history, cultural history, modern American history and contemporary British political history; to encourage and support students to design their own coherent pathway of study drawing from units offered both within the School of History, by other Schools within the University and by other Schools of History within the University of London; to equip students with the generic and transferable skills as defined in the History Benchmarks including self direction; independence of mind; ability to gather, organise and deploy evidence, data and information; structure, coherence, clarity and fluency of both oral and written expression; intellectual integrity.

What Will You Be Expected to Achieve?Students who successfully complete the programme will be able...

Academic Content:

A 1 To demonstrate understanding of major political, cultural, religious, social and economic systems in modern and contemporary history.

A 2 To develop an awareness of continuity and change from the nineteenth century to the present day.








Attributes:

C 1 To acquire a robust and detailed knowledge of the modern and contemporary historical period and its primary sources.

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How Will You Be Assessed?Assessment is varied and takes a number of forms within the programme, closely related to the desired learning outcomes of each module within the programme. Forms of assessment include: - Essays (from 2,000 to 5,000 words as appropriate)

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- Unseen examinations - Dissertations (10,000 - 15,000 words) - Gobbet work - Project work - Translation and editing exercises - Book reviews - Literature reviews - Log books Copies of the full Teaching and Learning Strategy including specific practices relating to teaching, learning and assessment can be obtained from the School of History.


Year 1 Students select modules with a cumulative value of 120 credits from a range of thematic and skills based modules at level 4 (plus a non-assessed module 'History in Practice') with the guidance of their personal advisor in the School. Level 4: A. Skills and 'reflective' module: 15 credits HST4602 History in Practice (15 cr) B. Outline modules: 90 credits Students take the following indicative range of compulsory modules: HST4308 Unravelling Britain: 1800 to present (30 cr) HST4309 Europe in a Global Context: 1800 to the present (30 cr) and at least Two of: HST4310 Building the American Nation (15 cr) HST4107 Europe 1000-1500: The Middle Ages and their legacy (15 cr) HST4202 From Reformation to Revolution: Europe 1500-1800 (15 cr) C. Thematic options: 15 credits One of: HHST4106 History of the Medieval Islamic World: 600 - 1500 (15 cr) HST4102 The Medieval World; Structures and Mentalities (15 cr) HST4301 Critical Approaches to Film: Alfred Hitchcock (15 cr) HST4601 Foundations of Modern Thought: introduction to intellectual history (15 cr) D. Alternatives In certain circumstances students may take up to 30 credits from another School in place of one 15 - credit B option and one 15 credit C option. In order to progress from year one to year two, students must take modules to the value of 120 credits and pass modules to the value of 90 credits. Year 2

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Students take modules with a cumulative value of 120 credits, with a minimum of 90 credits at level 5 in History, with the guidance of their personal adviser in the School. Students can take up to a maximum of 30 credits at level 4 or level 6. Students are able to choose from a wide range of modules offered by the School, cognate Schools within the College and other History Departments within the University (Group 1 or Group 2 modules as defined by the University of London School of History). The flexibility of the system enables students to design their own coherent pathway of study in accordance with their developing intellectual interests. During their second year, students will have also undertaken the compulsory level 5 Historiographical module [title to be confirmed]. Year 3 Students take modules to the value of 120 credits with a minimum of 90 credits at level 6 in History. 60 credits must come from a Special Subject (either offered by the School or by another college within the University) . The Special Subject requires extensive use of primary sources. Final year students may take up to 30 credits at level 5 but are not permitted to take level 4 modules. All module choices are made with the guidance of the student's personal adviser in the School. NOTE: Changes to levels 5 and 6 involve modules that do not yet exist.



Module Selection

Status


Semester


Unravelling Britain: 1800 to present HST4308 30 4 Compulsory 1 Semesters 1 & 2

Europe in a Global Context: 1800 to the present HST4309 30 4 Compulsory 4 Semesters 1 & 2

Building the American Nation HST4310 15 4 Elective 4 Semester 1

Europe 1000 - 1500: The Middle Ages and their legacy HST4107 15 4 Elective 4 Semester 1

From Reformation to Revolution: Europe 1500 - 1800 HST4202 15 4 Elective 4 Semester 2



History of the Medieval Islamic World HST4106 15 4 Elective 4 Semester 1

The Medieval World: Structures and Mentalities HST4102 15 4 Elective 4 Semester 2

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What Are the Entry Requirements?A/AS-levels Tariff/Grades Requirement: 360 for single honours degrees. Students should aim to get three As at A-level with an A in History. Excluded subjects: General Studies and Critical Thinking.



Academic Support


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Links With Employers, Placement Opportunities and Transferable Skills History has a reputation as a serious and respected discipline, which develops an understanding of the modern world and valuable research, analytical and communication skills, making history graduates very attractive to employers. Modern historians’ skills make them attractive to employers in a wide range of fields, including management in commerce or industry, the civil service and local government, law, accounting, banking, publishing, journalism and research for TV or political organisations. Queen Mary History graduates often find employment in areas such as business, education, finance, government and the media. Others continue their studies at postgraduate level, or pursue more directly related careers as academic historians, librarians, archivists or history teachers. Graduates have found work for organisations as diverse as BP, BBC, Mansion House Consulting and Investec. Graduates of the programme can expect to have developed: communication skills, as students are challenged to express themselves in both speech and writing; presentation skills, as students are asked to introduce seminars, make points clearly and effectively, maintain discussion, and field questions; reading skills, using a range of approaches to tackle different kinds of texts; analytical abilities, as students respond to a assess their underlying agendas and meanings; writing abilities, through preparing a range of assignments (including reports, learning journals, and research essays); research skills, locating, sifting and interpreting a range of sources (from printed books to electronic journals); time management skills and the ability to work under pressure, as students organise and fulfill extensive reading commitments and written assessments; team-working skills, as students participate with peers in seminars and group research presentations; communication skills, as students are challenged to express themselves both in speech and writing;

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presentations skills, as students are asked to introduce seminars, make points clearly and effectively, maintain discussion, and field questions; Every year the School sees a number of students progress to take higher degrees, both at Queen Mary and elsewhere.


Person completing Programme Specification Matt Latham

Person responsible for management of programme Dr Dan Todman

Date Programme Specification produced/amended by School Learning and Teaching Committee 9th June 2011


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Programme Title: History and Comparative Literature




Name of Final Award and Programme Title BA (Hons) History and Comparative Literature



QM Programme Code / UCAS Code(s) VQ12

QAA Benchmark Group






School of History


Programme OutlineYou will divide your time equally between the two subjects. Comparative Literature makes connections between literary texts of different times, places and traditions and between literature and film, music, the visual arts and popular culture, while History complements the study of literature enabling you to gain an understanding of the intellectual, political and social context in which literature is conceived. The History programme covers all the main themes in medieval, modern and contemporary history, ranging from British to European and American topics. Advanced module options in the second and final years permit you to concentrate on the areas of literature and history that interest you most.

Aims of the Programme• To provide a coherent, innovative and intellectually challenging programme that promotes the study of history, literature and culture. • To develop advanced skills of literary and cultural analysis, with attention to genre, period, form and style. • To introduce students to, and encourage them to employ, a range of methodological approaches. • To enable students to develop independent critical thinking and judgment and to undertake both practical group projects and

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independent research tasks. • To develop a range of skills necessary to the effective communication of ideas and argument • To expose students to political, cultural, religious, social and economic themes as appropriate drawn from the School's strength's in British, European and North American History; • To equip students with the generic and transferable skills as defined in the School of History Benchmarks including self-direction, independence of mind, the ability to gather, organise and deploy evidence, data and information, structure, coherence, clarity and fluency of both oral and written expression, intellectual integrity.


Academic Content:

A 1 Will provide students with an understanding of major political, cultural and social systems in Britain, Europe and North America.

A 2 Will provide students with an awareness of continuity and change over an extended time-span.

A 3 Ability to analyse a literary or cultural text with sophistication

A 4 Will provide students with ability to identify the literary, historical and cultural contexts that inform the production and reception of an individual literary or cultural product

A 5 Will provide students with a robust and detailed knowledge of at least one historical period and its primary sources.

A 6 Will demonstrate the need to identify continuity and change and provide students with an ability to analyse elements of continuity and change.

A 7 Will provide awareness of historiographic argument.

A 8 Will provide an understanding of the significance of different historiographical approaches.


B 1Demonstrate familiarity with relevant bibliographic skills and, including accurate citation of sources and consistent use of scholarly conventions. In addition to be able to follow such conventions consistently and accurately in all written work.

B 2 Demonstrate research skills, including the gathering of relevant research materials. In addition, be able to demonstrate an awareness of this research within the wider discipline and evaluate the significance of research.

B 3 Communicate effectively, both orally and in written assignments and have developed a mature writing style and clear and effective style of oral presentation.

B 4 Present ideas and arguments confidently.

B 5 Demonstrate the ability to work independently and to manage time effectively and carry projects through to a successful conclusion.

B 6 Present written work clearly and effectively, drawing on information technology as appropriate and be confident in evaluating IT sources of information and be effective in using IT for presentation purposes.

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B 7 make theoretically informed connections between texts of different periods, literatures, and cultures

B 8 demonstrate knowledge of the place of literature in relation to the other arts and to popular culture

Attributes:







C 7 To have gained the confidence to evaluate IT sources of information and been effective in using IT for presentation purposes.

How Will You Learn?The programme is taught in accordance with the Schools' Teaching, Learning and Assessment Strategies. The broad aims of this strategy are: to foster a sense of community amongst students and staff in the pursuit of teaching and learning history and film studies; to promote the relationship between staff research, teaching and student learning; to provide a flexible curriculum, supported by the intercollegiate system of the University of London which maximizes students' choice; to expose students to a diverse set of approaches to the study of history and of film and to a number of specialisms including interdisciplinary collaboration; to encourage students to take responsibility for their own learning and progress and to develop qualities of self-discipline and self-direction; to inspire intellectual independence in students; to employ a variety of assessment methods and emphasize progression; to prepare graduates for training and/or employment, or further academic study, through the acquisition of transferable skills; Teaching takes a number of forms: - Lectures - Seminars - Field Trips - Individual supervision of projects and dissertations - Individual feedback on written work including examinations Learning is supported by: - Coherently designed and effectively delivered modules - Detailed bibliographies, providing guided reading for each module - The provision of key materials, in libraries, in specified books or module packs - The provision of key visual material

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- Appropriate assessment exercises with each module - Encouraging active participation by students in seminar discussions - Encouraging students to reflect on historical methods through dedicated modules - Review of individual student progress in conjunction with advisers

How Will You Be Assessed?Assessment is varied and takes a number of forms within the programme, closely related to the desired learning outcomes of each module within the programme. Forms of assessment include: - Essays (from 2,000 to 5,000 words as appropriate) - Unseen examinations - Dissertations (10,000 - 15,000 words) - Commentaries - Gobbet work - Project work - Book reviews - Literature reviews


Requirements Students must take a minimum of 135 credits in Comparative Literature modules and 180 credits in History modules over the period of their studies. Structure Year 1 – Level 4 Students select modules with a cumulative value of 120 credits from a range of thematic and skills based modules at level 4 consisting of the following: 15 Credits compulsory module Introduction to Literature: Texts and Contexts 15 Credits compulsory module Introduction to Comparison 15 Credits compulsory module The Scene of Teaching 15 Credits compulsory skills and ‘reflective’ module HST4602 History in Practice 30 credits compulsory module EITHER HST4308 Unravelling Britain: 1800 to present OR HST4309 Europe in a Global Context: 1800 to the present 15 Credits optional module to be chosen from COM-/ SML- coded level 4 modules with the guidance of the students’ SLLF Adviser 15 Credits optional module to be chosen from HST- coded level 4 modules with the guidance of the students’ History Adviser Progression Requirements to Year 2 To successfully progress from Year 1 to Year 2 students must pass a minimum of 90 credits. Year 2 – Level 5 15 Credits compulsory module The Scene of Reading 15 Credits compulsory Historiographical module (title to be confirmed) Minimum 15 Credits/ Maximum 75 credits optional modules at level 5 to be chosen from COM-/ SML-coded modules Minimum 0 Credits/ Maximum 30 credits optional modules to be chosen from the list provided by the department of Comparative Literature at level 5 subject to space available. Minimum 45 / Maximum 75 Credits optional modules to be chosen from HST-coded modules at level 5. Students are able to choose from a wide range of modules offered by the School, and other History Departments within the University (Group 1 or Group 2 modules as defined by the University of London School of History). Mimimum 0 / Maximum 30 Credits optional modules to be chosen from all modules offered in the School of Languages, Linguistics and Film and the Faculty of Humanities and Social Sciences subject to space available on modules, and with the

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guidance of the students’ adviser. The modules may be at level 4, 5 or 6. Progression Requirements to Final Year To successfully progress to the Final Year students must pass a minimum of 180 credits from their first and second years. Final Year – Level 6 EITHER 60 Credits History Research Dissertation OR 60 Credits History Special Subject (either offered by the School of History or by another college within the University). The Special Subject requires extensive use of primary sources. All module choices are made with the guidance of the student's personal adviser in the School. 15 Credits compulsory module The Scene of Writing Minimum 30 Credits / Maximum 45 Credits optional modules to be chosen from COM / SML-coded modules at level 6. Minimum 0 Credits / Maximum 30 Credits optional module to be chosen from the list provided by the department of Comparative Literature at level 6. Minimum 0 credits / maximum 15 credits optional module to be chosen all modules offered in the School of Languages, Linguistics and Film and the Faculty of Humanities and Social Sciences subject to space available on modules with the guidance of the students’ adviser. These modules may be at level 5 or 6. Students may not take modules at level 4 in final year. Requirements for Award Students must pass a minimum of 270 credits. Requirements for Award Students must pass a minimum of 270 credits including the core modules.



Module Selection

Status


Semester

4 Core

What Are the Entry Requirements?A-levels Tariff/Grades Requirement: 340 points from three A-levels with an A in History and an A in another relevant subject. No lower than B in any A-level. Excluded subjects: General Studies and Critical Thinking. Additional information Applicants whose first language is not English must obtain a grade B in GCSE English Language or equivalent, or will be required to take IELTS and achieve grade 7 overall with grade 7 in writing. Equivalent overseas qualifications are welcomed.


The Staff-Student Liaison Committee provides a formal means of communication and discussion between Schools and its students. The committee consists of student representatives from each year in the school/institute together with appropriate representation from staff within the school/institute. It is designed to respond to the needs of students, as well as act as a forum for discussing programme and module developments. Staff-Student Liaison Committees meet regularly throughout the year.

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The school operates a Learning and Teaching Committee, or equivalent, which advises the School/Institute Director of Taught Programmes on all matters relating to the delivery of taught programmes at school level including monitoring the application of relevant QM policies and reviewing all proposals for module and programme approval and amendment before submission to Taught Programmes Board. Student views are incorporated in this Committee’s work in a number of ways, such as through student membership, or consideration of student surveys. The School operates an Annual Programme Review of their taught undergraduate and postgraduate provision. The process is normally organised at a School-level basis with the Head of School, or equivalent, responsible for the completion of the school's Annual Programme Reviews. Schools/institutes are required to produce a separate Annual Programme Review for undergraduate programmes and for postgraduate taught programmes using the relevant Undergraduate or Postgraduate Annual Programme Review pro-forma. Students’ views are considered in this process through analysis of the NSS and module evaluations.

Academic Support

All students beginning to study on the programme participate in a series of Welcome Week activities, which involve introductions to the programme and specific inductions in the use of the online learning environment. These events also include opportunities for social interaction, and scheduled small group and individual meetings with personal advisers. Each student's academic progress and personal welfare is monitored by an adviser in each School with whom regular meetings are scheduled. Advisers are the designated members of staff with whom students can raise issues and problems and from whom they can seek advice and guidance. All teaching staff hold regular office hours in which students are actively encouraged to discuss their work and their progress. There is a dedicated Student Experience Manager in the School of History who works with academic staff to assist students in need of support. Both the Student Experience Manager and all advisers are able to refer students, where appropriate to the relevant professional service departments in the College, including Disability and Dyslexia, Welfare, and Counselling. A dedicated post of E-Learning Manager supports students in their use of online learning environments used on all modules. The School of History and the School of Language, Linguistics and Film collaborate with the College's Thinking Writing team and Language learning unit to support students in the development of their writing skills. The School of Languages, Linguistics and Film runs a Writing Support Centre which offers weekly workshops to any students who would like to develop their academic writing further. Additional support is regularly provided by professional writers working in the College as Royal Literary Fund Fellows.


Specific Support for Disabled Students Queen Mary has a central Disability and Dyslexia Service (DDS) that offers support for all students with disabilities, specific learning difficulties and mental health issues. The DDS supports all Queen Mary students: full-time, part-time, undergraduate, postgraduate, UK and international at all campuses and all sites. Students can access advice, guidance and support in the following areas: • Finding out if you have a specific learning difficulty like dyslexia

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• Applying for funding through the Disabled Students' Allowance (DSA) • Arranging DSA assessments of need • Special arrangements in examinations • Accessing loaned equipment (e.g. digital recorders) • Specialist one-to-one "study skills" tuition • Ensuring access to course materials in alternative formats (e.g. Braille) • Providing educational support workers (e.g. note-takers, readers, library assistants) • Mentoring support for students with mental health issues and conditions on the autistic spectrum.

Links With Employers, Placement Opportunities and Transferable Skills History has a reputation as a serious and respected discipline, which develops an understanding of the modern world and valuable research, analytical and communication skills, making history graduates very attractive to employers. Queen Mary History graduates often find employment in areas such as business, education, finance, government and the media. Others continue their studies at postgraduate level, or pursue more directly related careers as academic historians, librarians, archivists or history teachers. Graduates have found work for organisations as diverse as BP, BBC, Mansion House Consulting and Investec. Comparative Literature graduates are likely to be attracted to fields like the media and PR, where a broad interest in culture will provide an invaluable background. Writing skills are useful in journalism, advertising, marketing and a range of other high-profile professions. You could also go into professions such as law (by taking the one year conversion course) or teaching, education, publishing and broadcast media. The skills that students on these programmes acquire are highly transferable to the professional market place. Graduates of the programme can expect to have developed: communication skills, as students are challenged to express themselves in both speech and writing; presentation skills, as students are asked to introduce seminars, make points clearly and effectively, maintain discussion, and field questions; reading skills, using a range of approaches to tackle different kinds of texts; analytical abilities, as students respond to a assess their underlying agendas and meanings; writing abilities, through preparing a range of assignments (including reports, learning journals, and research essays); research skills, locating, sifting and interpreting a range of sources (from printed books to electronic journals); time management skills and the ability to work under pressure, as students organise and fulfill extensive reading commitments and written assessments; team-working skills, as students participate with peers in seminars and group research presentations; communication skills, as students are challenged to express themselves both in speech and writing; presentations skills, as students are asked to introduce seminars, make points clearly and effectively, maintain discussion, and field questions; Every year the School sees a number of students progress to take higher degrees, both at Queen Mary and elsewhere.


Person completing Programme Specification Jill Evans, SLLF

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Person responsible for management of programme R Goerner

Date Programme Specification produced/amended by School Learning and Teaching Committee 4 May 2012


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Programme Title: BA (Hons) History and Politics




Name of Final Award and Programme Title BA (Hons) History and Politics



QM Programme Code / UCAS Code(s) LV21

QAA Benchmark Group






School of Politics


Programme OutlineThis degree is jointly taught by the Schools of History and Politics, and reflects the close links between the two schools and their subject areas. It provides an opportunity to understand the modern world by studying the evolution of political ideas and institutions alongside the historical development of the major powers.

Aims of the ProgrammeThe programme LV21 History and Politics as delivered by the School of History and School of Politics at Queen Mary, University of London aims: - to provide students with a thorough grounding of the key aspects of history, particularly modern and contemporary history; - to provide students with an understanding of modern political systems and of key issues in international relations;

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- to introduce students to, and encourage them to employ a range of methodological approaches in both History and Politics, ensuring that they acquire knowledge and understanding in appropriate areas of theory and analysis; - to develop a capacity to think critically about events, ideas and institutions; - to expose students to political, cultural, social and economic themes as appropriate drawn from the School's strengths in British, European, North American and Islamic history; - to provide the opportunity for students to specialise in areas of history and of politics; - to encourage and support students to design their own coherent pathway of study drawing from units offered both within both Schools and and by other Schools of History and Politics within the University , allowing students to pursue multi-disciplinary interests. - to equip students with the generic and transferable skills as defined in the School of History Benchmarks including self-direction, independence of mind, the ability to gather, organise and deploy evidence, data and information, structure, coherence, clarity and fluency of both oral and written expression, intellectual integrity.


Academic Content:

A 1 Will provide students with an understanding of major political, cultural and social systems in modern history.


A 3 Will provide students with a grasp of the nature of politics and the operation of different political systems.

A 4 Will provide students with an understanding of key concepts and methods employed in the study of politics.



A 7 Will provide students with an understanding of the vocabulary of political debate.



A 10 Will provide students with an understanding of the significance of material gathered within wider disciplines and an ability to evaluate the significance of the material.

A 11 Will provide students with an understanding of the vocabulary of political debate.



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B 6 Present written work clearly and effectively, drawing on information technology as appropriate and be confident in evaluating ICT sources of information and be effective in using ICT for presentation purposes.

B 7 Engage critically with politics and political phenomena.

Attributes:

C 1 Will have acquired a robust and detailed knowledge of at least one other historical period and its primary sources.

C 2 Able to appreciate the need to identify continuity and change and an ability to analyse elements of continuity and change.

C 3 Will have an awareness of the significance of historical research within the wider discipline and evaluated the significance of research.

C 4 Will have developed a mature writing style and a clear and effective style of oral presentation.

C 5 Will be able to present written work clearly and effectively, drawing on information technology as appropriate.

C 6 Will have developed confidence in presenting arguments and ideas.

C 7 Will have gained the confidence to evaluate ICT sources of information and been effective in using ICT for presentation purposes.

How Will You Learn?The programme is taught in accordance with the School's Teaching, Learning and Assessment Strategy. The broad aims of this strategy are: to foster a sense of community amongst students and staff in the pursuit of teaching and learning history and politics; to promote the relationship between staff research, teaching and student learning; to provide a flexible curriculum, supported by the intercollegiate system of the University of London which maximizes students' choice; to expose students to a diverse set of approaches to the study of history and of politics and to a number of specialisms including interdisciplinary collaboration; to encourage students to take responsibility for their own learning and progress and to develop qualities of self-discipline and self-direction; to inspire intellectual independence in students; to employ a variety of assessment methods and emphasize progression; to prepare graduates for training and/or employment, or further academic study, through the acquisition of transferable skills; Teaching takes a number of forms: - Lectures - Seminars - Field Trips

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- Individual supervision of projects and dissertations - Individual feedback on written work including examinations Learning is supported by: - Coherently designed and effectively delivered modules - Detailed bibliographies, providing guided reading for each module - The provision of key materials, in libraries, in specified books or module packs - The provision of key visual material - Appropriate assessment exercises with each module - Encouraging active participation by students in seminar discussions - Encouraging students to reflect on historical methods through dedicated modules - Review of individual student progress in conjunction with advisers

How Will You Be Assessed?Assessment is varied and takes a number of forms within the programme, closely related to the desired learning outcomes of each module within the programme. Forms of assessment include: - Essays (from 2,000 to 5,000 words as appropriate) - Unseen examinations - Dissertations (10,000 - 15,000 words) - Gobbet work - Project work - Translation and editing exercises - Book reviews - Literature reviews Copies of the full Teaching and Learning Strategy including specific practices relating to teaching, learning and assessment can be obtained from the School of History.


Year 1 Students select modules with a cumulative value of 120 credits from a range of thematic and skills based modules at level 4 with 60 credits coming from each School. Within the School of History students must choose in the following way: Level 4: A. Compulsory skills and 'reflective' module: 15 credits HST4602 History in Practice (15 cr) B. Outline modules: Either one of the following 30 credit modules from the following indicative range: HST4308 Unravelling Britain: 1800 to present (30 cr) OR HST4309 Europe in a Global Context: 1800 to the present (30 cr) AND: One outline 15 credit B module. Including from the indicative selection: HST4310 Building the American Nation (15 cr) HST4202 From Reformation to Revolution (15 cr) HST4106 History of the Medieval Islamic World 600-1500 (15 cr)

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HST4601 The Foundations of Modern Thought: introduction to intellectual history (15 cr) Within the School of Politics students must choose in the following way: A. Compulsory introductory module: POL100 Introduction to Politics B: a Further 30 credits from the following two Options: POL106 Introduction to International Relations POL103 Comparative Government and Politics In order to progress from year one to year two, students must take modules to the value of 120 credits and pass modules to the value of 90 credits. Year 2 Students take modules with a cumulative value of 120 credits. 60 credits will come from History and 60 credits will come from Politics. Student will receive guidance of their personal advisers to ensure a balance of Politics and History courses. Students are able to choose from a wide range of modules offered by the School, cognate Schools within the College and other Politics and History Schools within the University (Group 1 or Group 2 modules as defined by the University of London School of History). The flexibility of the system enables students to design their own coherent pathway of study in accordance with their developing intellectual interests. By the end of their second year, students will have been encouraged to have undertaken at least one compulsory historiographically reflective module such as History in Practice (level 4) or the Historiographical module [title to be confirmed] (level 5). Students must take either one of the following modules: POL206 Modern Political Thought (with the School of Politics) HST5313 History of Modern Political Thought (with the School of History) or HST5601 History of Western Political Thought (with the School of History) Plus Historiography module (code to be determined) (With the School of History) Within the School of Politics students can select up to 60 credit module from the School's Level 5 provision. Year 3 Students take modules to the value of 120 credits with a minimum of 60 credits at level 6 in History and 60 from Politics. 60 credits must come from a compulsory Special Subject (either offered by the School or by another college within the University) . The Special Subject requires extensive use of primary sources. Final year students are not permitted to take level 4 modules. All module choices are made with the guidance of the student's personal adviser in the School. Within the School of Politics students can select any modules to the value of 60 credits excluding POL310 Research Project. NOTE: Changes to levels 5 and 6 involve modules that do not yet exist.



Module Selection

Status


Semester


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Module Selection

Status


Semester



Introduction to Politics POL100 30 4 Compulsory 4 Semesters 1 & 2

What Are the Entry Requirements?A/AS-levels Tariff/Grades Requirement: 360 for single honours degrees and LV21. Students should aim to get three As at A-level with an A in History. Excluded subjects: General Studies and Critical Thinking.



Academic Support

All students beginning to study on the programme participate in a series of Welcome Week activities, which involve introductions to the programme and specific inductions in the use of the online learning environment. These events also include opportunities for social interaction, and scheduled small group and individual meetings with personal advisers. Each student's academic progress and personal welfare is monitored by an adviser in each School with whom regular meetings are scheduled. Advisers are the designated members of staff with whom students can raise issues and problems and from whom they can seek advice and guidance. All teaching staff hold regular office hours in which students are actively encouraged to discuss their work and their progress. There is a dedicated Student Experience Manager in the School who works with academic staff to assist students in need of support.

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Both the Student Experience Manager and all advisers are able to refer students, where appropriate to the relevant professional service departments in the College, including Disability and Dyslexia, Welfare, and Counselling. A dedicated post of E-Learning Manager supports students in their use of online learning environments used on all modules. The School of History collaborates with the College's Thinking Writing team and Language Learning unit to support students in the development of their writing skills. Additional support is regularly provided by professional writers working in the College as Royal Literary Fund Fellows.



Links With Employers, Placement Opportunities and Transferable Skills The skills developed by the study of these two related fields give graduates and excellent preparation for a wide range of careers, including those in government, think-tanks, journalism, teaching and the civil service. The transferable analytical and communications skills students will gain will also make them attractive to employers in less directly related fields in both the public and private sector. Graduates of the programme can expect to have developed: communication skills, as students are challenged to express themselves in both speech and writing; presentation skills, as students are asked to introduce seminars, make points clearly and effectively, maintain discussion, and field questions; reading skills, using a range of approaches to tackle different kinds of texts; analytical abilities, as students respond to a assess their underlying agendas and meanings; writing abilities, through preparing a range of assignments (including reports, learning journals, and research essays); research skills, locating, sifting and interpreting a range of sources (from printed books to electronic journals);

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time management skills and the ability to work under pressure, as students organise and fulfill extensive reading commitments and written assessments; team-working skills, as students participate with peers in seminars and group research presentations; communication skills, as students are challenged to express themselves both in speech and writing; presentations skills, as students are asked to introduce seminars, make points clearly and effectively, maintain discussion, and field questions; Every year the School sees a number of students progress to take higher degrees, both at Queen Mary and elsewhere.


Person completing Programme Specification Emma Yates

Person responsible for management of programme Professor Donald Sassoon

Date Programme Specification produced/amended by School Learning and Teaching Committee 23rd June 2011


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Programme Title: History and German




Name of Final Award and Programme Title History and German


Duration of Study / Period of Registration Four years (VR12) / three years (VRBZ)

QM Programme Code / UCAS Code(s) VR12

QAA Benchmark Group






School of History


Programme OutlineThe study of a modern language and its culture in conjunction with history offers the opportunity to combine two contrasting but complementary areas of interest. Students will follow the core modules specifically designed to help develop language skills. In the first year, students will take a foundation course relating to the German language and culture. After this students are free to select options of special interest. Students will normally spend a year abroad in a country where German is spoken. This may be spent either studying or working, for example as a language assistant. This is a great opportunity for students to improve language skills and experience life in a foreign country. Throughout the programme students will also take modules in history, chosen with assistance from your Adviser. Many students take advantage of the School of History’s strength in modern European history.

Aims of the ProgrammeThe programme VR11 History and German as delivered by the Schools of History and School of Languages, Linguistics and Film at Queen Mary University of London aims: - to provide students with a thorough grounding in key aspects at least one of three broad historical periods: medieval, early modern and modern; - to impart a high level of linguistic knowledge and skills, both productive and receptive;

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- to provide students with fluent oral ability and written style in both English and German; - to introduce students to, and encourage them to employ a range of historical and methodological approaches; - to expose students to political, cultural , religious, social and economic themes as appropriate drawn from the School's strengths in British, European and North American History; - to give students access to a range of material in the German language that is worthy of study either as a product of the culture concerned or in a broader cultural and intellectual perspective, or both, including material from different media (written and visual) and different genres; - to encourage and support students to design their own coherent pathway of study drawing from modules offered both within the School of History and by other Schools within the University and in the School of Languages Linguistics and Film; - to equip students with the generic and transferable skills as defined in the School of History and School of Languages, Linguistics and Film Benchmarks, including self-direction; independence of mind; ability to gather, organise and deploy evidence, data and information; structure, coherence, clarity and fluency, both of oral and written expression in English and in German; intellectual integrity.


Academic Content:

A 1 Will provide students with an understanding of major political, cultural and social systems and different historical periods

A 2 Will equip students with advanced comprehension, speaking and writing skills in German.

A 3 Will teach students how to make effective use of language reference materials, such as grammars, standard and specialized dictionaries.



A 6 Will provide an understanding of history in the context of wider historical knowledge of German countries.




B 1 Communicate fluently and accurately in German in a wide range of personal , academic and other registers.

B 2 Deploy linguistic tools and metalanguage to describe and analyse the main features of the German language.


B 4 Understand a wide range of primary and secondary material written in German or related to the language.

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Attributes:



C 3 To evaluate the significance of historical research within the wider discipline and evaluated the significance of research.





How Will You Learn?The programme is taught in accordance with the Schools’ Teaching, Learning and Assessment Strategies. The broad aims of these strategies are: • to foster a sense of community amongst students and staff in the pursuit of teaching and learning history and the study of German language, literature and culture; • to provide a flexible curriculum which maximizes students’ choice; • to expose students to a diverse set of approaches to the study of history and to a number of specialisms including interdisciplinary collaboration; • to develop critical and analytical skills necessary to engage critically with a diverse range of texts in the German language; • to encourage students to take responsibility for their own learning and progress and to develop qualities of self-discipline and self-direction; • to inspire intellectual independence in students; • to employ a variety of assessment methods and emphasize progression; • to prepare graduates for further academic study, training and/or employment through the acquisition of transferable skills; • to promote the relationship between staff research, teaching and student learning. Teaching takes a number of forms • Lectures • Seminars, including a variety of group work • Language classes which focus on reading, writing, understanding and speaking • Language laboratory learning work • Experience of being taught through the medium of German • Field Trips

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• Individual supervision of projects and dissertations • Individual feedback on written work including examinations Learning is supported by • Coherently designed and effectively delivered courses • Detailed bibliographies, providing guided reading for each course • The provision of key materials, in libraries, in specified books or course-packs • Use of current technology in Language Laboratories and through use of online resources • Appropriate assessment exercises within each course • Encouraging active participation by students in seminar discussions. • Encouraging students to reflect on historical methods through dedicated courses • Review of individual student progress in conjunction with advisers • Experience of living and working in a German-speaking country

How Will You Be Assessed?Assessment is varied and takes a number of forms within the programme, closely related to the desired learning outcomes of each module within the programme. Forms of assessment include: - Essays (from 2,000 to 5,000 words as appropriate) - Unseen examinations - Oral examinations - Dissertations (10,000 - 15,000 words) - Gobbet work - Project work - Commentaries - Translation and editing exercises - Book reviews - Literature reviews - Log books and reflective journals


Requirements Students must take a minimum of 135 credits in German modules and 180 credits in History modules in addition to the Year Abroad module in German over the period of their studies. The Year Abroad is worth 120 credits and is a compulsory and integral part of the degree programme. Exceptionally the School can exempt students from the Year Abroad. These students will submit a change of programme form to change their degree to a 3-year degree. The programme requirements for the 3 year variant are exactly the same as for the 4 year programme but without the Year Abroad requirements. Structure Students are separated into 4 language streams according to ability in the German language, and follow the degree pathways as follows Year 1 – Level 4 Ab-Initio German 30 Credits Introductory German (Core Module) 30 Credits European Culture and Society (Compulsory Module) 15 Credits compulsory skills and ‘reflective’ module HST4602 History in Practice 30 credits compulsory module EITHER HST4308 Unravelling Britain: 1800 to present OR HST4309 Europe in a Global Context: 1800 to the present 15 Credits optional module to be chosen from HST-coded level 4 modules with the guidance of the students’ History Adviser

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Post-GCSE German 30 Credits German I Intensive (Core Module) 30 Credits European Culture and Society (Compulsory Module) 15 Credits compulsory skills and ‘reflective’ module HST4602 History in Practice 30 credits compulsory module EITHER HST4308 Unravelling Britain: 1800 to present OR HST4309 Europe in a Global Context: 1800 to the present 15 Credits optional module to be chosen from HST-coded level 4 modules with the guidance of the students’ History Adviser Post A-Level German 30 Credits German I (Core Module) 30 Credits Foundations of German Studies (Compulsory Module) 15 Credits compulsory skills and ‘reflective’ module HST4602 History in Practice 30 credits compulsory module EITHER HST4308 Unravelling Britain: 1800 to present OR HST4309 Europe in a Global Context: 1800 to the present 15 Credits optional module to be chosen from HST-coded level 4 modules with the guidance of the students’ History Adviser Native Speakers of German 15 Credits German I N (Core Module) 30 Credits Foundations of German Studies (Compulsory Module) 15 Credits compulsory skills and ‘reflective’ module HST4602 History in Practice 30 credits compulsory module EITHER HST4308 Unravelling Britain: 1800 to present OR HST4309 Europe in a Global Context: 1800 to the present 15 Credits optional module to be chosen from HST-coded level 4 modules with the guidance of the students’ History Adviser 15 Credits optional module to be chosen from GER-coded level 4 modules Progression Requirements to Year 2 To successfully progress from Year 1 to Year 2 students must pass a minimum of 90 credits including the core language module. Students who have passed 90 credits without the core language module are not eligible for progression. Year 2 – Level 5 Ab-Initio German 30 Credits German II Intensive (Core Module) 15 Credits compulsory Historiographical module (title to be confirmed) Minimum 45 Credits / Maximum 75 Credits optional modules to be chosen from HST-coded modules at level 5 with the guidance of the students’ History Adviser. Minimum 0 Credits / Maximum 30 Credits optional modules to be chosen from all modules offered in the School of Languages, Linguistics and Film, or the Faculty of Humanities and Social Sciences subject to space available on modules with the guidance of the students’ adviser. These modules may be at level 4, 5 or 6. Post-GCSE German 30 Credits German II (Core Module) 15 Credits compulsory Historiographical module (title to be confirmed) Minimum 45 Credits / Maximum 75 Credits optional modules to be chosen from HST-coded modules at level 5 with the guidance of the students’ History Adviser. Minimum 0 Credits / Maximum 30 Credits optional modules to be chosen from all modules offered in the School of Languages, Linguistics and Film, or the Faculty of Humanities and Social Sciences subject to space available on modules with the guidance of the students’ adviser. These modules may be at level 4, 5 or 6. Post A-Level German 30 Credits German II (Core Module)

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15 Credits compulsory Historiographical module (title to be confirmed) Minimum 45 Credits / Maximum 75 Credits optional modules to be chosen from HST-coded modules at level 5 with the guidance of the students’ History Adviser. Minimum 0 Credits / Maximum 30 Credits optional modules to be chosen from all modules offered in the School of Languages, Linguistics and Film, or the Faculty of Humanities and Social Sciences subject to space available on modules with the guidance of the students’ adviser. These modules may be at level 4, 5 or 6. Native Speakers of German 30 Credits German II N (Core Module) 15 Credits compulsory Historiographical module (title to be confirmed) Minimum 45 Credits / Maximum 75 Credits optional modules to be chosen from HST-coded modules at level 5 with the guidance of the students’ History Adviser. Minimum 0 Credits / Maximum 30 Credits optional modules to be chosen from all modules offered in the School of Languages, Linguistics and Film, or the Faculty of Humanities and Social Sciences subject to space available on modules with the guidance of the students’ adviser. These modules may be at level 4, 5 or 6. Progression Requirements to Year Abroad/Final Year To successfully progress to the Year Abroad (or Final Year for exempted students) students must pass a minimum of 180 credits from their first and second years including the core language modules. Exceptionally the School may progress a student to the Year Abroad if the student has passed 180 credits from their first and second year but not the core level 5 language module. The student must re-sit the failed core language module during the following academic year and may not progress to final year from the Year Abroad until this hurdle has been passed. Year Abroad 120 Credits compulsory German Year Abroad assessment. Progression Requirements to Final Year from Year Abroad Presentation of the Year Abroad assessment in an acceptable form. Final Year – Level 6 Ab-Initio German / Post-GCSE German/ Post A-Level German 30 Credits German III (Core Module) Minimum 15 Credits/Maximum 30 Credits optional modules to be chosen from GER-coded modules at level 6 EITHER 60 Credits History Research Dissertation OR 60 Credits History Special Subject (either offered by the School of History or by another college within the University). The Special Subject requires extensive use of primary sources. All module choices are made with the guidance of the student's personal adviser in the School. Minimum 0 Credits/Maximum 15 Credits optional modules to be chosen from all modules offered in the School of Languages, Linguistics and Film or the Faculty of Humanities and Social Sciences or from the English department subject to space available on modules with the guidance of the students’ adviser. These modules may be at level 5 or 6. Students are not allowed to take level 4 modules in their final year. Native Speakers of German 30 Credits German III N (Core Module) Minimum 15 Credits/Maximum 30 Credits optional modules to be chosen from GER-coded modules at level 6. EITHER 60 Credits History Research Dissertation OR 60 Credits History Special Subject (either offered by the School of History or by another college within the University). The Special Subject requires extensive use of primary sources. All module choices are made with the guidance of the student's personal adviser in the School. Minimum 0 Credits/Maximum 15 Credits optional modules to be chosen from all modules offered in the School of Languages, Linguistics and Film or the Faculty of Humanities and Social Sciences or from the English department subject to space available on modules with the guidance of the students’ adviser. These modules may be at level 5 or 6. Students are not allowed to take level 4 modules in their final year. Requirements for Award Students must pass a minimum of 270 credits in addition to the Year Abroad assessment (if applicable) including the final year core language module.

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Module Selection

Status


Semester

4 Compulsory

What Are the Entry Requirements?A-levels Tariff/Grades Requirement: 340 points from three A-levels with an A in History and an A in German if offered, or in another language which is not the applicant's mother tongue if not. No lower than B in any A-level. Excluded subjects: General Studies and Critical Thinking. Additional information Applicants whose first language is not English must obtain a grade B in GCSE English Language or equivalent, or will be required to take IELTS and achieve grade 7 overall with grade 7 in writing. Equivalent overseas qualifications are welcomed.



Academic Support

All students beginning to study on the programme participate in a series of Welcome Week activities, which involve introductions to the programme and specific inductions in the use of the online learning environment. These events also include opportunities for social interaction, and scheduled small group and individual meetings with personal advisers. Each student's academic progress and personal welfare is monitored by an adviser in each School with whom regular meetings are scheduled. Advisers are the designated members of staff with whom students can raise issues and problems and from whom they can seek advice and guidance.

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All teaching staff hold regular office hours in which students are actively encouraged to discuss their work and their progress. There is a dedicated Student Experience Manager in the School of History who works with academic staff to assist students in need of support. Both the Student Experience Manager and all advisers are able to refer students, where appropriate to the relevant professional service departments in the College, including Disability and Dyslexia, Welfare, and Counselling. A dedicated post of E-Learning Manager supports students in their use of online learning environments used on all modules. The School of History and the School of Language, Linguistics and Film collaborate with the College's Thinking Writing team and Language learning unit to support students in the development of their writing skills. The School of Languages, Linguistics and Film runs a Writing Support Centre which offers weekly workshops to any students who would like to develop their academic writing further. Additional support is regularly provided by professional writers working in the College as Royal Literary Fund Fellows.



Links With Employers, Placement Opportunities and Transferable Skills Joint honours students who combine history and languages are particularly sought after in business and by government departments. Acquiring a language makes students more employable. Hundreds of companies in the UK and abroad are desperate for language graduates –English is not universally spoken, the boundaries of Europe are constantly expanding, and business grinds to a halt without linguists. History has a reputation as a serious and respected discipline, which develops an understanding of the modern world and valuable research, analytical and communication skills, making history graduates very attractive to employers. Queen Mary History graduates often find employment in areas such as business, education, finance, government and the media. Others continue their studies at postgraduate level, or pursue more directly related careers as academic historians, librarians, archivists or history teachers. Graduates have found work for organisations as diverse as BP, BBC, Mansion House Consulting and Investec.

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Graduates of the programme can expect to have developed: communication skills, as students are challenged to express themselves in both speech and writing; presentation skills, as students are asked to introduce seminars, make points clearly and effectively, maintain discussion, and field questions; be culturally adaptable from study time abroad reading skills, using a range of approaches to tackle different kinds of texts; analytical abilities, as students respond to a assess their underlying agendas and meanings; writing abilities, through preparing a range of assignments (including reports, learning journals, and research essays); research skills, locating, sifting and interpreting a range of sources (from printed books to electronic journals); time management skills and the ability to work under pressure, as students organise and fulfill extensive reading commitments and written assessments; team-working skills, as students participate with peers in seminars and group research presentations; communication skills, as students are challenged to express themselves both in speech and writing; presentations skills, as students are asked to introduce seminars, make points clearly and effectively, maintain discussion, and field questions; Every year the School sees a number of students progress to take higher degrees, both at Queen Mary and elsewhere.






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Programme Title: BA (Hons) History and Film Studies




Name of Final Award and Programme Title BA (Hons) History and Film Studies



QM Programme Code / UCAS Code(s) VW16

QAA Benchmark Group






School of Languages, Linguistics & Film


Programme OutlineThis degree is for students who want to combine film history as a field of study with courses on American and British film history . Students may take wide range of film courses from the Film department in the School of Languages, Linguistics and Film. The History and Film Studies undergraduate programme provides designated pathways through the courses in both departments. Typically, students combine their study of a particular country’s history with the study of its national cinema. For example, a student may take a course such as The American Century in combination with Cinema and Society: The United States, 1930-60 and Contemporary Hollywood Cinema. Similar combinations exist for the study of British French, German, Italian and Russian history and film, and students choose at least two pathways from this field. Required courses include methodological courses such as Critical Approaches to Film, which centres on the films of Alfred Hitchcock, Introduction to Film Studies and What is Cinema? In the final year, students may choose to take a Special Subject within History or to write a dissertation on a topic of their choosing. With nearby institutions such as the British Film Institute Library, the Imperial War Museum, the National Film Theatre and the new Mediatheque, students have access to a wealth of primary sources with which to approach the dissertation. In

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recent years, topics have included The Reception of Fahrenheit 911 in Britain, The Politics of Stardom: Jane Fonda in the 1970s, and Representations of Women in Wartime British Cinema.

Aims of the ProgrammeThe programme VW16 History and Film Studies as delivered by the Schools of History and of Languages, Linguistics and Film at Queen Mary, University of London aims: - to introduce students to, and encourage them to employ, a range of methodological approaches in both History and Film Studies; - to expose students to political, cultural, religious, social and economic themes as appropriate drawn from the School's strength's in British, European and North American History; - to familiarize the students with the history, aesthetics and conditions of film production in the United States, Britain and continental Europe; - to enable students to approach the study of film with an informed and critical approach, developing an understanding of key concepts and debates in Film Studies; - to develop students' knowledge of the context in which twentieth century films were made; - to encourage and support students to design their own coherent pathway of study, linking courses on the history of a particular country with courses centred on that country's film history and culture, drawing on modules offered within the School of History (and by other Schools within the University) and Film modules taught in other Schools within the Arts Faculty, in particular the School of Languages, Linguistics and Film; - to equip students with the generic and transferable skills as defined in the School of History Benchmarks including self-direction, independence of mind, the ability to gather, organise and deploy evidence, data and information, structure, coherence, clarity and fluency of both oral and written expression, intellectual integrity.


Academic Content:

A 1 Will provide students with an understanding of major political, cultural and social systems in Britain, Europe and North America.


A 3 Will provide students with an understanding of the context in which films were being produced.

A 4 Will provide students with an appropriate vocabulary of practical and critical terms with which to analyze film.



A 7 Will provide an understanding of film history in the context of wider historical knowledge of specific countries. To provide students with an ability to apply such terms in interpretive film analysis.



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B 6 Present written work clearly and effectively, drawing on information technology as appropriate and be confident in evaluating IT sources of information and be effective in using IT for presentation purposes.

Attributes:








How Will You Learn?The programme is taught in accordance with the School's Teaching, Learning and Assessment Strategy. The broad aims of this strategy are: to foster a sense of community amongst students and staff in the pursuit of teaching and learning history and film studies; to promote the relationship between staff research, teaching and student learning; to provide a flexible curriculum, supported by the intercollegiate system of the University of London which maximizes students' choice; to expose students to a diverse set of approaches to the study of history and of film and to a number of specialisms including interdisciplinary collaboration; to encourage students to take responsibility for their own learning and progress and to develop qualities of self-discipline and self-direction; to inspire intellectual independence in students; to employ a variety of assessment methods and emphasize progression; to prepare graduates for training and/or employment, or further academic study, through the acquisition of transferable skills; Teaching takes a number of forms:

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- Lectures - Seminars - Field Trips - Individual supervision of projects and dissertations - Individual feedback on written work including examinations Learning is supported by: - Coherently designed and effectively delivered modules - Detailed bibliographies, providing guided reading for each module - Detailed filmographies with suggestions for further viewing - The provision of key materials, in libraries, in specified books or module packs - The provision of key visual material - Appropriate assessment exercises with each module - Encouraging active participation by students in seminar discussions - Encouraging students to reflect on historical methods through dedicated modules - Review of individual student progress in conjunction with advisers

How Will You Be Assessed?Assessment is varied and takes a number of forms within the programme, closely related to the desired learning outcomes of each module within the programme. Forms of assessment include: - Essays (from 2,000 to 5,000 words as appropriate) - Unseen examinations - Dissertations (10,000 - 15,000 words) - Film sequence analyses - Gobbet work - Project work - Translation and editing exercises - Book reviews - Literature reviews Copies of the full Teaching and Learning Strategy including specific practices relating to teaching, learning and assessment can be obtained from the School of History.


Requirements Students must take a minimum of 135 credits in Film Studies modules and 180 credits in History modules over the period of their studies. Structure Year 1 – Level 4 Students select modules with a cumulative value of 120 credits from a range of thematic and skills based modules at level 4 consisting of the following: 30 Credits core module Introduction to Film Studies 15 Credits compulsory module Auteurism 15 Credits compulsory module Stars 15 Credits compulsory skills and ‘reflective’ module HST4602 History in Practice 15 credits compulsory module HST4301 Critical Approaches to Film: Alfred Hitchcock 30 credits compulsory module EITHER HST4308 Unravelling Britain: 1800 to present OR HST4309 Europe in a Global Context: 1800 to the present

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Progression Requirements to Year 2 To successfully progress from Year 1 to Year 2 students must pass a minimum of 90 credits including the core module Introduction to Film Studies. Students who have passed 90 credits not including this core module are not eligible for progression. Year 2 – Level 5 30 Credits core module What is Cinema? 15 Credits compulsory Historiographical module (title to be confirmed) 30 credits compulsory module EITHER HST320 Cinema and Society: Britain, 1930 – 1960 OR HST5325 Cinema and Society in the United States: 1930 - 1960 Minimum 15 / Maximum 45 Credits optional modules to be chosen from HST-coded modules at level 5. Students are able to choose from a wide range of modules offered by the School, and other History Departments within the University (Group 1 or Group 2 modules as defined by the University of London School of History). Mimimum 0 / Maximum 30 Credits optional modules to be chosen from all modules offered in the School of Languages, Linguistics and Film and the Faculty of Humanities and Social Sciences subject to space available on modules with the guidance of the students’ adviser. The modules may be at level 4, 5 or 6. Progression Requirements to Final Year To successfully progress to the Final Year students must pass a minimum of 180 credits from their first and second years including the core modules. Final Year – Level 6 EITHER 60 Credits History Research Dissertation OR 60 Credits History Special Subject (either offered by the School of History or by another college within the University). The Special Subject requires extensive use of primary sources. All module choices are made with the guidance of the student's personal adviser in the School. Minimum 45 Credits/Maximum 60 optional modules to be chosen from FLM-coded modules at level 6 Minimum 0 Credits/ Maximum 15 Credits optional modules to be chosen from all modules offered in the School of Languages, Linguistics and Film or the Faculty of Humanities and Social Sciences subject to space available on modules with the guidance of the students’ adviser. These credits may be at level 5 or 6. Requirements for Award Students must pass a minimum of 270 credits including the core modules.



Module Selection

Status


Semester




Critical Approaches to Film: Alfred Hitchcock HST4301 15 4 Compulsory 4 Semester 2

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What Are the Entry Requirements?A/AS-levels Tariff/Grades Requirement: 340 points from three A-levels with an A in History and an A in Film/Media or a related subject. No lower than B in any A-level. Excluded subjects: General Studies and Critical Thinking. Additional information Applicants whose first language is not English must obtain a grade B in GCSE English Language or equivalent, or will be required to take IELTS and achieve grade 7 overall with grade 7 in writing. Equivalent overseas qualifications are welcomed.



Academic Support

All students beginning to study on the programme participate in a series of Welcome Week activities, which involve introductions to the programme and specific inductions in the use of the online learning environment. These events also include opportunities for social interaction, and scheduled small group and individual meetings with personal advisers. Each student's academic progress and personal welfare is monitored by an adviser in each School with whom regular meetings are scheduled. Advisers are the designated members of staff with whom students can raise issues and problems and from whom they can seek advice and guidance. All teaching staff hold regular office hours in which students are actively encouraged to discuss their work and their progress. There is a dedicated Student Experience Manager in the School of History who works with academic staff to assist students in need of support. Both the Student Experience Manager and all advisers are able to refer students, where appropriate to the relevant professional service departments in the College, including Disability and Dyslexia, Welfare, and Counselling. A dedicated post of E-Learning Manager supports students in their use of online learning environments used on all modules. The School of History and the School of Language, Linguistics and Film collaborate with the College's Thinking Writing team and Language learning unit to support students in the development of their writing skills. The School of Languages, Linguistics and Film runs a Writing Support Centre which offers weekly workshops to any students who would like to develop their academic writing further. Additional support is regularly provided by professional writers working in the College as Royal Literary Fund

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Fellows.



Links With Employers, Placement Opportunities and Transferable Skills History has a reputation as a serious and respected discipline, which develops an understanding of the modern world and valuable research, analytical and communication skills, making history graduates very attractive to employers. Queen Mary History graduates often find employment in areas such as business, education, finance, government and the media. Others continue their studies at postgraduate level, or pursue more directly related careers as academic historians, librarians, archivists or history teachers. Graduates have found work for organisations as diverse as BP, BBC, Mansion House Consulting and Investec. Graduates of the programme can expect to have developed: communication skills, as students are challenged to express themselves in both speech and writing; presentation skills, as students are asked to introduce seminars, make points clearly and effectively, maintain discussion, and field questions; reading skills, using a range of approaches to tackle different kinds of texts; analytical abilities, as students respond to a assess their underlying agendas and meanings; writing abilities, through preparing a range of assignments (including reports, learning journals, and research essays); research skills, locating, sifting and interpreting a range of sources (from printed books to electronic journals); time management skills and the ability to work under pressure, as students organise and fulfill extensive reading commitments and written assessments; team-working skills, as students participate with peers in seminars and group research presentations; communication skills, as students are challenged to express themselves both in speech and writing;

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Person completing Programme Specification Emma Yates, School of History

Person responsible for management of programme Dr Mark Glancy

Date Programme Specification produced/amended by School Learning and Teaching Committee 23rd June 2011


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Programme Title: BA English and History




Name of Final Award and Programme Title BA English and History



QM Programme Code / UCAS Code(s) QV31

QAA Benchmark Group


Programme Accredited by n/a


Responsible School / Institute School of English & Drama


School of History


Programme OutlineWhat is the relationship between a text and its context? How are writers affected by the circumstances in which they live? What influence do literary texts have on social, cultural, and political life? A degree in English and History at Queen Mary gives students the chance to reflect on these questions, and to consider how these disciplines relate to and inform one another. Students will be trained in the key skills needed to study both subjects at degree level, and examine the interaction between writing and society in the periods that interest them most. The College's work in both History and English is internationally renowned, and students have the opportunity to work with some of the world's leading teachers and researchers.

Aims of the ProgrammeThe programme aims to: provide a coherent and intellectually stimulating programme with a focus on literary and historical aspects of texts in English and related languages from variety of historical periods;

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provide a coherent and intellectually stimulating programme designed to develop critical and analytical skills as well as a broad knowledge and understanding of historical methods and techniques based on the study of past societies and cultures; use the programme’s interdisciplinary approach to develop not only skills which are appropriate to the two specific disciplines, but also skills which are common to both. In this way, students will come to appreciate that the study of each discipline complements and enriches the study of the other; develop skills of literary, historical and cultural analysis, with attention to genre and period; encourage engagement with a wide variety of critical and theoretical modes of enquiry; introduce students to, and encourage them to employ, a range of methodological approaches; enable students to develop independent critical thinking and judgement and to undertake related research tasks; develop a range of skills necessary for effective communication of ideas and arguments including an ability to gather, organise and deploy evidence, data and information; structure, coherence, clarity and fluency of both oral and written expression; intellectual integrity; provide a basis for further study in History, English or related disciplines.


Academic Content:

A 1To demonstrate understanding of major political, cultural and social systems and different historical periods as well as an understanding of the social and historical contexts for the emergence and the development of a range of literary forms of writing

A 2 To demonstrate a familiarity with the nature and history of a range of literary genres

A 3 To show awareness of historiographic argument and awareness of the range and variety of approaches to literary study

A 4 To deploy accurately established techniques of analysis in relation to literary texts

A 5 To demonstrate familiarity with bibliographic skills relevant to English and Historical studies, including accurate citation of sources and consistent use of scholarly conventions.

A 6 To demonstrate research skills including the gathering together of relevant research materials.


B 1 To show evidence of effective communication skills, both orally and in written assignments.

B 2 To participate in group discussions.

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B 3 To demonstrate an ability to work independently and to manage time effectively.

B 4 To acquire a robust and detailed knowledge of at least one other historical period and its primary sources and developed a complex model of the relations between literary form and social and historical contexts.

B 5 To reflect critically on the nature and history of a range of literary genres

B 6 To understand the significance of different historiographical and literary approaches and understood their limited or partial nature

Attributes:

C 1 identify and critically evaluate appropriate information in specific contexts in a self-directed way, and reflect on how this might be used and adapted to different contexts;

C 2 work independently, demonstrating clarity, initiative, self organisation and time management;

C 3 develop a reasoned argument and synthesise information, and communicate this clearly and effectively;

C 4 elect and use information, including from IT sources;

C 5 exercise critical judgement and self-reflection on their own learning, and to use this to adapt to new situataions in professional settings

How Will You Learn?Teaching takes a number of forms, including: Lectures Seminars, involving a variety of forms of group work Small-group tutorials (normally with adviser) Field trips Individual guidance and feedback on written work Group discussion of written work (particularly in ‘writing intensive’ modules) Learning is supported by: Coherently designed and effectively delivered modules The provision of detailed guidance about reading for each module The provision of key materials, either in libraries, in the bookshop, or as module-packs The design of an appropriate range of assessment exercises and projects within each module Encouraging active participation by all students in seminar discussions and other group work Encouraging the use of learning journals and portfolios Regular review of individual student progress by advisers, and detailed guidance in relation to this

How Will You Be Assessed?Assessment takes a number of forms within the programme. The nature of the assessment is closely connected to the desired learning outcomes and the mode of teaching within each module. Forms of assessment include: Unseen examinations Critical essays (from 1,500 words to 6,000 words) Research projects Close-reading exercises and critical commentaries Translation exercises

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Reviewing exercises Bibliographical exercises Posters Log books and journals Portfolios of essays and related written work Seminar presentations


Year 1 ESH102 Reading, Theory and Interpretation (compulsory) 30 credits; And 30 credits from ESH modules, either ESH101 Shakespeare 30 credits Or ESH110 Literatures in Time 30 credits (to total 60 credits in English) HST4602 History in Practice (compulsory) 15 credits; HST4601 The Foundations of Modern Thought: introduction to intellectual history (compulsory) 15 credits; And 30 credits from HST modules, to include one from the following list: HST4106 History of the Medieval Islamic World, 600-1500 15 credits HST4107 Europe 1000-1500: The Middle Ages and their legacy 15 credits HST4310 Building the American Nation 15 credits And one from the following list HST4102 The Medieval World: Structures and Mentalities 15 credits HST4202 From Reformation to Revolution: Europe 1500-1800 15 credits Or HST4308 Unravelling Britain: 1800 to the present 30 credits Or HST4309 Europe in a Global Context: 1800 to the present 30 credits (to total 60 credits in History) In order to progress from year one to year two, students must take modules to the value of 120 credits and pass modules to the value of 90 credits. Year 2 Students take the equivalent of 120 credits (minimum 90 credits at level 5, maximum 30 credits at level 6), normally 60 credits in each semester. With the aid of their advisers students are assisted in developing pathways in terms of period or general area of intellectual interest, where possible taking an equal number of credits from both English and History. Students may also select a maximum of 30 credits from other Schools, in modules appropriate to the field of study. In order to progress from year two to the final year, students must pass a minimum of 180 credits from their first and second years Year 3 Students take the equivalent of 120 credits (minimum 90 credits at level 6, maximum 30 credits at level 5), normally 60 credits in each semester, and where possible taking an equal number of credits from both English and History. Final year students are expected to pursue most of their work at level 6 and are, in particular, encouraged to take one of the following level 6 modules: 1. A History Special Subject (60 credits), from a range either offered by the School of History or by another College within the University of London. 2. ‘English Dissertation’ (30 credits) 3. ‘Interdisciplinary English-History Research Project’ (60 credits) Students are not allowed to take level 4 modules in their final year.

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Requirements for Award Students must pass a minimum of 270 credits.



Module Selection

Status


Semester

What Are the Entry Requirements? We typically require 360 UCAS points from three A2 Levels, with an A in English Literature or combined English Language and Literature at A2 level and an A in History. We do not count UCAS points achieved in General Studies or Critical Thinking.


The Staff-Student Liaison Committee provides a formal means of communication and discussion between Schools and its students. The committee consists of student representatives from each year in the school/institute together with appropriate representation from staff within the school/institute. It is designed to respond to the needs of students, as well as act as a forum for discussing programme and module developments. Staff-Student Liaison Committees meet regularly throughout the year. Each school operates a Learning and Teaching Committee which advises the School/Institute Director of Taught Programmes on all matters relating to the delivery of taught programmes at school level including monitoring the application of relevant QM policies and reviewing all proposals for module and programme approval and amendment before submission to Taught Programmes Board. Student views are incorporated in this Committee’s work in a number of ways, such as through student membership, or consideration of student surveys. All schools operate an Annual Programme Review of their taught undergraduate and postgraduate provision. The process is organised by the Head of School, or equivalent, for the completion of the school's Annual Programme Reviews. Schools are required to produce a separate Annual Programme Review for undergraduate programmes and for postgraduate taught programmes using the relevant Undergraduate or Postgraduate Annual Programme Review pro-forma. Students’ views are considered in this process through analysis of the NSS and module evaluations.

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Academic Support

All students beginning study on the programme participate in a series of Welcome Week activities, which involve introductions to the programme and specific inductions in the use of the online learning environment. These events also include opportunities for social interaction, and scheduled small group and individual meetings with personal advisers. Each student’s academic progress and personal welfare is monitored by an adviser in each School with whom regular meetings are scheduled. Advisers are the designated members of staff with whom students can raise issues and problems, and from whom they can seek advice and guidance. All teaching staff hold regular office hours in which students are actively encouraged to discuss their work and their progress. There is a dedicated Student Support Administrator in each School who works with academic staff to assist students in need of support. Both the Student Support Administrator and all advisers are able to refer students, where appropriate to relevant professional service departments in the College, including Disability and Dyslexia, Welfare, and Counselling. A dedicated post of E-Strategy Manager in each School supports students in their use of the online learning environments used on all modules. The School of English and Drama and the School of History collaborate with the College's Thinking Writing team and Language learning unit to support students in the development of their writing skills. Additional support is regularly provided by professional writers working in the College as Royal Literary Fund Fellows.



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Links With Employers, Placement Opportunities and Transferable Skills English and History graduates find opportunities for employment in many different careers, especially those calling for excellent communication and analytical skills. Students will have developed their research skills and understanding of the modern world, all of which are valued by employers. Graduates of the English and History degree might find employment in areas such as business, journalism and the media, education, museums and archives, government or public relations. Graduates of the programme can expect to have developed: communication skills, as students are challenged to express themselves in both speech and writing. presentation skills, as students are asked to introduce seminars, make points clearly and effectively, maintain discussion, and field questions. reading skills, using a range of approaches to tackle different kinds of texts. analytical abilities, as students respond to and assess their underlying agendas and meanings. writing abilities, through preparing a range of assignments (including reports, learning journals, and research essays). research skills, locating, sifting, and interpreting a range of sources (from printed books to electronic journals). time-management skills and the ability to work under pressure, as students organise and fulfill extensive reading commitments and written assessments. team-working skills, as students participate with peers in seminars and group research presentations. communication skills, as students are challenged to express themselves in both speech and writing. presentation skills, as students are asked to introduce seminars, make points clearly and effectively, maintain discussion, and field questions. reading skills, using a range of approaches to tackle different kinds of texts. analytical abilities, as students respond to and assess their underlying agendas and meanings. writing abilities, through preparing a range of assignments (including reports, learning journals, and research essays). research skills, locating, sifting, and interpreting a range of sources (from printed books to electronic journals). time-management skills and the ability to work under pressure, as students organise and fulfill extensive reading commitments and written assessments. team-working skills, as students participate with peers in seminars and group research presentations. Every year the Departments see a number of students progress to take higher degrees, both at Queen Mary and elsewhere.


Person completing Programme Specification Jenny Gault

Person responsible for management of programme Professor Mark Currie

Date Programme Specification produced/amended by School Learning and Teaching Committee 30 Apr 2012


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Programme Title: French and History




Name of Final Award and Programme Title BA (Hons) French and History


Duration of Study / Period of Registration Four years (VR11) Three years (VRAZ)

QM Programme Code / UCAS Code(s) VR11

QAA Benchmark Group






School of History


Programme OutlineThe study of a modern language and its culture in conjunction with history offers the opportunity to combine two contrasting but complementary areas of interest. Students will follow the core modules specifically designed to help develop language skills. In the first year, students will take a foundation course relating to French and Francophone culture. After this students are free to select options of special interest. Students will normally spend a year abroad in a country where French is spoken. This may be spent either studying or working, for example as a language assistant. This is a great opportunity for students to improve language skills and experience life in a foreign country. Throughout the programme students will also take modules in history, chosen with assistance from your Adviser. Many students take advantage of the School of History’s strength in modern European history.

Aims of the ProgrammeThe programme VR11 History and French as delivered by the Schools of History and French at Queen Mary University of London aims: - to provide students with a thorough grounding in key aspects at least one of three broad historical periods: medieval, early modern and modern; - to impart a high level of linguistic knowledge and skills, both productive and receptive;

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- to provide students with fluent oral ability and written style in both English and French; - to introduce students to, and encourage them to employ a range of historical and methodological approaches; - to expose students to political, cultural , religious, social and economic themes as appropriate drawn from the School's strengths in British, European and North American History; - to give students access to a range of material in the French language that is worthy of study either as a product of the culture concerned or in a broader cultural and intellectual perspective, or both, including material from different media (written and visual) and different genres; - to encourage and support students to design their own coherent pathway of study drawing from modules offered both within the School of History and by other Schools within the University and in the School of Languages Linguistics and Film; - to equip students with the generic and transferable skills as defined in the School of History and School of Languages, Linguistics and Film Benchmarks, including self-direction; independence of mind; ability to gather, organise and deploy evidence, data and information; structure, coherence, clarity and fluency, both of oral and written expression in English and in French; intellectual integrity.


Academic Content:

A 1 Will provide students with an understanding of major political, cultural and social systems and different historical periods

A 2 Will equip students with advanced speaking and writing skills in French.

A 3 Will teach students how to make effective use of language reference materials, such as grammars, standard and specialized dictionaries.



A 6 Will provide an understanding of history in the context of wider historical knowledge of Francophone countries.




B 1 Communicate fluently and accurately in French in a wide range of personal , academic and other registers.

B 2 Deploy linguistic tools and metalanguage to describe and analyse the main features of the French language.


B 4 Understand a wide range of primary and secondary material written in French or related to the language.


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Attributes:








How Will You Learn?The programme is taught in accordance with the Schools’ Teaching, Learning and Assessment Strategies. The broad aims of these strategies are: • to foster a sense of community amongst students and staff in the pursuit of teaching and learning history and the study of French language, literature and culture; • to provide a flexible curriculum which maximizes students’ choice; • to expose students to a diverse set of approaches to the study of history and to a number of specialisms including interdisciplinary collaboration; • to develop critical and analytical skills necessary to engage critically with a diverse range of texts in the French language; • to encourage students to take responsibility for their own learning and progress and to develop qualities of self-discipline and self-direction; • to inspire intellectual independence in students; • to employ a variety of assessment methods and emphasize progression; • to prepare graduates for further academic study, training and/or employment through the acquisition of transferable skills; • to promote the relationship between staff research, teaching and student learning. Teaching takes a number of forms • Lectures • Seminars, including a variety of group work • Language classes which focus on reading, writing, understanding and speaking • Language laboratory learning work • Experience of being taught through the medium of French • Field Trips • Individual supervision of projects and dissertations • Individual feedback on written work including examinations

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Learning is supported by • Coherently designed and effectively delivered courses • Detailed bibliographies, providing guided reading for each course • The provision of key materials, in libraries, in specified books or course-packs • Use of current technology in Language Laboratories and through use of online resources • Appropriate assessment exercises within each course • Encouraging active participation by students in seminar discussions. • Encouraging students to reflect on historical methods through dedicated courses • Review of individual student progress in conjunction with advisers • Experience of living and working in a French-speaking country

How Will You Be Assessed?Assessment is varied and takes a number of forms within the programme, closely related to the desired learning outcomes of each module within the programme. Forms of assessment include: - Essays (from 2,000 to 5,000 words as appropriate) - Unseen examinations - Oral examinations - Dissertations (10,000 - 15,000 words) - Gobbet work - Project work - Commentaries - Translation and editing exercises - Book reviews - Literature reviews - Log books and reflective journals


Requirements Students must take a minimum of 135 credits in French modules and 180 credits in History modules in addition to the Year Abroad module in French over the period of their studies. The Year Abroad is worth 120 credits and is a compulsory and integral part of the degree programme. Exceptionally the School can exempt students from the Year Abroad. These students will submit a change of programme form to change their degree to a 3-year degree. The programme requirements for the 3 year variant are exactly the same as for the 4 year programme but without the Year Abroad requirements. Structure Year 1 Students select modules with a cumulative value of 120 credits from a range of thematic and skills based modules at level 4 consisting of the following: 15 Credits compulsory skills and ‘reflective’ module HST4602 History in Practice 30 credits compulsory module EITHER HST4308 Unravelling Britain: 1800 to present OR HST4309 Europe in a Global Context: 1800 to the present 30 Credits core language module French I 30 Credits compulsory module French Foundations 15 Credits optional module to be chosen from HST-coded level 4 modules with the guidance of the students’ History Adviser Progression Requirements to Year 2 To successfully progress from Year 1 to Year 2 students must pass a minimum of 90 credits including the core language module. Students who have passed 90 credits without the core language module are not eligible for progression. Year 2

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30 Credits of core language module French II 15 Credits compulsory Historiographical module (title to be confirmed) Minimum 45 Credits / Maximum 75 Credits optional modules to be chosen from HST-coded modules at level 5 with the guidance of the students’ History Adviser. Minimum 0 Credits / Maximum 30 Credits optional modules to be chosen from all modules offered in the School of Languages, Linguistics and Film, or the Faculty of Humanities and Social Sciences subject to space available on modules with the guidance of the students’ adviser. These modules may be at level 4, 5 or 6. Progression Requirements to Year Abroad/Final Year To successfully progress to the Year Abroad (or Final Year for exempted students) students must pass a minimum of 180 credits from their first and second years including the core language module. Exceptionally the School may progress a student to the Year Abroad if the student has passed 180 credits from their first and second year but not the core language module. The student must re-sit the failed core language module during the following academic year and may not progress to final year from the Year Abroad until this hurdle has been passed. Year Abroad 120 Credits compulsory French Year Abroad module Progression Requirements to Final Year from Year Abroad Presentation of the Year Abroad assessment in an acceptable form. Final Year 30 Credits core language module French III EITHER 60 Credits History Research Dissertation OR 60 Credits History Special Subject (either offered by the School of History or by another college within the University). The Special Subject requires extensive use of primary sources. All module choices are made with the guidance of the student's personal adviser in the School. Minimum 15 Credits / Maximum 30 Credits optional modules to be chosen from FRE-coded modules at level 6 Minimum 0 Credits / Maximum 15 Credits optional modules to be chosen from all modules offered in the School of Languages, Linguistics and Film or the Faculty of Humanities and Social Sciences subject to space available on modules with the guidance of the students’ adviser. These credits may be at level 5 or 6. Students are not allowed to take level 4 modules in their final year Requirements for Award Students must pass a minimum of 270 credits in addition to the Year Abroad Assessment (if applicable) including the final year core language module.



Module Selection

Status


Semester

4 Compulsory

What Are the Entry Requirements?A-levels Tariff/Grades Requirement: 340 points from three A-levels with an A in History and an A in French. No lower than B in any A-level. Excluded subjects: General Studies and Critical Thinking. Additional information Applicants whose first language is not English must obtain a grade B in GCSE English Language or equivalent, or will be required

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to take IELTS and achieve grade 7 overall with grade 7 in writing. Equivalent overseas qualifications are welcomed.



Academic Support

All students beginning to study on the programme participate in a series of Welcome Week activities, which involve introductions to the programme and specific inductions in the use of the online learning environment. These events also include opportunities for social interaction, and scheduled small group and individual meetings with personal advisers. Each student's academic progress and personal welfare is monitored by an adviser in each School with whom regular meetings are scheduled. Advisers are the designated members of staff with whom students can raise issues and problems and from whom they can seek advice and guidance. All teaching staff hold regular office hours in which students are actively encouraged to discuss their work and their progress. There is a dedicated Student Experience Manager in the School of History who works with academic staff to assist students in need of support. Both the Student Experience Manager and all advisers are able to refer students, where appropriate to the relevant professional service departments in the College, including Disability and Dyslexia, Welfare, and Counselling. A dedicated post of E-Learning Manager supports students in their use of online learning environments used on all modules. The School of History and the School of Language, Linguistics and Film collaborate with the College's Thinking Writing team and Language learning unit to support students in the development of their writing skills. The School of Languages, Linguistics and Film runs a Writing Support Centre which offers weekly workshops to any students who would like to develop their academic writing further. Additional support is regularly provided by professional writers working in the College as Royal Literary Fund Fellows.


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Links With Employers, Placement Opportunities and Transferable Skills Joint honours students who combine history and languages are particularly sought after in business and by government departments. Acquiring a language makes students more employable. Hundreds of companies in the UK and abroad are desperate for language graduates –English is not universally spoken, the boundaries of Europe are constantly expanding, and business grinds to a halt without linguists. History has a reputation as a serious and respected discipline, which develops an understanding of the modern world and valuable research, analytical and communication skills, making history graduates very attractive to employers. Queen Mary History graduates often find employment in areas such as business, education, finance, government and the media. Others continue their studies at postgraduate level, or pursue more directly related careers as academic historians, librarians, archivists or history teachers. Graduates have found work for organisations as diverse as BP, BBC, Mansion House Consulting and Investec. Graduates of the programme can expect to have developed: communication skills, as students are challenged to express themselves in both speech and writing; presentation skills, as students are asked to introduce seminars, make points clearly and effectively, maintain discussion, and field questions; be culturally adaptable from study time abroad reading skills, using a range of approaches to tackle different kinds of texts; analytical abilities, as students respond to a assess their underlying agendas and meanings; writing abilities, through preparing a range of assignments (including reports, learning journals, and research essays); research skills, locating, sifting and interpreting a range of sources (from printed books to electronic journals); time management skills and the ability to work under pressure, as students organise and fulfill extensive reading commitments and written assessments; team-working skills, as students participate with peers in seminars and group research presentations; communication skills, as students are challenged to express themselves both in speech and writing;

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Nature of proposal(s) Module Proposal


Institute of Dentistry


• BDS Year 1 Module

Outcome requested



The following proposal relates to the revision of the content of the BDS and all associated modules in response to the General Dental Council's (GDC) review of learning outcomes that the newly qualified dentist and other members of the dental team must achieve in order to be eligible for registration. No significant issues identified

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Module Title BDS Year 1 Module Code BDS001



Proposed JACS Code A200 Pre-clinical Dentistry


Responsible School / Institute Institute of Dentistry


Barts and The London School of Medicine and Dentistry

Collaborating institutions involved in teaching part of the module (if applicable), including the estimated percentage contribution to the module from the collaborative partner n/a


SMD: Institute of Dentistry (UG) BDS Part 1 UG


2012/13 79 79 79

2013/14 79 79 79

2014/15 79 79 79

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This is a core module of the Bachelor of Dental Surgery (BDS) programme. The content of the BDS and all associated modules have been revised in response to the General Dental Council's (GDC) review of learning outcomes that the newly qualified dentist and other members of the dental team must achieve in order to be eligible for registration. The BDS curriculum is complex and the publication of the GDC's new learning outcomes has also presented an opportunity to evaluate and re-organise the structure of of the BDS. The proposed programme design will embrace the College's desire to best prepare students for employment in the 21st Century and also the GDC’s expectation that the learning outcomes will form the foundation upon which a registrant will develop and maintain their knowledge and skills throughout their professional career. The curriculum has now been organised around five themes: Scientific Basis of Clinical Practice; Clinical Practice; Evidence Based Dentistry, Research, Dental Public Health and Global Health; Teamwork, Professionalism and Social Responsibility; and Academic Advising and Graduate Attributes which will be an integral part of all the main themes. This Year 1 Module focuses primarily on the Scientific Basis of Clinical Practice but will contain, to a greater or lesser extent, elements of all the other themes.


By school responsible for module Lecture Theatres, IT Laboratory, Dental Clinics, Anatomy Dissection Laboratory, Multi-Disciplinary Laboratory, Small Group Teaching Rooms


n/a






Farida Fortune


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Module Title BDS Year 1 Module Code BDS001


Module Organiser Dr Walter Wieczorek and Dr Simon Rawlinson


n/a n/a n/a


This module of 120 credits is designed to incorporate the following main elements that form the foundation of clinical dental practice and includes: The foundation of basic cell science, systems physiology, pharmacology, neuroscience and oral biology with relevance to the relationship between patient oral health and general disease management. The anatomy, function and structure of the oral soft and hard tissues will be introduced to build and create an understanding of the head and neck structure. Basic materials science relevant to ceramic, metallic and polymeric materials including an introduction to their optical, thermal, electrical and mechanical properties relevant to dental practice. In addition to basic bio-science knowledge, other content integral to the provision of successful patient care and working in a clinical dental environment will also be introduced in this module. This will include professionalism, team-working and social responsibility . As a means of promoting an inquisitive and enquiring mind, the principles of evidence based dentistry will be embedded with a view to encouraging evidence-based decision making, creative thinking and the notion of continuing professional development.


The aims of this module are to: 1. Provide students with the relevant basic science knowledge to support clinical skills. 2. Provide students with sound basic knowledge of the materials science that underpins the use of dental materials and an understanding of dental, oral & craniofacial anatomy 3. Introduce students to the importance of professional attitudes, effective collaboration and teamwork in the clinic and the role of communication skills in patient care. 4. Provide students with an understanding of the importance of the principles of clinical epidemiology, study designs and levels of evidence and their application to decision making. 5. Provide students with the basic knowledge and clinical skills to work safely in a clinical dental environment and develop a general understanding of the moral and legal principles to the management of patients. 6. To introduce students to the importance and relevance of continuous professional development and the concept of life-long learning

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Academic Content:

A 1 Discuss basic sciences including oral anatomy, physiology, pharmacology, neuroscience and biochemistry with respect to health and disease

A 2 Show how a knowledge of biological sciences can be used to support clinical dentistry

A 3 Describe relevant and appropriate dental, oral, craniofacial and general anatomy and explain their application to patient management

A 4 Describe relevant and appropriate systems physiology and its relevance and application to patient management

A 5 Apply the basic science that underpins the use of dental biomaterials in the selection and use of appropriate materials in clinical practice and explain their limitations

A 6 Identify those aspects of biomaterial safety that relate to dentistry

A 7 Describe the features of a safe working environment and the principles of risk management

A 8 Explain the scientific basis of sterilisation, decontamination and disinfection

A 9 Describe the principles of an evidence-based approach to learning, clinical and professional practice and decision making

A 10 Know how to critically evaluate reliability of different sources of information

A 11 Describe and evaluate the principles of epidemiology, psychological and sociological concepts and theoretical frameworks of health, illness, behavioural change and disease

A 12 Describe and evaluate the role of health promotion in terms of environmental change and community and individual behaviours to deliver health gain

A 13 Know about the responsibilities of a dentist as an access point to and from wider healthcare

A 14 Describe the roles and scope of practice of dental professionals in a dental team

A 15 Discuss the principles enshrined in GDC publications on standards for dental professionals

A 16 Explain the range of methods of learning and teaching available and the importance of assessment, feedback, critical reflection, identification of learning needs and appraisal in personal development planning

A 17 Know about the principles of information governance

A 18 Identify normal facial growth and dental development and explain their significance


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B 1 Know about medical and dental emergencies and demonstrate basic life support processes and techniques

B 2 Identify and demonstrate effective verbal and non-verbal communication by spoken, written and electronic methods in the provision of patient care

B 3 Recognise the use of a range of communication methods and technologies and their appropriate application in support of clinical practice

B 4 Apply different forms of communication in various social, professional and cultural settings

B 5 Demonstrate appropriate individual and collaborative working

B 6 Explain the dynamics of teamworking and demonstrate how to work effectively as part of a team

B 7 Utilise the provision and receipt of effective feedback in the professional development of self and others

B 8 Manage own time and resources

Attributes:

C 1 Demonstrate respect for the opinions of others and a readiness to act inclusively

C 2 Recognise and respect own and others’ contribution to the dental and wider healthcare team and demonstrate effective team working, including leading and being led

C 3 Respect and co-operate with colleagues, staff and peers, and demonstrate a commitment to the maintenance of high levels of professionalism, training and safety

C 4 Demonstrate professional attitudes and behaviour at all times, in keeping with the standards expected by the General Dental Council and QMUL

4) Reading List Provide an indicative reading list for the module. This should include key texts and/or journals but should not be an exhaustive list of materials. Medical Sciences 1st edition Naish, Revest and Syndercombe-Court 2009 Medical Biochemistry, 2nd edition J. Baynes & M.H. Dominiczac Elsevier Mosby, 2005 Molecular Biology of the Cell, 4th edition B. Alberts, A. Johnson, J. Lewis, M. Raff, K. Roberts & P. Walter Garland Science, 2002 Essential Microbiology for Dentistry, 3rd edition L. Samaranayake Churchill Livingstone, 2006 Pharmacology, 6th edition H.P. Rang, M.M. Dale, J.M. Ritter & R. Flower Churchill Livingstone, 2007 Human Physiology, 10th edition S.I. Fox McGraw-Hill Higher Education, 2007 Human Anatomy and Physiology, 8th edition E.N. Marieb & K. Hoehn Pearson Education, 2009 Clinically Oriented Anatomy, 6th edition K.L. Moore, A.F. Dalley & A.M.R. Agur Lippincott Williams and Wilkins, 2009 Grant's Atlas of Anatomy, 12th edition A.M.R. Agur & A.F. Dalley Lippincott Williams and Wilkins, 2008 Introduction to Dental Materials, 3rd edition R. Van Noort Mosby, 2007 Oral Bioscience D.B. Ferguson Authors OnLine, 2006 Ten Cate's Oral Histology: Development, Structure, and Function, 7th edition A. Nanci Mosby, 2007 Oral Anatomy, Histology and Embryology, 4th edition B.K.B. Berkovitz, G.R. Holland & B.J. Moxham Mosby, 2009 Anatomy for Dental Students, 3rd edition D.R. Johnson OUP Oxford, 1996 Textbook of Head and Neck Anatomy, 4th edition J.L. Hiatt & L.P. Gartner Lippincott Williams and Wilkins, 2009 Essential Skills for Dentists Mossey et al 2006 Oxford University Press Professional Responsibility in Dentistry: A Practical Guide to Law and Ethics; Graskemper; 2011Wiley-Blackwell Modern Epidemiology, 3rdedition K.J. Rothman, S. Greenland & T.L. Lash Lippincott Williams & Wilkins, 2008 Evidence-Based Dentistry: An Introduction A. Hackshaw, E. Paul & E.S. Davenport Wiley-Blackwell, 2006 Evidence-based Dentistry: Managing Information for Better Practice. D Richards et al. Quintessance Publishing, 2008

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lectures; seminars; practicals; clinical skills laboratory 410:100:50:100 = 660


540


1200







Qualifying Mark for


Basic Sciences 1 ; Oral Biology,Head & Neck , Dental Materials EXM 3 Hours 20 Yes 46.5

Basic Sciences 2; Biochemistry, Neuroscience EXM 3 Hours 20 Yes 46.5

Basic Sciences 3: Systems Physiology , Pharmacology EXM 3 Hours 20 Yes 46.5

Basic Sciences 4: Includes In-Course Assessments for Basic

Sciences 1-3, CWK/EXM 4 Hours 15 Yes 46.5

Integrated Clinical Practice: Practicals PRA/EXM 2 Hours 10 Yes 46.5

Integrated Basic Sciences: Practicals PRA/EXM 2 Hours 10 Yes 46.5

Basic Sciences: Formative Assessment CWK 2 Hours 0 No

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Evidence Based Dentistry: Formative Assessment CWK 2 Hours 0 No

Teamwork, Professionalism and Social Responsibility CWK 1 Hour 2.5 Yes 46.5

Evidence Based Dentistry, CWK 1 Hour 2.5 Yes 46.5












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TPB2011-061

Intercalated degrees regulations. Draft 2. 02/05/12

1 of 2

Intercalated degree regulations. Scope.

These regulations shall apply to all students enrolled and registered for intercalated programmes of study in Barts and The London School of Medicine and Dentistry, QMUL.

1. General regulations. 1.1. To undertake an intercalated degree a student a student must have completed

modules to the value of at least 240 credits of the MBBS, BDS or BVetMeD

1.2. Students returning to the MBBS or BDS programme after the intercalated year must undertake a late summer re-sit. Therefore before the start of the academic year of the MBBS or BDS programme to which they are returning. Students ‘exiting with grace’ who wish to re-sit must do so before the start of the academic year following their ‘exit with grace year’

1.3. Where a student registers for re-sits but does not attempt any assessment, the registration shall still count as a permitted attempt at the module. Additionally, Subject Examination Boards may recommend that the student’s registration and enrolment be terminated when they do not re-sit or retake at the first available opportunity.

1.4. Students shall not be permitted to re-sit passed elements of assessment. Where a module has been passed but some elements of assessment were failed, a student shall not be permitted to re-sit any elements of assessment.

1.5. First sits.

1.5.1. The deferred first sit shall be taken at the first available opportunity following the original exam date and in any case before the start of the following academic year.

1.5.2. First sits replace one of the attempts permitted for a module, replacing the attempt discounted due to extenuating circumstances.

1.6. Eligibility for awards: To be eligible for the award of BSc or BMedSci a student must:

take and pass modules to a total value of 120 credits. take modules to a minimum value of 90 credits at Level 6 take a maximum of 30 credits at Level 4 or 5 pass modules to the value of 90 credits

2. Exit-with-Grace

Students who have been de-registered from the MBBS or BDS programmes or who do not wish to pursue a clinical career may, if they have successfully completed 2 or more years of study be offered the opportunity to undertake one of the intercalated degree programmes. If the programme is completed successfully with a sufficiently high mark, it allows such students to leave the School of Medicine and Dentistry with an honours degree.

Assessment of potential Exit-with-Grace students.

2.1. The director of the intercalated degree programme in concordance with the Dean for Students forwards names of potential Exit-with-Grace students to course directors with as much notice as practical before the start of the academic year.

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Intercalated degrees regulations. Draft 2. 02/05/12

2 of 2

2.2. The course director arranges an interview with the potential Exit-with-Grace student and at least one other member of staff.

2.3. The interview is conducted in the same way as other intercalation interviews but may give more weight to issues of academic suitability, any unresolved personal or medical issues and finally, an overall assessment of likelihood that the student will complete the programme.

2.4. The student is either not offered a place, or accepted unconditionally, or accepted with all or one or more of the following possible provisions / conditions:-

close supervision / mentoring submission of a 1500 word write-up on a relevant subject with a deadline of 1

week from the time that the provisional offer is made. further confirmation of fitness to study

2.5. If the course director is still concerned about academic suitability, he /she can set as

a condition for continuation that all formally assessed work must be completed and passed during the autumn term. If such a condition is made and the candidate fails to fulfil the requirements of the autumn term modules, then the candidate would be entitled to a re-sit at the next available opportunity.

2.6. The decision made by the course director to accept an Exit-with-Grace student is transmitted to the student, to the director of intercalated degrees and to the student finance and bursary officer.

2.7. Following an offer of a place of an intercalated degree programme, students appealing against deregistration from the MB BS programme will be expected to complete the whole programme irrespective of subsequent success in an appeal to re-join the MBBS programme. Re-registration will be deferred until the following academic year.

2.8. Students re-sitting an MBBS year in or out of attendance are not eligible to undertake an intercalated degree.

2.9. Students deregistered for reasons unrelated to academic performance will be considered on a case-by-case basis under the criteria set out in paragraphs 4.2 - 4.4.

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Intercalated degree programme regulations.

1. Selection Procedure. 1.1. Academic selection criteria

1.1.1. All students

Good to excellent performance in the programme, as evidenced by the either the award of Merit for at least one Part of the Degree, or a minimum of a B-grade average overall for parts 1,2 and 3 in the end-of-year assessments

Normally, no referrals in any of the clinical firm grades where these have been undertaken

Satisfactory performance in and completion of, all SSMs prior to intercalation.

Students who have applied to do an intercalated degree and who exceed or closely approach these criteria will be asked to attend an interview for a place on an intercalated programme

Acceptance on the programme will be conditional on a satisfactory performance in the interview that will determine the final ranking as outlined in the guidelines.

1.1.2. Medical students.

Completion of 2, 3 or 4 years of the MBBS programme Normally, passes, at the first attempt, in Parts 1,2 and 3 MBBS (as relevant

to the year of intercalation.)

1.1.3. Dental Students

Completion of 2 (subject to approval), 3 or 4 years of the BDS programme Normally, passes, at the first attempt, in Parts 1 and 2 BDS Completion of all continuous assessment to interview date for Part 3 (Term

10) Satisfactory annual progress reviews

1.1.4. Exceptions. These apply to those students who wish to exit “with grace”. See

section x below.

1.2. Appeals. An appeals procedure will apply after offers for places have been made, to those students who do not meet all of the above conditions.

1.2.1. Every appellant must provide a written statement on no more than 2 sides of A4 paper outlining their reasons for appealing. Supporting evidence (such as medical certificates, letters from senior tutors etc.) should be provided wherever possible.

1.2.2. The appeals committee, consisting of The Dean or Deputy Dean for Student Affairs (Chair), The Head of Intercalated Degrees, a student representative and a representative from The Student Office will meet no more than 4 weeks after the intercalated degree places are allocated, the exact day and time to be announced in 2012.

1.2.3. Appeals will normally be considered on the following grounds:

Strong extenuating circumstances, for instance health or personal problems for poor performance in examinations and or interview leading to a low overall rank.

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Compelling reason for undertaking an intercalated degree at an institution in or near a student's home.

1.3. Application guidelines. Students applying from within Barts and The London. MBBS

and BDS students on five year programmes are only permitted to study for an intercalated degree if they:

Submit a completed application form to the appropriate officer of the School of Medicine and Dentistry by the annual deadline. Three internal choices are permitted, to be ranked in order or preference. Those applying for an external programme or programmes are allowed two additional internal choices.

Meet the academic criteria (section 3.1 above) agreed by the School of

Medicine and Dentistry for intercalating students.

1.3.1. Students will be ranked according to their aggregate performance in previous examinations and other numerically marked assessments of performance up to and including the end of the academic year before they apply for the intercalated degree.

1.3.2. All examination marks carry equal weighting. In December this information will be available to each second, third or fourth year MBBS student who wishes to apply. This information will also be made available to BDS students during the winter term of their 2nd, 3rd or 4th year.

1.3.3. The ranking order will exclude all those who have previously obtained an undergraduate degree and who, therefore, are ineligible to apply for an intercalated bachelors degree.

1.3.4. In the case of intercalated degrees within Queen Mary University of London, all students who meet the selection criteria will be interviewed by at least 2 members of staff on the first choice programme to which they have applied. If a student does not gain a place on his or her first choice programme he or she may be interviewed by staff on their second and, possibly, on programmes to which they have given a lower priority.

1.3.5. Those wishing to apply for an external programme will be interviewed by the head of intercalated degrees and one other member of staff. This procedure is independent of any selection process stipulated by the external programme(s) to which a student applies.

1.3.6. All interviews will be assessed according to the following criteria and marked on a standard pro-forma.

Commitment and keenness Coherence and clarity in answering questions Breadth and depth of background knowledge Specific knowledge about the programme

1.3.7. The aggregate examination marks, scaled to a maximum of 67/100, and the

marks for the interview, scaled to a maximum of 33/100 will be added together to produce a combined total out of 100. Therefore academic performance will have a weighting twice that of interview performance.

1.3.8. Students who fail to demonstrate adequate commitment at interview will not be accepted for an intercalated degree. If the interviewers give 5 or fewer marks out of the total available at interview they will not be accepted onto the

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programme, whatever their academic standing. Any student who fails to meet this threshold and who still wishes to have a place on the degree in question, will then automatically have the right of appeal.

1.4. Allocation of intercalating places.

1.4.1. The total number of places available to each year group will be determined by the Head of Intercalated Degrees in consultation with The Dean for Education and others in The School of Medicine and Dentistry concerned with planning student progression. Places will be allocated as follows:

For each year group those whose combined exam and interview rank is higher than or equal to the predetermined number for that year group will be offered a place on their programme of first choice.

In the event that a student has a sufficiently high rank to be offered an intercalated degree place and the programme of first choice has no further capacity, the student will be asked to attend an interview for a programme to which they have applied as a second or, possibly, third choice. Provided that they achieve more than 5 marks in their second or third interview, and that the second or subsequent choice has not exceeded its capacity, the student will be offered a place on the programme of second or third choice.

Students who have not been accepted onto a programme may be put on a waiting list ranked according to the procedure described above. If a place becomes available it will be offered to the highest ranking student remaining on the waiting list.

1.4.2. Any places which subsequently become free as a result of a student turning

down an offer of a place, for instance to accept a place on another programme, will then be offered to those on the waiting list, starting with those of the highest ranking and working downwards.

1.4.3. Providing the above selection criteria and ranking conditions are met, all students enrolled on the MBBS or BDS at (QMUL) are eligible to study for an Intercalated BSc or BMedSci degree within QMUL - subject to payment of appropriate fees - as an integral component of their initial degree registration.

1.5. Students wishing to intercalate degrees by studying at Institutions other than QMUL.

1.5.1. Those students wishing to pursue an intercalated degree elsewhere in the University of London (or in any other UK Higher Education Institution) are also subject to the above criteria and guidelines. In addition, these students must obtain the permission of the Dean for Education of the SMD (or his nominated deputy) to interrupt MBBS or BDS studies for the duration (normally one year only) of the intercalated programme.

1.5.2. The proposed programme must be a recognised intercalated degree programme for medical and/or dental students and must be acceptable to The SMD. The SMD may set conditions that must be met before studies at QMUL may be resumed.

1.5.3. There is a quota, limiting the number of places available for intercalation outside QMUL. Permission to interrupt studies will then be granted on a competitive basis in which the combined ranking will be based on examination and interview performance as described in section 3.3.1 above. This interview will be conducted by two members of the SMD academic staff, usually including the head of intercalated degrees. It is entirely separate from any interview that may be required by staff at the external institution at which an application is made.

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1.5.4. Students will be permitted to apply both for internal and external programmes. However, if a place has been offered and accepted on an internal programme permission to intercalate externally will not be given. Similarly, if a place is offered and accepted on an external programme and if the Dean for Education (or his nominated deputy) has given permission for the student to undertake the programme, that student will not be eligible for acceptance on an internal programme.

1.5.5. If a student who applies for both or an external and an internal programme is offered an internal place before hearing from the external institution whether their application has been successful, the internal place will be held open for them until the results of their external application are known.

1.6. Students from other institutions who wish to undertake an intercalated degree at Queen Mary University of London.

A limited number of places will be available for external students.

1.6.1. Normally, external students will be assessed in a similar manner to internal applicants. External applicants will be asked to arrange for their home institution to send confidentially, a transcript of their examination results to date and, where available, their academic ranking to the selection committee for the relevant intercalated degree, to the Student Office. This information is then used, corrected for size of their year, to contribute to the scoring system in exactly the same manner as the scoring system for internal students.

1.6.2. In the event a programme is oversubscribed and there is a tie for a place then home students will take precedence. If a student's home institution does not provide an academic ranking, they will be assessed on the basis of their interview taking due account of their examination performance as shown in their transcript.

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Nature of proposal(s) BUPT JP revised regulations for the 2012-2013 academic year


EECS/ARCS


Revised JP Regulations for use from 2012/13.

Outcome requested

The Taught Programmes Board (TPB) is asked to consider and approve the proposed changes.


The current JP Regulations date from 2007 and this revision is intended to (i) clarify wording and (ii) consolidate regulations by adding in material from other documents. Changes to the regulations are summarised in the first page of the document. The changes have been approved by the BUPT & QMUL Joint Programme Academic Committee at its March meeting. No significant issues identified.

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Summary of Revised Regulations 2012

The current JP Regulations date from 2007 and this revision is intended to (i) clarify wording and (ii) consolidate Regulations by adding in material from other documents. There is no chance in substance.

Summary of changes to the document:

i) Add in Internet of Things Engineering Programme ii) Clarity to wording throughout. iii) Update on BUPT requirements for withdrawal. iv) Clarification of maximum period of study and periods of interruption. v) Clarification of wording around resits including removal of duplicate points and more explicit

wording on resit policy for coursework. vi) More explicit guidance on procedures for extenuating circumstances and split between QM and

BUPT responsibilities. vii) Request for review of an examination board decision is more explicit. viii) Minor modules not included on QM transcript. ix) Addition of existing examination and offences material from a separate document into the

regulations. x) Addition of a section on student complaints. xi) Addition of marks conversion table from a separate document.

Yue Chen

Feb 2012

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BSc(Eng) Regulations - Revised Feb 20121

BSc(Eng) in Telecommunications Engineering with Management

BSc(Eng) in E-Commerce Engineering with Law

BSc(Eng) Internet of Things Engineering

1. Introduction

1.1. These Regulations apply to students enrolled on the programmes of study leading to the Degrees of BSc(Eng) in Telecommunications Engineering with Management, and of BSc(Eng) in E-Commerce Engineering with Law and BSc(Eng) Internet of Things Engineering. The programme is offered jointly by Beijing University of Posts and Telecommunications [BUPT] and Queen Mary, University of London [QM].

1.2. The general management of the programme of study, including responsibility for the admission of students, and the organisation of teaching, shall be the responsibility of the Academic Committee, established in accordance with the Contract between BUPT and QM. The day-to-day management of the programme is the responsibility of the Programme Director.

1.3. The programme consists of two phases:

[a] Year 1 is equivalent to a Foundation Year in England;

[b] Years 2-4 are equivalent to Years 1-3 of a BEng degree in England

2. Definition of Terms

2.1. Technical modules: modules prescribed as constituting the core technical knowledge for that Programme (including transferable skills, Business and Law).

2.2. Minor programme modules: technical modules taken from another programme to form a “minor”.

2.3. English Language modules: modules teaching English.

2.4. Chinese compulsory modules: modules that are required by the Chinese Ministry of Education but do not form part of the UK degree.

2.5. Optional modules: modules not related directly to the Programme but are required (a minimum of 10 credits) for students to be awarded a BUPT degree.

2.6. Engineering Environment modules: modules that combine to form the Engineering Environment component of the UK Honours marks; these exclude technical modules.

1 This revision does not change any substance but (i) clarifies wording, (ii) adds Internet of Things Engineering and (iii) brings into the Regulations details from other documents, such as that on assessment offences. It takes effect from Academic Year 2012/13

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2.7. Project: the independent technical project carried out in the final year. This is a technical module but is treated differently in the UK Honours calculation.

2.8. Taught technical modules: technical modules excluding the Project

2.9. Credit: a measure of load in the Chinese system that is related to the contact hours.

2.10. Take: the first attempt at a module.

2.11. Retake: where a student may attempt the module again, including attending lectures and laboratories.

2.12. Resit: where a student may attempt the assessment again for a module, but may not attend lectures and laboratories again, unless attendance at laboratories is necessary to resit a failed coursework mark. Such attendance needs permission from the Programme Director.

2.13. Coursework hurdle: the requirement for students to obtain at least 30% (UK scale; 45% CN scale) in the overall mark for assessed coursework in order to pass the module .

2.14. Jie Ye Zhengshu: a certificate awarded by BUPT that allows a student to subsequently complete the degree.

2.15. Yi Ye Zhengshu: a certificate of incompletion awarded by BUPT.

2.16. Cap on marks (marks are capped): the mark on resit is “capped” at the minimum pass mark for the UK transcript and calculation of Honours; the Chinese resit mark is shown separately and is not capped.

2.17. Year: study years on the JP are numbered 1-4 to follow Chinese practice; these correspond to years 0-3 at QM.

3. Admission

3.1. In order to be eligible for admission to Year 1 of the programme, a candidate shall have obtained the Chinese entry standard for key universities.

3.2. Any student who secures admission to the programme on the basis of qualifications, documents or statements that are subsequently found to be false shall have his/her registration terminated, and shall accordingly cease to be a student.

4. Programme of Study

4.1. The minimum period of study shall be four academic years. The period of study shall normally be continuous.

4.2. The maximum period is 6 years

4.3. Periods of study shall include periods of interruption unless, exceptionally, the student is given permission by the Director of the Academic Affairs Office of BUPT to have the interruption excluded from the period of study.

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4.4. Composition of the Programme of Study

[a] The programme of study will consist of a list of modules published by the Academic Committee and approved by the Chinese Ministry of Education.

[b] The list of modules will show the number of credits allocated to each module.

5. Enrolment and Attendance

5.1. Students are required to enrol at the beginning of their programme of study at both BUPT and QM, and to confirm their enrolment at the beginning of each subsequent academic year. Enrolment procedures include a student making satisfactory arrangements for the payment of his/her fees. A student who fails to make such arrangements, or who subsequently defaults on the payment of fees, may be required to withdraw from the programme of study.

5.2. Students may not be absent from the College during term-time without the agreement in advance of the Programme Director.

5.3. A student whose general attendance and/or submission of work is not considered satisfactory by the Programme Director may have his/her registration terminated.

5.4. Students may be required to undertake a medical examination, either as a condition of admission, or at any time during their studies. A student who has been absent as a result of a serious illness, or an infectious or contagious disease, may be required to produce a medical certificate before being permitted to resume study.

6. Assessment

6.1. The Programme Director (in consultation with the Academic Affairs Office of BUPT or with the Academic Registrar for students studying in London) may approve arrangements for a student who is ill or otherwise disabled to take his/her examination under special conditions.

6.2. A student must complete all parts of the assessment for a module in order to receive a final mark for that module. A student who fails to complete part of the assessment, or to meet any prescribed module requirement, without reasons acceptable to the examination board, will be deemed to have failed the module, and a mark of 0 will be awarded.

6.3. Different marking scales are used by BUPT and QM. The marking scale used for assessment within a module, and for the overall module mark, is determined by the Academic Committee and is specified in the module descriptor. The relationship between the marks is:

[a] A pass mark at BUPT is 60% and at QM is 40% for modules at all levels .

[b] Themark showing distinction performance at BUPT is 85% and QM is 70%.

[c] Marks above the pass mark are mapped as2:

[d] Marks below the pass mark are mapped as2:

[e] Irrespective of the scale being used, no mark can be greater than 100%, or less than 0%.

2Wherecn is the mark on the BUPT scale and uk is the mark on the QM Scale.

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[f] The implementation of the mapping between scales is through a lookup table (Appendix) with marks specified as integers.A separate mapping table is used for each direction.

[g] Total coursework marks and examination marks are each specified as an integer out of 100; when combining to give the total module mark the result is rounded to the nearest integer.

6.4. A student who has passed a module may not repeat any part of the assessment for that module unless, exceptionally, this is specifically permitted by the examination board.

6.5. Where a student has failed a module, the examination board may require him/her either to resit the whole assessment for that module, or to resit only the parts that have been failed.

[a] The overall module mark attainable for any resit shall be capped [2.16].

[b] Where a student is required to only resit the examination component, any existing coursework mark for that module will be combined with the new examination mark, to produce a new overall mark, and this is capped [2.16].

[c] Where a student is required to only resit the coursework component, any existing examination mark for that module will be combined with the new coursework mark, to produce a new overall mark, and this is capped [2.16].

6.6. Where a student is required by the Examination Board to retake the year, the marks are not capped.

6.7. Resits shall be taken at the next available opportunity except that, in exceptional circumstances, the Chair of the Examination Board shall have discretion to permit a student to defer his/her resit(s) by not more than one academic year.

6.8. The “next available opportunity” for resit examinations will coincide with normal BUPT resit examinations.

6.9. Number of resit attempts:

[a] Students will be permitted three resit attempts before the end of Year 4, except for modules first taken in semester 7 where there will be two resit attempts.

[b] Students who fail to graduate at the end of semester 8 will be permitted to take further resit attempts as available up until the end of the maximum period of 6 years.

6.10. Format of resit examination:

[a] The first resit examination will be on the syllabus as taught to the student for their first sit.

[b] Subsequent resit examinations will be on the syllabus as taught to first-sit students during that year, but all lecture material will be made available to resit students.

6.11. Where a module is withdrawn, examinations will be set to give students 3 resit attempts.

6.12. For all technical modules students must pass the coursework hurdle [2.13] in order to pass the module .

[a] A student who fails the coursework hurdle is required to resit the coursework.

[b] A student who fails the module overall but achieves a pass mark in the coursework is not permitted to resit the coursework.

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[c] A student who fails a module overall and achieves a coursework mark that is a fail mark, but is above the coursework hurdle, may choose to resit both the examination and the coursework or just the examination.

[d] The maximum mark for resit coursework is 50 (UK scale).

6.13. Resits in English Language are implemented as the national Chinese examination CET4. A pass in CET4 will be taken as a capped resit pass in any English Language module previously failed .

6.14. Extenuating circumstances:

[a] A student who, through illness or other cause acceptable to the examination board, is prevented from attending or completing any assessment may be permitted to re-present him/herself at the next available opportunity as if for the first time.

[b]

[c] Requests for extenuating circumstances shall be considered by the university teaching that module and the decisions reported to the examination board.

(i) For modules taught by BUPT requests will be considered by the Programme Director.

(ii) For modules taught by QM requests will be considered by an Extenuating Circumstances Committee that will include at least one Chinese speaker3.

[d] All requests must be made at least 1 week before the examination board (for examinations) and within one week of the student’s return for coursework.

6.15. The organisation of assessments for each module on the programme shall be governed by the Regulations of the institution responsible for teaching that module.

6.16. The conduct of assessments for each module on the programme shall be governed by the Regulations of the institution responsible for conducting that assessment.

6.17. The consideration of any allegation of an examination offence is specified in 11.1.

7. Progression

7.1. To progress, a student must have an accumulated failure of less than 20 Chinese credits outstanding from technical or Chinese compulsory modules.

7.2. A student who retakes the year must pass 60% of failed Chinese credits to progress to the next year, otherwise the year has to be retaken again.

7.3. In addition to [7.1], a student must have passed 6 technical modules in Year 2 and have accumulated 12 technical modules from Years 2 and 3 by the end of Year 3 in order to progress.

7.4. A student who fails to progress may retake or resit the units failed and in addition may take up to two modules from the following year. The number of modules to be taken in addition will be determined by the Programme Director and the choice of those modules will be determined by the Academic Committee.

3 Medical and other evidence will generally be in Chinese.

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7.5. A student who has an accumulated failure of 20 Chinese credits or more from technical or Chinese compulsory modules must retake the year. If that student subsequently reaches an accumulated failure of 20 Chinese credits or more from technical or Chinese compulsory modules they are required to withdraw.

7.6. A student who has an accumulated failure of 30 credits or more from technical or Chinese compulsory modules is required to withdraw.

8. Degree Requirements and Consideration for Honours

8.1. To be admitted to a degree a student must have:

[a] been registered on the programme for a minimum period of four academic years;

[b] completed all requirements within a maximum period of 6 years (subject to 4.3);

[c] and passed all English Language modules (a pass in the Chinese national examination CET4 counts as having met all requirements on passing English Language );

[d] passed all technical modules;

[e] passed all Chinese compulsory modules; and

[f] passed the Year 4 Project module.

8.2. Students who fail to pass all units within the 6 years maximum period may be issued a Yi Ye Zhengshu by BUPT, but this will not entitle them to a degree from either university.

8.3. A student who is awarded a Jie Ye Zhengshu by BUPT may take or retake the modules or resit the examinations within the maximum period of 6 years. If the student meets the requirements in 8.1he/she will be awarded a degree from both BUPT and QM.

8.4. The transcript provided by BUPT will show all modules with marks on the BUPT scale.

8.5. The transcript provided by QM will show all technical and English Language modules with marks on the QM UK scale plus an overall Honours classification; it will also show that the student has passed the BUPT requirements and the Engineering Environment modules.

8.6. The Honours weighted average shall be calculated as a weighted sum with:

[a] 20% for project

[b] 5% for Engineering Environment

[c] 75% for taught technical modules in Years 2-4 with weighting between years as shown below in order to achieve an approximate weighting of 1:3:6 between levels 4, 5 and 6+7:

(i) 0.18 * average % mark for Year 2 modules

(ii) 0.33 * average % mark for Year 3 modules

(iii) 0.24 * average % mark for Year 4 modules

8.7. Honours shall be awarded based on the Honours weighted average as follows:

[a] 1st Class >= 70%

[b] Upper second class >= 60% and < 70%

[c] Lower second class >= 50% and < 60%

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[d] Third class >=45% and <50%

[e] Pass <45%

8.8. A student who is in debt to either institution shall not be entitled to receive examination results, to progress from one year to the next, or to receive any award.

8.9. A candidate who has completed his/her full period of study and has been absent from examinations during his/her final year due to illness or other cause judged sufficient by the relevant Subject Examination Board, may apply to the Programme Director, for consideration at the Subject Examination Board, to be considered for a degree under the Aegrotat Provisions. The application must be accompanied by a medical certificate or other statement of the grounds on which it is made and must be submitted within 2 weeks from the last examination to which the application refers.

8.10. In considering an application for the award of an aegrotat degree, the examination board shall consider the work that the student has submitted during the year and in such part of the examinations as s/he has attended (if any), and records of the candidate's performance during previous years of the programme, to determine whether there is adequate evidence that, had the student completed the examination(s) in normal circumstances, s/he would clearly have reached a standard for the award of the degree. If the board is so satisfied, it shall offer the student an Aegrotat Degree.

8.11. On receipt of the offer of an Aegrotat Degree, the candidate may either accept the offer, in which case the degree will be conferred, or decline the offer, and re-enter the examinations for which s/he is eligible at the next normal date with a view to completing the requirements for the award of a degree. A candidate who elects to re-enter the examinations shall cease to be eligible for an Aegrotat Degree in respect of the examinations on which the original application was based.

8.12. A candidate who has accepted the award of an Aegrotat Degree will not be eligible thereafter to re-enter the examination for a classified degree.

8.13. Request for a review of a module result or for a degree classification:

[a] Students may request a review of an examination board decision (for an individual module or for the overall classification) within 14 days of the results being released to students using the standard form for JP students.

[b] This form must be completed in English for modules taught by QM and in Chinese for modules taught by BUPT. The form will be dealt with by the university teaching the module using its normal procedures.

[c] For reviews of the overall classification the form must be completed in English and Chinese and will be considered jointly by the two universities.

[d] A decision on the review will normally be communicated to the student and the other university within 14 days of the request being received. This may exceptionally be extended where QM teaching staff are in Beijing and the relevant examination material is in London.

[e] If marks have to be changed as a result of the review they will be reported through Chair’s action to the two universities so the records can be updated.

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9. Data Protection

9.1. Personal data held in the UK will be subject to UK Data Protection legislation; personal data held in China will follow normal BUPT practice and comply with the relevant Chinese law.

10. Minor Programmes

10.1. Minor Programmes are designed to broaden students’ knowledge by allowing them to take additional modules apart from their Major Programme.

10.2. A Minor Programme comprises no more than 30 credits in total from a list prescribed by the Academic Committee.

10.3. Students who have passed all technical and English Language modules and achieved good results at the end of Year 1 can apply to register for a Minor Programme at the beginning of Year 2.

10.4. When there is a timetable clash between a major and minor module, students are required to apply for an approval from the lecturer of the minor module to allow them to take the module with no attendance. Once approved by the lecturer, students must study the module in their own time and take the exam.

10.5. When there is a clash between a major and minor module examination, students must attend the major module examination first, and then attend the resit examination of the minor module.

10.6. Students will not be allowed to continue their Minor Programme study if:

[a] they have failed ONE resit attempt at a minor module, OR

[b] they have failed two or more technical modules in their Major at their first attempt.

10.7. To be awarded a Minor Programme Diploma, students must pass all modules of the Minor Programme within the duration of their Major Programme as well as passing the Major.

10.8. BUPT will award a Minor Programme Diploma to successful candidates as well as a separate transcript for the Minor Programme.

10.9. QM will not list the Minor Programme modules on the standard transcript .

11. Examination offences and appeals

11.1. Examination offences

[a] Where a student commits an examination offence on an individual module, that offence shall be dealt with by the university teaching that module under its normal code of examination offences.

[b] CET4 and CET6 are Chinese national examinations and any disciplinary matters arising will be dealt with under the national procedures specified for those examinations.

[c] Offences during an invigilated examination will be dealt with by the university providing the invigilation.

[d] Where a student commits a more serious examination offence the Programme Director will consult the relevant authorities of the two universities to determine which university shall deal with the offence. The university investigating the offence shall do so in accordance with

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its approved regulations and procedures and the university that is not investigating shall accept the decision of the other and any punishment will be applied by both.

11.2. Non-academic disciplinary matters will be dealt with by BUPT under Chinese Law for students committing offences in China.

11.3. Students spending part of the degree in Queen Mary will be treated the same as any other Queen Mary student under the Code of Student Discipline and the regulations governing assessment offences but the Programme Director will be kept informed of any alleged offences and investigations.

11.4. Appeals

[a] Students appealing against any type of decision shall use the normal procedure of the university that made the original decision. A student may not appeal against the decision of one university to the other.

[b] Any hearing requiring the student to be present shall be conducted face-to face if that is physically possible; if not it shall be held electronically.

[c] Documentation from the student in support of their appeal and any oral submission at a panel meeting must be in English for matters handled at Queen Mary and Chinese for BUPT.

11.5. Appeals to a higher body

[a] A student may appeal against the decision of a university to an external appeals body for the country in which that university is situated and both universities will be bound by that decision subject to the provisions of Chinese Law.

11.6. Harmonised Penalties

[a] Offences will be dealt with using the normal procedures of the university concerned but penalties must be taken from an agreed set of harmonised penalties

[b] Where the penalty involves failure in the module, the student may resit but, unless specified in the harmonised penalties, must miss the next opportunity.

12. Student complaints

12.1. Where a student has a formal complaint about teaching in any module that complaint will normally be made to the university providing the teaching under its normal procedures.

12.2. Notwithstanding 12.1 a student may complain about teaching in any module under the procedures of either university.

12.3. Once a student has entered a complaint under the procedures of one university, they may not subsequently complain to the other, except under the conditions of 12.5.

12.4. The university receiving the complaint shall copy that complaint to the other and keep the other university fully informed of all steps taken.

12.5. Where the complaint is considered sufficiently serious that it may lead to disciplinary action against a member of staff, the two universities will consult on the appropriate action to be taken, bearing in mind the provisions in the contract for such issues.

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13. External Examiners

12.1 Each university shall appoint an external examiner subject to the approval of the other.

13.1. Additional external examiners may be appointed as deemed necessary, but must be approved by both universities.

14. Marks conversion

14.1. Conversion from QM to BUPT marks. QMUL BUPT QMUL BUPT QMUL BUPT QMUL BUPT

0 0 1 2 26 39 51 70 76 89 2 3 27 41 52 71 77 89 3 5 28 42 53 72 78 90 4 6 29 44 54 73 79 91 5 8 30 45 55 74 80 91 6 9 31 47 56 75 81 92 7 11 32 48 57 75 82 92 8 12 33 50 58 76 83 93 9 14 34 51 59 77 84 93

10 15 35 53 60 78 85 94 11 17 36 54 61 79 86 94 12 18 37 56 62 79 87 95 13 20 38 57 63 80 88 95 14 21 39 59 64 81 89 96 15 23 40 60 65 82 90 96 16 24 41 61 66 82 91 97 17 26 42 62 67 83 92 97 18 27 43 63 68 84 93 97 19 29 44 64 69 84 94 98 20 30 45 65 70 85 95 98 21 32 46 66 71 86 96 99 22 33 47 67 72 86 97 99 23 35 48 68 73 87 98 99 24 36 49 69 74 88 99 100 25 38 50 69 75 88 100 100

14.2. Conversion from BUPT to QM marks BUPT QMUL BUPT QMUL BUPT QMUL BUPT QMUL

0 0 1 1 26 17 51 34 76 58 2 1 27 18 52 35 77 59 3 2 28 19 53 35 78 60 4 3 29 19 54 36 79 62 5 3 30 20 55 37 80 63 6 4 31 21 56 37 81 64 7 5 32 21 57 38 82 66 8 5 33 22 58 39 83 67 9 6 34 23 59 39 84 69

10 7 35 23 60 40 85 70 11 7 36 24 61 41 86 72 12 8 37 25 62 42 87 73 13 9 38 25 63 43 88 75 14 9 39 26 64 44 89 76 15 10 40 27 65 45 90 78 16 11 41 27 66 46 91 80 17 11 42 28 67 47 92 82

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BUPT QMUL BUPT QMUL BUPT QMUL BUPT QMUL 18 12 43 29 68 48 93 84 19 13 44 29 69 50 94 86 20 13 45 30 70 51 95 88 21 14 46 31 71 52 96 90 22 15 47 31 72 53 97 92 23 15 48 32 73 54 98 95 24 16 49 33 74 55 99 97 25 17 50 33 75 57 100 100

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Nature of proposal(s) 3 Collaborative Proposals


SEMS for UM, SBCS for UBD and SMD for IMU


Collaborative proposals for with the following institutions: University of Malaya (UM) University of Brunei Darussalam (UBD) International Medical University (IMU), Kuala Lumpur

Outcome requested

The Taught Programmes Board (TPB) is asked to consider and approve the proposed partner institutions. Due Diligence and Risk Assessment Forms are attached. Should any conditions or recommendations be attached to the approval arising from discussion at the Board these will be clearly stipulated in the TPB minutes and relayed to the proposer.


Comments on the partners: The Risk Assessment and Due Diligence process indicate low levels of risk for UBD and IMU and medium level for UM. UM is the leading university in Malaysia and one of the top research institutions in the ASEAN region. UBD is Brunei’s leading institution. UBD is now moving towards a more research focused learning environment. IMU: IMU is a very well established Medical University in Malaysia. They have a number of longstanding partnerships with 14 other Medical Schools in the UK including Manchester, Edinburgh, Nottingham, Leeds, Glasgow, Liverpool and Warwick. Students can take their clinical years at one of IMU's partner institutions in UK and Ireland, Australasia or North America. Entry requirements to IMU are significantly lower than entry to QM's MBBS directly and so caution should be taken when selecting candidates. QMSE: strategic approval of the proposals was given by QMSE at its meeting on 1st May 2012. In the case of IMU a business case is being prepared for further consideration. Next steps: following TPB approval, the Memoranda of Understanding will be prepared for signing by the Principal. For IMU, Stage 2 Academic Proposal for the articulation agreement will be submitted to TPB. No significant issues identified.

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Stage 1 Partnership Proposal Form

This form is used to seek approval to enter into a collaborative relationship with a new external partner All sections must be completed in full and be accompanied by supplementary information on the proposed partner(s) using the Due Diligence form. Plans to develop new partnerships should usually be identified in the context of the Planning and Accountability Review (PAR). Stage 1 proposals should be sponsored by the Faculty Vice-Principal and submitted to the Academic Secretariat who will arrange for Queen Mary Senior Executive (QMSE) strategic approval of the partnership. Taught Programmes Board (TPB) will consider the due diligence and risk assessment and will give formal approval of the new partner. Following QMSE approval the Academic Secretariat will arrange for the Memorandum of Understanding to be signed by all parties. The new collaborative activity should then follow the applicable development route. Further information on this can be found on the collaborative provision web pages


Summary Information

Proposed Partner Institution International Medical University, Kuala Lumpur, Malaysia

Type of Proposed Collaborative Activity

Agreement to take their students after 2.5 years into the Queen Mary MBBS Course


Associated Deadlines

Anticipated Student Numbers Five in the first instance

Responsible School / Institute Barts and The London School of Medicine & Dentistry

1) Summary of the Proposed CollaborationThe International Medical University (IMU) in Kuala Lumpur has been in existence for the past 20 years. Over that period of time it has undertaken the "early years" of training of a medical degree. Thereafter those students have gone abroad to one of a large number of medical schools throughout the globe. More recently a percentage of the students has remained in Kuala Lumpur and complete their medical training on the clinical course now run by the IMU. However, a large percentage of their students continue to undertake the latter years of their clinical training abroad. Approximately fifteen of the medical schools receiving these students are in the UK of whom nine are Russell Group universities. The majority of the other universities are in Australasia and there is a small number in North America. It is now proposed that Queen Mary take five of these students per year starting in Year 3 of the MBBS programme.

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2) Partnership Rationale Details of the rationale for the proposed partnership activity. Indicate the key benefits of the partnership to the School/Institute and QMUL. After discussions with other partner medical schools in the UK and direct discussions with the Higher Education Funding Council of England, it is clear that these students are not currently counted within the 7.5% international student limit. Therefore income from these students would be new income. This constitutes a significant financial benefit to QM. In addition, there are currently threats to the ongoing recruitment of international students from South East Asia, particularly Singapore and Malaysia. We believe it is in QM's interest for us to build relations between ourselves and Malaysian institutions with a view to maintaining the flow of students to QM from South East Asia.

3) Resources Provide an initial assessment of the financial implications of the proposal. Indicate whether additional resources will be required (internally and externally) and the status/progress of this.

We plan to devote a 0.2 full-time equivalent member of staff to support this programme. It is clear that one of the problems associated with this programme is that the students are unfamiliar with the UK. The experience of other UK medical schools participating in this collaboration is that the students benefit greatly from support. Therefore, it is our intention to use some of the increased income to fund this post. We predict that the income when in steady state, (i.e. five students per year from each of years 3-5) will bring in an additional income of approximately £300 000 per year. The costs will be less than £40 000 a year.

4) Agency Agreements only - Provide details of the QMUL programmes that the Agency will be recruiting to.

No agency is involved.

Approval of Stage 1 Partnership Proposal

Confirmation of approval is required from the Queen Mary Senior Executive (QMSE). The signature of the Heads of School/Institute will confirm that the School or Institute can fund the required resources, both internal and elsewhere (for example: staffing, library and computing resources).

Queen Mary Senior Executive

Head(s) School/ Institute

Head(s) of supporting School/Institute

Vice-Principal and Executive Dean

Once a proposal has passed Stage 1 approval the Memorandum of Understanding can be signed.

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Due Diligence Check-ListThe purpose of the due diligence process is that the College can be satisfied about the good standing of the prospective partner and of its capacity to fulfil its designated role in the proposed arrangement. QMUL will only enter into partnerships with institutions of equal standing which will enhance its academic reputation. In some cases a Risk Assessment Form may also be required (please refer to the Collaborative approval table). Where there is more than one partner please provide a complete set of information for each on separate sheets. If drawing from web pages please insert link.


1. Name, address and web site of proposed partner organisation

Name The International Medical University

Address No 126 Jalan 19/155B, Bukit Jalil, 57000 Kuala Lumpur Malaysia

Web site www.imu.edu.my

2. Details and Title of contact at proposed partner organisation

Name Dr Mei Ling Young

Role Provost

Telephone Number +60 3 27317524

E-mail Address [email protected]

3. Details of Head of Institution/Signatory

Name and Title Tan Sri Dato' Dr Abu Bakar Suleiman

Position President

4. What is the status of the proposed partner organisation (please select as appropriate)

HEI with degree awarding powers International Other (please state)

HEI without degree awarding powers Other (please state)

Further Education College Other (please state)

Private training provider or company Other (please state)

Research Institute Other (please state)

Agent Other (please state)

5. Written statement describing the legal status of the partner institution. Please include the basis on which the organisation has the authority/legal right to enter into collaborative partnerships.

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International Medical University (IMU) is a private university registered under the Private Higher Educational Institutions Act, 1996. IMU is owned and managed by IMU Education Sdn Bhd (Company No. 237397-W), a private company incorporated in Malaysia, under the Companies Act, 1965.

6. Partner institution's Mission Statement, where available; any significant future developments (if known).

A. Organisational Mission 1. Organisation and Management IMU's goal in organisation and management is to be accountable, fair and transparent in employment with equal opportunities, and be efficient in managing all the activities of the University and its members. 2. Professional Development Its goal is to provide an attractive and conducive environment to achieve the long-term potential of staff and students in the context of IMU as a learning organisation. 3. Community Relations The goal is to foster close relationships with the Ministry of Health and the Ministry of Higher Education in Malaysia, as well as with the industry, the community and other educational and research institutions. 4. Internationalisation The goal is to maintain and further enhance IMU's international image with global partnerships and activities with staff and students from all over the world. B. Educational Mission - further strengthen the IMU as a centre of excellence for programmes in medicine, pharmacy and health sciences - establish the IMU as a centre for higher education providing training through multidisciplinary programmes - establish the IMU as a centre for postgraduate training and Continuing Professional Education - train knowledgeable and skilful professionals with high ethical standards who will be dedicated to serve and improve the quality of life - train competent professionals with the use of innovative technologies of knowledge especially ICT in the teaching-learning process

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7. Standing in relevant national and international league tables. For non-UK institutions: is the proposed partner subject to the scrutiny of national governments, external agencies/organisations? If yes, what has been the published outcome of such scrutiny (please provide web addresses if applicable). Evidence of the standing could be based on information published by organisations such as the British Council, National Academic Recognition Information Centre (NARIC), the Organisation for Economic Co-operation and Development (OECD) or in the in the following league tables: • Times Higher Education World University Rankings • QS World University Rankings (Quacquarelli Sydmonds) • Academic Ranking of World Universities (ARWU) • The Times Good University Guide • The Guardian University Guide If the proposed collaboration is at subject level, subject level rankings should also be provided if available.Yes, we are subject to the Ministry of Higher Education and the Malaysian Qualification Agency (MQA) approval in conducting the programme. MQA is also the national accreditation body that accredits educational programmes in the higher education institutions in Malaysia. In addition, our medical programme is also subject to the approval and recognition by the Malaysian Medical Council.

8. Financial standing (for non-publicly funded entities only): Provide evidence where available of the good financial standing of the partner institution. This could include partner institution's most recent Annual Report and Accounts. Free copies of reports may be available from the partner's web site. Other online sources of financial information include The Annual Reports Library and Company Annual Reports Online (CAROL)As attached - the Financial Accounts for 2011.

9. How long has the proposed partner been in existence in its current form? 13 years as a university, 7 ll

10. Does the proposed partner have any current or previous links with QMUL? Please state.

No.

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11. Does the proposed partner have any current or previous links with other UK or overseas HE institutions? Please state.

Yes. We have partner universities in the UK. They are: 1. University of Aberdeen 2. University of Brighton-Sussex 3. University of Dundee 4. University of Edinburgh 5. University of Glasgow 6. Keele University 7. University of Leicester 8. University of Leeds 9. University of Liverpool 10. University of Manchester 11. Queen's University of Belfast 12. University of Southampton 13. St George's University of London 14. University of Nottingham 15. University of Warwick 16. University of Strathclyde 17. University of Glamorgan 18. Anglo-European Chiropractic College Partners in Australia and New Zealand 1. University of Adelaide 2. University of Newcastle 3. University of Tasmania 4. University of Western Australia 5. University of New South Wales 6. University of Queensland 7. Australian National University 8. University of Auckland Partners in North America 1. University of Dalhousie 2. Thomas Jefferson University Partners in China (they are University of Traditional Medicine) 1. University of Beijing 2. University of Shanghai 3. University of Shangdong 4. University of Guangzhao

12. Include information on any cultural, academic or other issues that you think relevant to assess the good standing of the proposed partnership, or which might raise issues of concern.

We have a Rating System for Malaysian Higher Education Institutions (SETARA), which is an exercise carried out by the Ministry of Higher Education to measure the quality and prestige of universities and university colleges in Malaysia. SETARA was first carried out in 2007 on 20 public universities by the Malaysian Qualifications Agency (MQA). In 2009, the rating exercise involved 58 public and private universities and university colleges. The main focus of SETARA’09 was

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to measure the quality of teaching and learning at bachelor’s degree level. The SETARA ’09 rating instrument employed a total of 25 criteria comprising the three generic dimensions of input, process and output, to assess the quality of teaching and learning of the participating universities. The SETARA ’09 exercise uses a six-tier category ranging from Tier 1 to Tier 6 with Tier 6 identified as ‘Outstanding’ and Tier 1 as ‘Weak’. The IMU received Tier 5 rating (Excellent) during the exercise. No university in Malaysia achieved Tier 6.

13. For joint awards only: Does the proposed partner have the legal authority to award joint degrees?

No

14. In the case of outgoing student exchanges: Confirmation that a site visit has been carried out to the Partner institution and that there are appropriate facilities in place for QMUL students.

N/A

15. For overseas partners: Are there any current FCO concerns regarding personal safety, health and travel to the area in question? (check Foreign and Commonwealth Office Country Profile and Travel Advice).

No

16. Details and Title of contact at academic lead at QMUL

Name Professor Anthony Warrens

Role Dean for Education, Barts and The London School of Medicine and Dentistry

Telephone Number +44 (0)20 7882 2261


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Queen Mary Collaborative Provision Risk Assessment Form

The following types of collaborative proposals require the Risk Assessment:

Articulation and Progression Agreements Single Taught Award Split-site research degree programmes Exchange Agreement Joint/Dual Award Agreement

Insert Name International Medical University

The Context

Student Language Description Score Tick one in each

category English first language (UK or overseas) 1 English second language (UK-based) 2 English second language (overseas) 3

Cultural and educational context UK 1 EU 2 US/Canada/Australia/NZ 2 Other 3 The Proposed Partner

Status Publicly funded University approved/supported)

0

Privately-funded University 1 Public funded FE College 2 Private College or Education Provider 3 Public/private organisation – main function not education, but substantial education provision

4

Resources

Well resourced large organisation 1 Well resourced small organisation 2 Any size with limited resources 3

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Role of partner in delivery Administrative support (for distance or e-learning)

1

Study support (for distance or e-learning) 2 Delivery of teaching & assessment 3

Partner’s expertise in this field At this level 1 At lower level 2 None 3

Partner’s previous collaboration with UK (or other) HEIs At this level 1 At lower level 2 None 3 The Proposed Programme

Collaborative ‘history’ Established collaborative programme 1 Established at QMUL only 2 New programme 3

HEQF level Level 3 1 Level 4,5,6 2 Level 7,8,9 3

QA processes of partner institution Defined/comparable 1 Defined/some level of concern 2 Not known 3 Total Score 15 Add up the individual scores: 1 = low risk; 2-3 = medium risk; 4 = high risk Overall risk scores: 10 – 15 = low; 16 -21 = medium; 22 – 31 = High The overall total score of any proposal will lie between 9 (min) and 31 (max), with 9 – 15 regarded as ‘low risk’; 16 – 21 as ‘medium risk’; and 22 – 31 as ‘high risk’. Note: Proposals with high risk assessment scores will require careful consideration and scrutiny before a decision to proceed is given. In addition to completion of the Collaborative Risk Assessment Form, QMUL staff

or students proposing to travel to the partner institution's country should consult QM policy on safe business travel and emergency procedures which you can find on the Procurement web pages on http://connect.qmul.ac.uk/travel/index.html

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Summary Information

Proposed Partner Institution Universiti of Malaya


Student Exchange, Joint Programme Development, Research Collaboration


Associated Deadlines June 2012. Working towards a signing ceremony during Principal's visit to Malaysia in late June.

Anticipated Student Numbers Difficult to quantify at this early stage


1) Summary of the Proposed CollaborationA delegation from UM visited the College October 2011 to discuss potential collaboration with QM in the areas of Engineering and Medicine in the first instance and potentially Dentistry, Languages and Linguistics and Computer Science down the line. Specific areas of collaboration mentioned were the development of a 2+2 programme in Biomedical Engineering; joint PhD programmes in Biomedical Engineering; knowledge transfer around medical education; intercalated degree programmes being offered at UM for QM students; UM acting as a host centre for the clinical days for distance learning Clinical Dermatology students.

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2) Partnership Rationale Details of the rationale for the proposed partnership activity. Indicate the key benefits of the partnership to the School/Institute and QMUL. A partnership with UM fits well with the College's international strategy 2010-15. They are the leading University in Malaysia and one of the top research institutions in the ASEAN region. There interests with regards to areas of collaboration also align well with those of QM: joint research, offshore programmes and student/staff mobility.


At this stage there are no outgoing financial implications of developing an MoU with UM. Should an MoA be developed on the back of this proposal then a financial resources plan will need to be considered.









David LeeDigitally signed by David Lee DN: cn=David Lee, o=Queen Mary, UoL, ou=School of Engineering and Materials Science, [email protected], c=GB Date: 2012.04.23 11:20:11 +01'00'

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Name Universiti of Malaya

Address Universiti of Malaya, Pantai Valley, 50603, Kuala Lumpur, Malaysia

Web site www.um.edu.my


Name Dr Jagdish Kaur

Role Deputy Director, International and Corporate Relations Office

Telephone Number +603 7967 3423



Name and Title Sri Tan Dr Ghauth Bin Jasmon

Position Vice Chancellor









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UM is a publicly funded state institution in Malaysia. It is the country's oldest university dating back to 1949.


Vision: To be an internationally renowned institution of higher learning in research, innovation, publication and teaching. Mission: To advance knowledge and learning through quality research and education for the nation and for humanity.

7. Standing in relevant national and international league tables. For non-UK institutions: is the proposed partner subject to the scrutiny of national governments, external agencies/organisations? If yes, what has been the published outcome of such scrutiny (please provide web addresses if applicable). Evidence of the standing could be based on information published by organisations such as the British Council, National Academic Recognition Information Centre (NARIC), the Organisation for Economic Co-operation and Development (OECD) or in the in the following league tables: • Times Higher Education World University Rankings • QS World University Rankings (Quacquarelli Sydmonds) • Academic Ranking of World Universities (ARWU) • The Times Good University Guide • The Guardian University Guide If the proposed collaboration is at subject level, subject level rankings should also be provided if available.QS World University Rankings - 167

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8. Financial standing (for non-publicly funded entities only): Provide evidence where available of the good financial standing of the partner institution. This could include partner institution's most recent Annual Report and Accounts. Free copies of reports may be available from the partner's web site. Other online sources of financial information include The Annual Reports Library and Company Annual Reports Online (CAROL)

9. How long has the proposed partner been in existence in its current form? 62 years


The VC is a QM alumnus and is keen to establish links between our two institutions


Imperial College and UM have an International PhD partnership



Yes

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Yes - International Office visited in 2011.


No


Name Prof. Wen Wang

Role Dean of Faculty of Science & Engineering

Telephone Number x8871


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Insert Name University of Malaya

The Context





0


4

Resources


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1








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Summary Information

Proposed Partner Institution Universiti Brunei Darussalam


Other (please specify) Exchange of students (incoming). Use of UBD facilities


Associated Deadlines SBCS will be using the KBFSC this summer

Anticipated Student Numbers 4 incoming students per year in the first instance


1) Summary of the Proposed CollaborationSBCS have been using the Kuala Belalong Field Studies Centre KBFSC at UBD for the Tropical Ecology module for several years. In return for use of these facilities UBD have proposed sending 4 of their leading Biological Science students to QM for one semester of their 'discovery year' to which SBCS have agreed.

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2) Partnership Rationale Details of the rationale for the proposed partnership activity. Indicate the key benefits of the partnership to the School/Institute and QMUL. Fees for use of the KBFSC will be waived in exchange for SBCS accepting a maximum of 4 students on semester long study placements per year. This agreement will secure the long term use of the field centre.


At this stage their are no financial implications of the proposal as fees will be waived on both sides for use of facilities/student study placements in SBCS.









Matthew Evans

Digitally signed by Matthew Evans DN: cn=Matthew Evans, o=QMUL, ou=SBCS, [email protected], c=GB Date: 2012.04.13 09:41:56 +01'00'

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Name Universiti Brunei Darussalam

Address Universiti Brunei Darussalam, Jalan Tungku Link, Gadong BE 1410, Negara Brunei Darussalam

Web site www.ubd.edu.bn


Name Dr Joyce Teo Siew Yean

Role Director, International and Public Relations Office

Telephone Number +673-2463001



Name and Title Yang Mulia Dato Paduka Dr. Haji Zulkarnain bin Haji Hanafi

Position Vice Chancellor









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Our mission is to develop the individual and society as a whole through the cultivation and enrichment of the intellect, faith and culture accomplished through the creation of a conducive environment for achieving excellence in teaching, learning, research, scholarship, public service and professional practices.

7. Standing in relevant national and international league tables. For non-UK institutions: is the proposed partner subject to the scrutiny of national governments, external agencies/organisations? If yes, what has been the published outcome of such scrutiny (please provide web addresses if applicable). Evidence of the standing could be based on information published by organisations such as the British Council, National Academic Recognition Information Centre (NARIC), the Organisation for Economic Co-operation and Development (OECD) or in the in the following league tables: • Times Higher Education World University Rankings • QS World University Rankings (Quacquarelli Sydmonds) • Academic Ranking of World Universities (ARWU) • The Times Good University Guide • The Guardian University Guide If the proposed collaboration is at subject level, subject level rankings should also be provided if available.Not currently listed in any of the rankings above

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8. Financial standing (for non-publicly funded entities only): Provide evidence where available of the good financial standing of the partner institution. This could include partner institution's most recent Annual Report and Accounts. Free copies of reports may be available from the partner's web site. Other online sources of financial information include The Annual Reports Library and Company Annual Reports Online (CAROL)

9. How long has the proposed partner been in existence in its current form? 1985


No


Yes. Research and exchange partnerships with several UK Universities including King's, Southampton and Nottingham.



NA

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No


Name Dr Stephen Rossiter

Role Senior Lecturer

Telephone Number x7528


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Insert Name Universiti Brunei Darussalam

The Context





0


4

Resources


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Paper Title The University of London Institute in Paris and the LLM in Paris


Centre for Commercial Law Studies

Executive Summary Part 2 approval for the LLM Paris was granted at TPB in November 2011. The following document is the formal contract between ULIP and Queen Mary. The draft contract was previously presented to TPB at its February meeting.

Outcome Requested

Taught Programmes Board (TPB) is asked to consider and note the following draft contract, which outlines the respective roles and responsibilities of ULIP and Queen Mary. Substantial work has taken place since the original draft contract was submitted, including details regarding the arrangements for examinations, awards, discipline and directorship.

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DATED

(1) UNIVERSITY OF LONDON

(2) QUEEN MARY, UNIVERSITY OF LONDON

AGREEMENT

relating to the delivery of a Queen Mary Master of Laws (LLM) degree Programme at the University of London Institute in Paris

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CONTENTS

1 INTERPRETATION 3

2 PURPOSE AND SCOPE 6

3 COMMENCEMENT AND DURATION 6

4 UNIVERSITY OBLIGATIONS 7

5 QUEEN MARY OBLIGATIONS 7

6 UNIVERSITY PREMISES AND EQUIPMENT 8

7 FINANCE 9

8 UNIVERSITY'S LIABILITY 9

9 QUEEN MARY'S LIABILITY 10

10 INTELLECTUAL PROPERTY 11

11 TERMINATION OF AGREEMENT 12

12 CONSEQUENCES OF TERMINATION OF THIS AGREEMENT 13

13 FORCE MAJEURE 14

14 CONFIDENTIALITY AND FREEDOM OF INFORMATION 14

15 DATA PROTECTION 16

16 WARRANTY 16

17 ASSIGNMENT AND SUBCONTRACTING 16

18 RELATIONSHIP BETWEEN THE PARTIES AND ENTIRE AGREEMENT 16

19 VARIATION AND WAIVER 16

20 NO PARTNERSHIP 17

21 THIRD PARTY RIGHTS 17

22 DISPUTE RESOLUTION 17

23 NOTICE 17

24 COUNTERPARTS 18

25 GOVERNING LAW AND JURISDICTION 18

SCHEDULE 1 - UNIVERSITY SERVICES 21

SCHEDULE 2 - QUEEN MARY OBLIGATIONS 23

SCHEDULE 3 - FINANCIAL ARRANGEMENTS 26

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THIS AGREEMENT is made on [ ]

BETWEEN:

(1) UNIVERSITY OF LONDON of Senate House, Malet Street, London, WC1E 7HU ("the University"); and

(2) QUEEN MARY AND WESTFIELD COLLEGE, UNIVERSITY OF LONDON of Mile End Road, London, E1 4NS ("Queen Mary").

BACKGROUND:

( a ) The University and Queen Mary are legally distinct entities.

( b ) Queen Mary has developed an international reputation for the quality of its academic teaching and research in the field of law.

( c ) The University of London Institute in Paris (ULIP) was incorporated into the University of London in 1969. ULIP is established as a Central Academic Body in accordance with Statute 17.1 of the University Statutes and listed in Appendix 2 of the Statutes.

( d ) By virtue of a Memorandum of Understanding, a consortium arrangement exists between the University, Queen Mary and Royal Holloway, University of London, as denoted in the University's Ordinance 11.

( e ) The parties now seek to enter into this Agreement in order to make an LLM degree programme available to Queen Mary students at the University of London Institute in Paris, and to agree the terms upon which the University facilities will be provided to Queen Mary and the responsibilities of each of the parties with regard to such provision.

( f ) In general terms, the University has established the University of London Institute in Paris (as a Central Academic Body of the University) to contribute the Paris-based infrastructure and experience necessary to enable students to conduct their studies wholly in Paris. The responsibilities of the University (acting through the University of London Institute in Paris) are outlined herein.

IT IS AGREED as follows:

1. INTERPRETATION

1.1 In this Agreement:-

"Academic Year" shall mean a year beginning on 1 September of any calendar year and ending on 31 August in the following calendar year.

"Academic Regulations" shall mean the Queen Mary Academic Regulations, as approved by Senate on 16 June 2011 and u pdated as the College considers appropriate.

"Academic Standards" shall mean the level of achievement that a student has to reach to gain a degree awarded by the University.

"Agreement" shall mean this Agreement together with its Schedules and Appendices.

"Charges" shall mean the charges payable by Queen Mary to the University in accordance with this Agreement as set out in 0.

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"Closed Programme" shall mean the Programme which either or both of the parties have agreed to cease or have ceased to offer and provide to new Students in Paris for whatever reason.

"Closure Period" shall mean the period commencing on the date of receipt of a notice from either party to terminate this Agreement and/or to close the Programme and ending on the last date on which any Student enrolled on the Closed Programme may receive their final examination results as set by Queen Mary for the Closed Programme or, if earlier, the date on which the last of the Students enrolled on the Closed Programmes has either:-

(a) withdrawn from the Closed Programme; or

(b) transferred to a Programme delivered by Queen Mary in London.

"Code" means the Department of Constitutional Affairs’ Code of Practice on the Discharge of Functions of Public Authorities under Part I of the Freedom of Information Act 2000.

"Commencement Date" shall mean [ ].

"Confidential Information" means all information relating to a party's business and products including, without limitation, operations, plans, market opportunities, customers and know-how, whether recorded in hard copy or electronically or in any other medium.

"Data Controller" has the meaning given to that term in the DPA.

"Data Processor" has the meaning given to that term in the DPA.

"DPA" means the Data Protection Act 1998 and the rules and regulations made or having effect under it.

"EIRs" means the Environmental Information Regulations 2004 together with any guidance and/or codes of practice issued by the Information Commissioner or relevant Government Department in relation to such regulations.

"Financial Year" shall mean a year beginning on 1 August of any calendar year and ending on 31 July in the following calendar year.

"FOIA" means the Freedom of Information Act 2000 and any subordinate legislation (as defined in Section 84 of the Freedom of Information Act 2000) made under the Freedom of Information Act 2000 f rom time to time together with any guidance and/or codes of practice issued by the Information Commissioner or relevant Government Department in relation to such Act.

"Force Majeure Event" shall have the meaning as set out in clause 13.

"Information" has the meaning given to it under Section 84 of the Freedom of Information Act 2000.

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"Intellectual Property" shall mean all intellectual property rights wherever in the world arising, whether registered or unregistered, including copyright and related rights, know-how, confidential information, trade secrets, business names and domain names, trade marks, service marks, trade names, patents, petty patents, utility models, design rights, database rights and any other intellectual or industrial property rights of any nature including all applications (or rights to apply) for, and renewals or extensions of, such rights and all similar or equivalent rights or forms of protection which subsist or will subsist now or in the future.

"LLM Paris Programme" shall mean the Queen Mary postgraduate degree programme leading to a Master of Laws (LLM) qualification to be awarded by the University which Queen Mary shall develop for delivery at the University of London Institute in Paris.

"LLM Paris Students" shall mean students enrolled at Queen Mary for the LLM Paris Programme to be delivered at the University of London Institute in Paris.

"Memorandum of Understanding"

shall mean the framework for the University of London Institute in Paris Consortium approved by the University of London Council on 23 March 2005; the Royal Holloway, University of London Council on 22 M arch 2005; and the Queen Mary, University of London Council on 21 April 2005, including any documents which supplement or replace the Memorandum of Understanding.

"Personal Data" has the meaning given to that term in the DPA.

"Premises" shall mean the University's ULIP premises in Paris, shared with the British Council, at 9 - 11 rue de Constantine, 75007 Paris, France.

"Process" has the meaning given to that term in the DPA and "Processed" and "Processing" shall be construed accordingly.

"Queen Mary Obligations" shall mean the obligations that Queen Mary is required to comply with or perform under this Agreement as set out in clause 5 and Schedule 2.

"Regulatory Body" means any regulator or regulatory body to which either party is subject from time to time.

"Request for Information" shall have the meaning set out in FOIA or the EIRs as relevant (where the meaning set out for the term "request" shall apply).

"University of London Institute in Paris" or "ULIP"

shall mean the Central Academic Body of the University (established pursuant to Statute 17.1 of the University Statutes and regulated by Ordinance 11 of the University's Ordinances) situated at 9- 11 rue de Constantine, 75007 Paris, France.

"University Services" shall mean the services to be provided to Queen Mary under this Agreement as set out in Schedule 1 together with any other services that the University agrees in writing to provide to Queen Mary.

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"University's Equipment" shall mean any equipment, including IT and audio-visual equipment, printers, photocopiers, fixtures and fittings, systems, and cabling, provided by the University and used directly or indirectly in the provision of the University Services.

1.2 In this Agreement, unless the context otherwise requires:

1.2.1 the Schedules form part of this Agreement and references to this Agreement include them;

1.2.2 references to Clauses and Schedules are to Clauses of, and S chedules to, this Agreement and references in a S chedule or part of a S chedule to Paragraphs are to Paragraphs of that Schedule or part of that Schedule;

1.2.3 references to this Agreement or any other document are to this Agreement or that document as in force for the time being and as amended from time to time in accordance with this Agreement or that document (as the case may be);

1.2.4 words importing a g ender include every gender, references to the singular include the plural and vice versa and words denoting persons include individuals and bodies corporate, partnerships, unincorporated associations and other bodies (in each case, wherever resident and for whatever purpose) and vice versa; and

1.2.5 a reference to a statute or statutory provision shall include any subordinate legislation made under the same and (as so defined) shall be construed as including a reference to that statute, provision or subordinate legislation as in force at the date of this Agreement and as from time to time modified or consolidated, superseded, re-enacted or replaced (whether with or without modification) after the date of this Agreement.

1.3 The headings and contents table in this Agreement are for convenience only and do not affect its interpretation.

1.4 If there is a conflict or inconsistency between any clause of, and any schedule to, this Agreement, the schedule to this Agreement shall prevail to the extent of any inconsistency. For this purpose an omission (whether deliberate or inadvertent) is not, by itself, to be c onstrued as giving rise to a conflict or inconsistency.

1.5 In this Agreement the words "other", "includes", "including" and "in particular" do not limit the generality of any preceding words and any words which follow them shall not be c onstrued as being limited in scope to the same class as the preceding words where a w ider construction is possible.

2. PURPOSE AND SCOPE

2.1 The parties agree to collaborate in good faith in order to develop and deliver the LLM Paris Programme at the Premises on the terms and conditions of this Agreement.

2.2 The purpose of this Agreement is to set out the respective operational, financial, and p ractical obligations and responsibilities of the parties in relation to the delivery of the LLM Paris Programme at the Premises.

3. COMMENCEMENT AND DURATION

This Agreement shall commence on t he Commencement Date and, subject to clause 11, shall continue in force for a period of [three years]. [Note: To be amended as necessary – is it a set term of 3 years, or an initial term of 3 years that becomes a rolling annual contract?]

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4. UNIVERSITY OBLIGATIONS

4.1 The University shall provide the University Services in accordance with the terms of this Agreement, including Schedule 1.

4.2 The University shall,

4.2.1 in performing the Services, use reasonable endeavours to meet any performance dates or times specified in Schedule 1 or otherwise agreed between the parties but any such dates or times shall be estimates only and t ime for performance by the University shall not be of the essence of this Agreement;

4.2.2 maintain transparency, communication and coordination with Queen Mary in all respects in relation to the University Services and Queen Mary Obligations; and

4.2.3 co-operate with Queen Mary in all matters relating to the Queen Mary Obligations.

4.3 The University shall nominate the Dean of ULIP and the Chief Operating Officer and Secretary of the University as its representatives to represent the University's interests in all matters relating to this Agreement, with the exception of the periodic reviews referred to in Clauses 4.4 and 5.7 . The University may from time to time revoke the nomination of its representatives and appoint replacement representatives by notice in writing to the representatives of Queen Mary.

4.4 A review group comprising the Dean and P roject Manager of ULIP and t he LLM Programme Director and a senior academic representative of Queen Mary shall meet twice in each academic year to review the University Services. If the review group wishes to recommend any changes to the University Services as set out in Schedule 1, it shall refer them to the University and Queen Mary for approval. N o change shall be ef fective unless it is recorded as a variation of this Agreement in accordance with Clause 19.

4.5 If the University’s performance of any obligation under this Agreement is prevented or delayed by any act or omission of Queen Mary, its agents, subcontractors, consultants, employees or any LLM Paris Student, the University shall not be l iable for any costs, charges or losses sustained or incurred by Queen Mary that arise directly or indirectly from such prevention or delay.

5. QUEEN MARY OBLIGATIONS

5.1 Queen Mary shall comply with the Queen Mary Obligations in accordance with the terms of this Agreement, including Schedule 12. Queen Mary undertakes to contribute the academic knowledge and experience necessary to develop and assess the LLM Paris Programme; as well as to provide administrative and marketing support. The LLM degree will be a Queen Mary degree, awarded by the University and delivered at the University of London Institute in Paris.

5.2 Queen Mary shall:

5.2.1 maintain transparency, communication and coordination with the University in all respects in relation to the University Services and Queen Mary Obligations;

5.2.2 be responsible for the development and delivery of the LLM Paris Programme in all respects, including compliance with the Queen Mary Obligations set out in Schedule 2;

5.2.3 co-operate with the University in all matters relating to the University Services;

5.2.4 obtain and maintain all necessary licences and consents and comply with all relevant legislation in relation to its receipt of the University Services, the LLM Paris Programme and the use by the University of any Queen Mary materials, in all cases before the date on which the University Services are to start;

5.2.5 keep and maintain, or procure the maintenance of, any University's Equipment which is in the use, possession or control of Queen Mary or any of Queen Mary's staff,

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representatives or students, in good condition or in accordance with the University's instructions as notified from time to time and shall not use, or procure or permit the use of, the University's Equipment other than in accordance with the University's written instructions or authorisation; and

5.3 Queen Mary shall nominate a representative(s) to represent its interests in all matters relating to this Agreement, with the exception of the periodic reviews referred to in Clauses 4.4 and 5.7. Queen Mary may from time to time revoke the nomination of its representative and app oint a replacement representative by notice in writing to the representatives of the University.

5.4 If Queen Mary's performance of any obligation under this Agreement is prevented or delayed by any act or omission of the University, its agents, subcontractors, consultants, or employees, Queen Mary shall not be liable for any costs, charges or losses sustained or incurred by the University that arise directly or indirectly from such prevention or delay.

5.5 Queen Mary shall not, without the prior written consent of the University, at any time from the date of this Agreement to the expiry of [NUMBER] months after the termination of this Agreement, solicit or entice away from the University or employ or attempt to employ any person who is, or has been, engaged as an employee, consultant or subcontractor of the University in the provision of the University Services.

5.6 Queen Mary shall undertake periodic reviews of the LLM Paris Programme in accordance with the Academic Regulations.

5.7 The review group established under Clause 4.4 shall review the non-academic components of the Queen Mary Obligations at its biannual meetings. If the review group wishes to recommend any changes to the Queen Mary Obligations as set out in Schedule 2, it shall refer them to the University and Queen Mary for approval. No change shall be effective unless it is recorded as a variation of this Agreement in accordance with Clause 19.

6. UNIVERSITY PREMISES AND EQUIPMENT

6.1 Premises

6.1.1 The University will allow to persons duly authorised by Queen Mary (including the LLM Paris Students) such access to the Premises as is required for the purpose of the LLM Paris Programme. Queen Mary's right of access (and the right of access for any authorised persons) will terminate at the end of the Closure Period.

6.1.2 Queen Mary will do nothing, and shall procure that the LLM Paris Students and/or its staff, agents and representatives shall do nothing, which might directly or indirectly cause any breach of the terms of any lease or other terms under which the University is entitled to occupy the Premises and Queen Mary shall indemnify the University against all costs, claims, damages and expenses arising from any such breach.

6.1.3 Access to the Premises will be subject to Queen Mary's compliance with clause 6.1.2 and with the policies referred to in Schedule 2, paragraph 1.10 and the University reserves the right to exclude any person from the Premises in the event of an actual or threatened breach of clause 6.1.2 or such policies.

6.1.4 To the extent permitted by law, the University hereby excludes any liability for any injury to persons entering the Premises with Queen Mary's authorisation or for any loss or damage caused to property brought on to the Premises by Queen Mary or such persons.

6.1.5 Queen Mary hereby indemnifies the University against all and any damage to the Premises and their contents caused by persons entering the Premises with Queen Mary's authorisation (including, the LLM Paris Students).

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6.2 University's Equipment

6.2.1 The University will allow to persons duly authorised by Queen Mary (including, the LLM Paris Students) such use of the University's Equipment as is required for the purpose of LLM Paris Programme. Queen Mary's right of use (and the rights of use of any authorised persons) will terminate at the end of the Closure Period.

6.2.2 Queen Mary shall, and shall procure that the LLM Paris Students and/or its staff, agents and representatives shall, use the University's Equipment with all reasonable skill and care and in accordance with best practice and Queen Mary hereby indemnifies the University against all and any damage to the University's Equipment caused by persons using the same with Queen Mary's authorisation.

6.3 Licences

6.3.1 Queen Mary hereby grants to the University, with effect from the Commencement Date and for the duration of this Agreement, a no n-exclusive royalty-free licence to use, operate, copy and m odify Queen Mary's Intellectual Property for the purpose only of fulfilling the University's obligations under this Agreement.

6.3.2 Queen Mary shall obtain the consents of third parties to the use by the University of any third party software, documentation and other materials ("Third Party Products") (including, software and know-how) which:

(a) Queen Mary is permitted to use; and

(b) is required by the University for the provision of the University Services.

6.3.3 If Queen Mary fails to obtain such consent, or if Queen Mary determines that the cost of obtaining such consent is unreasonable, the parties shall co-operate to agree alternative Third Party Products which may replace those in respect of which consent has not been or cannot, except at unreasonable cost, be obtained.

7. FINANCE

7.1 In consideration of the provision of the University Services by the University, Queen Mary shall pay the Charges and the financial arrangements set out in 0 shall apply to this Agreement.

8. UNIVERSITY'S LIABILITY

8.1 The University shall keep Queen Mary indemnified in full against all costs, expenses, damages and losses, including any interest, fines, legal and other professional fees and expenses awarded against or incurred or paid by Queen Mary as a result of or in connection with:

8.1.1 any claim made against Queen Mary by a third party arising out of, or in connection with, the LLM Paris Programme, to the extent that such claim arises out of the breach, negligent performance or failure or delay in performance of the Agreement by the University, its staff, agents or representatives;

8.1.2 any claim brought against Queen Mary for actual or alleged infringement of a third party's Intellectual Property Rights in any Third Party Products arising out of, or in connection with, the receipt, use or supply of Queen Mary’s Obligations, to the extent that such claim arises out of the breach, negligent performance or failure or delay in performance of the Agreement by the University, its staff, agents or representatives.

8.2 This clause 8 sets out the entire financial liability of the University (including any liability for the acts or omissions of its employees, students, agents, consultants and subcontractors) to Queen Mary in respect of:

8.2.1 any breach of this Agreement however arising;

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8.2.2 any use made by Queen Mary of the University Services, the Premises or the University's Equipment or any one or part of them; and

8.2.3 any representation, statement or tortious act or omission (including negligence) arising under or in connection with this Agreement.

8.3 All warranties, conditions and ot her terms implied by statute or common law are, to the fullest extent permitted by law, excluded from this Agreement.

8.4 Nothing in this Agreement limits or excludes the liability of the University:

8.4.1 for death or personal injury resulting from its negligence; or

8.4.2 for any damage or liability incurred by Queen Mary as a r esult of fraud or fraudulent misrepresentation by the University.

8.5 Subject to Clause 8.3 and Clause 8.4:

8.5.1 the University shall not under any circumstances whatever be liable for:

(a) loss of profits; or

(b) loss of business; or

(c) depletion of goodwill and/or similar losses; or

(d) loss of contract; or

(e) loss or corruption of data or information; or

(f) any special, indirect, consequential or pure economic loss, costs, damages, charges or expenses; and

8.5.2 the University's total liability in contract, tort (including negligence or breach of statutory duty), misrepresentation, restitution or otherwise arising in connection with the performance or contemplated performance of this Agreement shall in all circumstances be limited to [£10,000].

9. QUEEN MARY'S LIABILITY

9.1 Queen Mary shall keep the University indemnified in full against all costs, expenses, damages and losses, including any interest, fines, legal and other professional fees and expenses awarded against or incurred or paid by the University as a result of or in connection with:

9.1.1 any claim made against the University by a t hird party arising out of, or in connection with, the LLM Paris Programme, to the extent that such claim arises out of:

(a) the breach, negligent performance or failure or delay in performance of the Agreement by Queen Mary, its staff, agents or representatives;

(b) any act or omission by any LLM Paris Student(s).

9.1.2 any claim brought against the University for actual or alleged infringement of a t hird party's Intellectual Property Rights in any Third Party Products arising out of, or in connection with, the receipt, use or supply of the University Services.

9.2 This clause 9 sets out the entire financial liability of Queen Mary (including any liability for the acts or omissions of its employees, students, agents, consultants and subcontractors) to the University in respect of:

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9.2.1 any breach of this Agreement however arising;

9.2.2 Queen Mary’s Obligation; and

9.2.3 any representation, statement or tortious act or omission (including negligence) arising under or in connection with this Agreement.

9.3 All warranties, conditions and ot her terms implied by statute or common law are, to the fullest extent permitted by law, excluded from this Agreement.

9.4 Nothing in this Agreement limits or excludes the liability of Queen Mary:

9.4.1 for death or personal injury resulting from its negligence; or

9.4.2 for any damage or liability incurred by the University as a r esult of fraud or fraudulent misrepresentation by Queen Mary.

9.5 Subject to Clause 8.3 and Clause 8.4:

9.5.1 Queen Mary shall not under any circumstances whatever be liable for:

(a) loss of profits; or

(b) loss of business; or

(c) depletion of goodwill and/or similar losses; or

(d) loss of contract; or

(e) loss or corruption of data or information; or

(f) any special, indirect, consequential or pure economic loss, costs, damages, charges or expenses; and

9.5.2 Queen Mary's total liability in contract, tort (including negligence or breach of statutory duty), misrepresentation, restitution or otherwise arising in connection with the performance or contemplated performance of this Agreement shall in all circumstances be limited to [£10,000].

10. INTELLECTUAL PROPERTY

10.1 The parties acknowledge that the "University of London" name and shield logo are registered trade marks of the University.

10.2 The parties further acknowledge that:

10.2.1 the name "University of London Institute in Paris" is a trading name of the University; and

10.2.2 as between the parties, the University is the owner of such Intellectual Property which may subsist in the name "University of London Institute in Paris" and any corresponding logo and in such LLM Paris Programme support materials as are provided by the University to Queen Mary in accordance with this Agreement.

10.3 The University hereby grants Queen Mary a royalty-free licence to use:

10.3.1 such rights as the University may have in the name "University of London I nstitute in Paris" and any corresponding logo solely for the purpose of:

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(a) promoting the LLM Paris Programme for the duration of this Agreement and any Closure Period; and

(b) general publicity for ULIP; and

10.3.2 LLM Paris Programme support materials as may be provided by the University to Queen Mary for the sole purpose of the delivery of the LLM Paris Programme for the duration of this Agreement.

10.4 The University acknowledges that, as between the University and Queen Mary, Queen Mary is the owner of such Intellectual Property that may subsist in:

10.4.1 the name and logo of Queen Mary; and

10.4.2 all LLM Paris Programme support materials and/or study materials created by Queen Mary, including all academic content.

10.5 Queen Mary hereby grants the University a royalty free licence to use:

10.5.1 all LLM Paris Programme support materials and/or study materials which are created solely by Queen Mary for all purposes connected with this Agreement (including copying (in print or electronically) and distributing to students, examiners, teaching institutions and others) both for the duration of this Agreement and any Closure Period; and

10.5.2 the Queen Mary name and logo for all purposes connected with this Agreement (including the promotion of the University or ULIP) for the duration of this Agreement and any Closure Period.

10.6 Queen Mary undertakes to the University and the University undertakes to Queen Mary to ensure that use of the other party's name and/or logo is made only where and when:

10.6.1 use of the name and/ or logo is consistent with the purpose and nature of this Agreement and that by such use the role of the other party is not unreasonably understated or overstated or represented; and

10.6.2 permission has been obtained from the other party for any use of the name and/or logo that is new or differs significantly from previous approved use.

10.7 As between the parties and unless otherwise agreed, the University retains ownership of all Intellectual Property in any materials developed solely by the University.

10.8 As between the parties and unless otherwise agreed, Queen Mary retains ownership of all Intellectual Property in any original LLM Paris Programme academic materials and LLM Paris Programme information materials and any other learning materials, including any original submission documents, developed solely by Queen Mary.

10.9 The parties agree and acknowledge that all Intellectual Property which may subsist in jointly developed non-academic materials shall be owned solely by the University and to the extent that such Intellectual Property is not vested in the University the parties hereby assign such rights to the University. The University shall license such Intellectual Property to the Queen Mary on terms to be agreed by the parties.

11. TERMINATION OF AGREEMENT

11.1 In any Academic Year, if Queen Mary or the University wishes to cease to provide the LLM Paris Programme, it shall give to the other party not less than 12 months' prior written notice and Queen Mary shall, with immediate effect upon giving or receiving any such notice:

11.1.1 not enrol any new students on to the LLM Paris Programme;

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11.1.2 liaise to ensure those students enrolled on the LLM Paris Programme are appropriately informed; and

11.1.3 continue to provide their obligations in relation to those students enrolled on the LLM Paris Programme but who have not yet completed it until the expiry of the Closure Period.

11.2 The University shall be entitled to terminate this Agreement immediately by written notice to Queen Mary if:

11.2.1 Queen Mary commits a material breach of any of the provisions of this Agreement and, in the case of a breach capable of remedy, fails to remedy the same within 28 days after receipt of a written notice giving particulars of the breach and requiring it to be remedied;

11.2.2 Queen Mary ceases to be a member of the University of London Federation;

11.2.3 Queen Mary passes a resolution to wind up or is the subject of an A ct of Parliament effecting such a dissolution; or

11.2.4 a Force Majeure Event prevails for a continuous period in excess of 6 months.

11.3 Queen Mary shall be entitled to terminate this Agreement immediately by written notice to the University if:

11.3.1 the University commits a material breach of any of the provisions of this Agreement and, in the case of a breach capable of remedy, fails to remedy the same within 28 days after receipt of a written notice giving particulars of the breach and requiring it to be remedied;

11.3.2 the University passes a resolution to wind up or is the subject of an Act of Parliament dissolving the University; or

11.3.3 a Force Majeure Event prevails for a continuous period in excess of 6 months.

12. CONSEQUENCES OF TERMINATION OF THIS AGREEMENT

12.1 Notwithstanding the termination of this Agreement pursuant to Clause 11.1, Queen Mary shall:

12.1.1 continue to perform its obligations in relation to the LLM Paris Students enrolled on the LLM Paris Programme but who have not yet completed it prior to the expiry of the Closure Period;

12.1.2 subject to Clause 12.1.1, cease to operate the LLM Paris Programme;

12.1.3 subject to clause 12.1.1, immediately cease to use the University's name and any logo or insignia associated with the University as licensed for use in connection with the LLM Paris Programme as set out in clause 10;

12.1.4 subject to clause 12.1.1, deliver to the University any stationery, literature, manuals, papers and other documents, items and/or materials relating to the LLM Paris Programme which are the property of the University;

12.1.5 pay any amounts due and payable to the University hereunder.

12.2 Notwithstanding the termination of this Agreement pursuant to Clause 11.1, the University shall continue to perform its obligations as detailed in Schedule 1 in relation to the LLM Paris Students enrolled on the LLM Paris Programme but who have not yet completed it prior to the expiry of the Closure Period.

12.3 If this Agreement terminates for any reason whatsoever:

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12.3.1 such termination shall not prejudice or affect the rights or remedies of either party against the other in respect of any breach of this Agreement including any antecedent breach or any breach giving rise to such termination of this Agreement and, in particular, shall in no way affect the rights and obligations hereunder which expressly, or by their nature implied are intended to survive the termination of this Agreement; and

12.3.2 all provisions which are expressed to survive termination of this Agreement shall continue in force in accordance with their terms.

13. FORCE MAJEURE

13.1 Neither party shall be liable for failure to perform its obligations under this Agreement, nor be liable to any claim for compensation or damage, nor be deemed to be in breach of this Agreement, if such failure arises from an occurrence or circumstances beyond the reasonable control of that party, including acts of God, arbitrary governmental action, war, terrorism, industrial disputes, fire, flood, tempest, pandemic and national emergencies (each a "Force Majeure Event").

14. CONFIDENTIALITY AND FREEDOM OF INFORMATION

14.1 For the purposes of each party's obligations under this Clause 14, "Confidential Information" means all information of a confidential nature in any form whatsoever whether or not marked as confidential disclosed to the other party ("Receiving Party") by or on behalf of the disclosing party ("Disclosing Party") including, but not limited to, the business, financial and/or technical affairs of the Disclosing Party including:

14.1.1 all information relating to the University Services;

14.1.2 any information that the Receiving Party shall have obtained or received as a result of discussions leading up to or the entering into or performance of this Agreement; and

14.1.3 all financial information of the Disclosing Party.

14.2 Each party undertakes to the other:

14.2.1 to keep confidential all Confidential Information;

14.2.2 not without the other party's prior written consent to disclose the Confidential Information in whole or in part to any other person save those of its directors, employees, agents or professional advisers involved in the implementation of this Agreement and provided in all cases that they have a need to know the same; and

14.2.3 to use the Confidential Information solely in connection with the exercise or enjoyment of rights and/or the performance of obligations under this Agreement and not otherwise for its own benefit or the benefit of any third party.

14.3 The provisions of Clause 14.2 shall not apply to the whole or any part of the Confidential Information that can be shown by the Receiving Party to be:

14.3.1 disclosed as a requirement of law or any Regulatory Body to whose rule either party is subject;

14.3.2 known to the Receiving Party prior to the date of this Agreement otherwise than as a result of being obtained directly or indirectly from the party disclosing such Confidential Information;

14.3.3 obtained from a t hird party who lawfully possessed such Confidential Information and which has not been obtained in a breach of a duty of confidence owed to the Disclosing Party by any reason;

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14.3.4 in the public domain in the form in which it is possessed by the Disclosing Party other than as a result of a breach of a duty of confidence owed to the Disclosing Party by any person; or

14.3.5 disclosed in response to a Request for Information under FOIA or the EIRs.

14.4 Without prejudice to the generality of this Clause 14, each party further undertakes to the other to make all relevant directors, employees, agents and professional advisers aware of the confidentiality of the Confidential Information pursuant to the provisions of this Clause 14 and to use its reasonable endeavours to ensure compliance by its directors, employees, agents and professional advisers with the provisions of this Clause 14.

14.5 Subject to Clause 14.6, each party agrees to keep the terms of this Agreement confidential and no announcement concerning the transactions contemplated by this Agreement or any ancillary matter shall be made by either party without the prior approval of the other party.

14.6 Freedom of Information

14.6.1 Queen Mary acknowledges that the University is subject to the requirements of FOIA and the EIRs and shall facilitate the University's compliance with its Information disclosure requirements pursuant to the same in the manner provided for in Clauses 14.6.2 to 14.6.5 (inclusive).

14.6.2 Where the University receives a R equest for Information in relation to Information that Queen Mary is holding on its behalf and which the University does not hold itself the University shall notify Queen Mary and Queen Mary shall:

(a) provide the University with a copy of all such Information in the form that the University requires as soon as practicable and in any event within ten (10) Business Days (or such other period as the University acting reasonably may specify) of the University’s request; and

(b) provide all necessary assistance as reasonably requested by the University in connection with any such Information, to enable the University to respond to a Request for Information within the time for compliance set out in Section 10 of FOIA or Regulation 5 of the EIRs.

14.6.3 Queen Mary shall ensure that all Information held on behalf of the University is managed according to records management procedures and retention periods appropriate to the nature of the information. They shall permit the University to inspect such information as requested from time to time.

14.6.4 Queen Mary shall transfer to the University any Request for Information received by Queen Mary as soon as practicable and in any event within two (2) Business Days of receiving it.

14.6.5 Queen Mary acknowledges that any lists which it provides listing or outlining information which is or which the University considers to be exempt from disclosure, are of indicative value only and that the University may nevertheless be o bliged to disclose such information in accordance with the requirements of FOIA and the EIRs.

14.6.6 Queen Mary acknowledges that (notwithstanding the provisions of Clause 14.2 above) the University may, acting in accordance with the Code, be obliged under the FOIA, or the EIRs to disclose Information concerning Queen Mary or the University Services:

(a) in certain circumstances without consulting with Queen Mary; or

(b) following consultation with Queen Mary and having taken its views into account,

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provided always that where Clause 14.6.6(a) above applies the University shall, in accordance with the recommendations of the Code, draw this to the attention of Queen Mary prior to any disclosure.

14.7 The provisions of this Clause 14 shall survive termination of this Agreement for any reason.

15. DATA PROTECTION

15.1 Queen Mary and the University acknowledge that for the purposes of the DPA, Queen Mary is the Data Controller and the University is the Data Processor in respect of any Personal Data. To the extent that the University gains access to any Personal Data from Queen Mary or during the provision of the University Services, Queen Mary agrees that the University acts as a Data Processor for such Personal Data. Queen Mary authorises the University to appoint sub-contractors as further Data Processors on Q ueen Mary's behalf provided that such further Data Processors are engaged on t erms providing equivalent protections in relation to such Personal Data to those set out in this Agreement.

15.2 The University will Process such Personal Data only in accordance with this Agreement and Queen Mary's instructions and will ensure that it has taken steps to ensure the reliability of those of its employees who are used to Process such Personal Data.

15.3 The University warrants that it has appropriate technical and organisational processes and procedures in place to safeguard against any unauthorised or unlawful Processing and against accidental loss or destruction of, or damage to the Personal Data.

16. WARRANTY

16.1 Each party warrants and represents to the other that it has full power and authority and has obtained all necessary authorities and consents to enter into and perform its obligations under this Agreement and such other agreements and arrangements referred to in this Agreement.

17. ASSIGNMENT AND SUBCONTRACTING

17.1 Neither party may assign or sub-contract, or deal in any way with, any of its rights under this Agreement or any document referred to in it without the prior written consent of the other.

17.2 Each party that has rights under this Agreement is acting on its own behalf.

18. RELATIONSHIP BETWEEN THE PARTIES AND ENTIRE AGREEMENT

18.1 Neither party shall have any right or authority to act on behal f of the other, nor to bind the other party by contract or otherwise unless expressly permitted by the terms of this Agreement.

18.2 Neither party shall incur any obligations of any nature on behalf of the other, nor hold itself out as having power to incur such obligations, nor pledge the credit of the other party.

18.3 This Agreement and its Schedules contain the entire agreement between the parties and shall supersede all previous agreements or understandings relating to the same subject matter and no representations, warranties, inducements or promises made by the University, whether oral or otherwise not embodied in this Agreement and no custom or practice of the parties, or either of them at variance with the terms specified in this Agreement shall add to or vary this agreement or be of any force or effect.

19. VARIATION AND WAIVER

19.1 This Agreement may be varied by agreement recorded in writing by or on behalf of the parties.

19.2 A waiver of any right under this Agreement is only effective if it is in writing and it applies only to the party to which the waiver is addressed and the circumstances for which it is given.

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19.3 No failure to exercise or delay in exercising any right or remedy provided under this Agreement or by law constitutes a waiver of such right or remedy or shall prevent any future exercise in whole or in part thereof.

19.4 No single or partial exercise of any right or remedy under this Agreement shall preclude or restrict the further exercise of any such right or remedy.

19.5 Unless specifically provided otherwise, rights and remedies arising under this Agreement are cumulative and do not exclude rights and remedies provided by law.

20. NO PARTNERSHIP

The parties to this Agreement are not in partnership with each other and there is no relationship of principal and agent between them.

21. THIRD PARTY RIGHTS

21.1 A person who is not a party to this Agreement shall not have any rights under or in connection with it by virtue of the Contracts (Rights of Third parties) Act 1999.

21.2 The right of the parties to terminate rescind or agree any amendment, variation, waiver or settlement under this Agreement is not subject to the consent of any person that is not a party to the Agreement.

22. DISPUTE RESOLUTION

22.1 Any dispute between the parties in connection with this Agreement shall be referred in the first instance to the Dispute Resolution Procedure as provided in this clause.

22.2 Initial meetings:-

22.2.1 in the first instance the parties shall arrange for the Chief Operating Officer of the University (or his nominee) and the College Secretary of Queen Mary (or his nominee) to meet solely in order to resolve the matter in dispute;

22.2.2 if the matter in dispute is not resolved within one month of the notification of the matter in dispute in accordance with Clause 22.2.1. the parties shall arrange for the Principal of Queen Mary and the Vice Chancellor of the University to meet in order to resolve the dispute; and

22.2.3 if the matter in dispute is not resolved within a further period of one month in accordance with Clause 22.2.2. the parties shall meet with an independent mediator appointed by the Collegiate Council of the University.

22.3 If the parties fail to reach agreement on their dispute or difference through mediation within a further period of three months under the process described in Clause 22.2.3 then the dispute or difference may be referred to and finally resolved by the English courts.

22.4 During any dispute, including a dispute as to the validity of any aspect of this Agreement, it is agreed between the parties that the parties shall continue their respective performance of the provisions of this Agreement.

23. NOTICE

23.1 A notice given under this Agreement:

23.1.1 shall be sent for the attention of the person at the address or email address specified in clause 23.4, or to such other person, address, and email address as one party may have notified to the other in accordance with this clause; and

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23.1.2 shall be:

(a) delivered by hand;

(b) sent by pre-paid United Kingdom first-class post; or

(c) sent by email to an em ail address notified by the relevant party to the other party for such purpose.

23.2 A notice is deemed to have been received:

23.2.1 if properly addressed and delivered by hand, when it was given or left at the appropriate address;

23.2.2 if sent or supplied by electronic means, if properly addressed, one hour after the notice was sent or supplied;

23.2.3 if properly addressed and sent by pre-paid United Kingdom first class post to an address in the United Kingdom, 48 hours after it was posted; and

23.2.4 if deemed receipt under the previous paragraphs of this sub-clause is not within business hours (meaning 9.00 am to 5.30 pm Monday to Friday on a day that is not a publ ic holiday in the place of receipt), when business next starts in the place of deemed receipt.

23.3 In proving that any notice was properly addressed, it is sufficient to show that the notice was delivered to an address provided for such purpose pursuant to this Agreement.

23.4 The names, addresses, and email addresses for the service of notices to each of the parties shall be as follows:

The University

Name [details]

Address [details]

Email Address [details]

Queen Mary

Name [details]

Address [details]

Email Address [details]

24. COUNTERPARTS

This Agreement may be executed in any number of counterparts, each of which is an original and which together have the same effect as if each party had signed the same document.

25. GOVERNING LAW AND JURISDICTION

25.1 This Agreement and any disputes or claims arising out of or in connection with its subject matter or formation (including non-contractual disputes or claims) are governed by and c onstrued in accordance with the law of England.

25.2 The parties irrevocably agree that the courts of England have exclusive jurisdiction to settle any dispute or claim that arises out of or in connection with this agreement or its subject matter or

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formation (including non-contractual disputes or claims), subject to the dispute resolution mechanism provide above in Clause 22.

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This Agreement has been entered into on the date stated at the beginning of it.

SIGNED by for and on behalf of the UNIVERSITY OF LONDON

) ) )

SIGNED by for and on behalf of QUEEN MARY AND WESTFIELD COLLEGE

) ) )

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SCHEDULE 1

UNIVERSITY SERVICES

[Note: To be revised and updated]

1. PROSPECTIVE STUDENT MANAGEMENT

1.1 Marketing

Marketing of the LLM Paris Programme is the responsibility of Queen Mary but the University shall provide assistance by:

1.1.1 providing information about the University and ULIP to be i ncorporated into relevant Queen Mary marketing materials;

1.1.2 including details of the LLM Paris Programme in marketing materials relating to the University and ULIP where appropriate (for example, on the University's ULIP website);

1.1.3 providing information about fairs and other Paris based events of potential interest;

1.1.4 displaying Queen Mary and LLM Paris Programme information at the Premises as appropriate;

1.1.5 representing Queen Mary alongside the University, as appropriate, at events or discussions, for example, with the British Council, the Franco-British Chamber of Commerce and Industry; and

1.1.6 arranging, in conjunction with Queen Mary, on-site aspects of Paris based open evenings or events.

1.2 Managing enquiries and prospective student interest

The University shall:

1.2.1 assist, in conjunction with Queen Mary, prospective LLM Paris Students interested in visiting ULIP individually or as part of an open event;

1.2.2 assist prospective LLM Paris Students by handling telephone queries, subject to Queen Mary providing appropriate training to the University and a FAQ sheet addressing standard course queries (complex queries shall be passed on to Queen Mary);

1.2.3 assist non-French or non-France based students with general advice relating to studying in Paris, finding accommodation, planning healthcare, banking etc.; and

1.2.4 advise Queen Mary staff or LLM Paris Students in relation to immigration or visa requirements and supply documentation to assist LLM Paris Students to proceed with visa applications.

1.3 Interviews and applications

The University shall support Queen Mary in providing induction and joining instructions to applicants and in facilitating the holding of interviews.

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2. REGISTERED STUDENT MANAGEMENT AND SUPPORT

2.1 Pre-enrolment and academic support requirements


2.1.1 assist Queen Mary on request in relation to the late payment of course fees and to inform LLM Paris Students that Queen Mary may withhold results in such circumstances;

2.1.2 assist and support Queen Mary with student discipline on site;

2.1.3 arrange room bookings for and attend, at the request of Queen Mary, a student-staff liaison committee meeting; and

2.1.4 assist Queen Mary in the handling of appeals and complaints, for example, by providing relevant Queen Mary contact details to LLM Paris Students etc.

2.2 Non-academic student support requirements

The University shall provide:

2.2.1 assistance to Queen Mary's student and welfare counselling service by providing information relating to local counsellors etc where available and relevant contact details for access to the service;

2.2.2 access to the ULIP student union for LLM Paris Students, subject to reciprocal arrangements being agreed between the ULIP students union and the Queen Mary students union;

2.2.3 assistance to non-Paris based LLM Paris Students, for example, assistance with understanding leases and utility bills;

2.2.4 ID cards to LLM Paris Students for access to the Premises and associated facilities;

2.2.5 assistance to the Queen Mary careers service in order to, for example, co-ordinate details of job opportunities in France; and

2.2.6 access to the University's ULIP administrative team which will be available during weekdays in accordance with regular hours of duty.

3. PROGRAMME DELIVERY


3.1.1 timetable the LLM Paris Programme appropriately, in co-ordination with Queen Mary. Classes will be held during the day or in the evening (between 5pm and 8.30pm, with plans to extend until 10pm), in accordance with a timetable agreed at least six months in advance;

3.1.2 provide appropriate support for room bookings relating to the LLM Paris Programme, to include IT back-up, seating, instructions for use of interactive media, access etc;

3.1.3 provide an office with access to internet connection, desk-top computer and printing facilities for the LLM Paris Programme Director and other Queen Mary academics teaching at the LLM Paris Programme, to be made available during the Academic Year for the time of their visit. Access to the building will be in accordance with the University's standard opening hours;

3.1.4 provide facilities and support to be agreed for academic meetings and s taff training relating to the LLM Paris Programme;

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3.1.5 assist Queen Mary in co-ordinating accommodation for visiting academics relating to the LLM Paris Programme; and

3.1.6 assist Queen Mary in printing LLM Paris Programme documentation and facilitating teaching staff use of printers and photocopiers for course materials etc up to quantities to be agreed.

4. ASSESSMENT


4.1.1 facilities for LLM Paris Programme examinations to take place within two annual examination periods, the timetabling of which shall be a greed [number] months in advance and co-ordinated with other examinations being held on the Premises;

4.1.2 practical assistance to Queen Mary in relation to LLM Paris Programme examination arrangements, including: arranging examination venue, training and co-ordination of invigilators, managing special examination requirements to ensure adherence to Queen Mary exam regulations, collecting and collating exam papers and scripts;

4.1.3 subject to receipt of training from Queen Mary, assistance to LLM Paris Students in relation to the uploading of their coursework; and

4.1.4 assistance to Queen Mary by sending notification to LLM Paris Programme students relating to exams and printing exam papers.

5. PROVISION OF LEARNING RESOURCES


5.1.1 access to its IT facilities and support to LLM Paris Students including access to desktop computing, printing, scanning, photocopying (through a 'pay-as-you-print' system) and WiFi internet access;

5.1.2 subject to receiving training from Queen Mary, support to the LLM Paris Students in respect of the Queen Mary IT systems they will have access to, such as Virtual Learning Environment, and the Queen Mary online library resources;

5.1.3 access to the library, cafeteria and other relevant parts of the University's ULIP facilities during normal opening hours; and

5.1.4 space equivalent to no more than two shelving bays in the ULIP library for approximately 200 books, to be purchased and delivered by the Queen Mary library ready for shelving with MARC-21 records, to support the LLM Paris Programme on-site, and i nclusion of those books in the ULIP catalogue.

TPB2011-064

QUEEN MARY OBLIGATIONS

1. LLM PARIS PROGRAMME

Queen Mary shall be responsible for all aspects of the development and delivery of the LLM Paris Programme, save for the University Services detailed in Schedule 1, and subject to the following:

1.1 General

The parties recognise the University's right to intervene in matters of LLM Paris Students' conduct on the Premises and non-academic discipline, as detailed in clause 6.1 and paragraph 1.10 below.

1.2 Academic

1.2.1 The parties recognise the right of the University to determine the requirements for the award of a University of London degree, in accordance with the University's Regulation 1.

1.2.2 The parties recognise Queen Mary's responsibility to determine all aspects of the academic content and structure (for example module design and credit weighting) of the LLM Paris Programme, in accordance with appropriate clauses of Queen Mary's Academic Regulations and subject to:

(a) attaining the required levels set by the Quality Assurance Agency for Higher Education;

(b) taking note of comments from Programme reviews and External Examiner reports;

(c) engaging with the University and the Dean of ULIP as appropriate to ensure the Paris context of programme delivery is adequately incorporated into academic decision-making; and

(d) keeping the ULIP Board apprised of developments in a manner to be agreed, for example, through an annual report.

1.3 Administrative

The parties recognise the responsibility of Queen Mary to manage, in coordination with the University and subject to the University’s Services as set out in Schedule 2, the LLM Paris Programme delivery including inter alia, marketing, applications, enrolments, fee management (setting fees, managing payments, credit control etc), student welfare, student discipline, student experience, library resourcing, and careers advice, in accordance with appropriate Queen Mary Regulations and procedures.

1.4 Examinations

1.4.1 Queen Mary shall be responsible for LLM Paris Programme Examinations

1.4.2 LLM Paris Programme Examinations will be go verned by Queen Mary Academic Regulations, College Appeal Regulations and any other applicable Queen Mary code of practice, assessment guide and assessment regulations.

1.5 Graduation, Awards, Certificates and Transcripts

1.5.1 Queen Mary will be responsible for organising the LLM Paris Graduation Ceremonies.

1.5.2 The LLM Paris Graduation Ceremonies will be held in London alongside the London LLM Graduation Ceremonies.

TPB2011-064

1.5.3 Progression and Award of the LLM Paris Programme degree will be subject to Queen Mary academic regulations.

1.5.4 Queen Mary shall be responsible for the issuing of certificates and transcripts related to the LLM Paris Programme.

1.6 Programme Directorship

1.6.1 Queen Mary shall appoint a full time member of staff from the Centre for Commercial Law Studies as an Academic Programme Director for the LLM Paris Programme.

1.6.2 The LLM Paris Programme Academic Director will spend a significant proportion of his/her time working at the ULIP Premises.

1.7 Communications with and obligations to External Bodies

1.7.1 Queen Mary shall be responsible for communicating to Regulatory Bodies such as the Higher Education Funding Council for England and the Quality Assurance Agency for Higher Education all information related to the LLM Paris Programme.

1.8 Student Discipline

1.8.1 Without prejudice to paragraph 1.1, Queen Mary shall be responsible for ensuring that LLM Paris Programme students comply with Queen Mary Code of Student Discipline and all other applicable codes, guides and regulations related to student discipline.

1.9 Travel Policy

1.9.1 All travel related to the delivery of the LLM Paris Programme will be subject to Queen Mary travel policies.

1.10 Staff and student compliance with University policies and procedures relating to the University and ULIP

Queen Mary shall ensure that its staff and LLM Paris Students comply with all relevant University and ULIP policies and procedures which shall be provided to Queen Mary from time to time and shall include:

1.10.1 Règlement Intérieur;

1.10.2 the University's security policy relating to ULIP;

1.10.3 the University's health and safety policy relating to ULIP;

1.10.4 the University's IT policy relating to ULIP;

1.10.5 the ULIP library’s code of conduct.

2. PUBLICITY AND MARKETING

2.1 All publicity and promotional materials produced specifically for the LLM Paris Programme will bear the visual identities and logos of the University, ULIP and Queen Mary.

2.2 Queen Mary will be responsible for the market research, marketing and advertising of the LLM Paris Programme and associated, approved activities, subject to the University’s Services detailed in Schedule 1.

TPB2011-064

2.3 Queen Mary will use all reasonable endeavours to give prominence to the University in relevant publications, on its website and in any other marketing media and outlets associated with the LLM Paris Programme.

2.4 Queen Mary will liaise with the University for marketing input and support from Paris. There shall be no specific costs to the University arising from marketing in Paris. Should such costs ever occur, they are to be invoiced separately by the University.

2.5 Queen Mary shall give the University sight of its proposed marketing materials and ensure that they remain informed of Queen Mary's marketing strategy and actions, which must conform with the best interests of the Queen Mary, ULIP and the University.

2.6 Queen Mary and the University will liaise and collaborate to ensure that the delivery of practical information associated with the LLM Paris Programme for external delivery is consistent, timely and up-to-date.

2.7 Media relations involving the University and t he LLM Paris Programme will be s ubject to the University's protocols (as updated from time to time).

2.8 No staff member of the University or Queen Mary is permitted to talk with members of the press about matters concerning the University or ULIP or the LLM Paris Programme taking place therein without the express permission of the Dean of ULIP or the Programme Director.

3. MAINTENANCE OF QUALITY ASSURANCE RECORDS

3.1 Queen Mary undertakes to maintain the following records and relevant Queen Mary responses in respect of the LLM Paris Programme:

3.1.1 annual programme monitoring reports together with summaries of student feedback relevant to the Programme;

3.1.2 minutes and reports on programme approval and the formal consideration of annual and periodic Programme monitoring within Queen Mary's academic committees;

3.1.3 Examiner commentaries and External Examiners' reports;

3.1.4 annually updated Programme specifications;

3.1.5 Programme Regulations; and

3.1.6 copies of all Programme materials and handbooks.

3.2 Queen Mary shall make the records detailed above available to the University for provision to (prospective) LLM Paris Students, marketing and o ther purposes, upon request, and i n a timely manner.

3.3 Queen Mary shall give access to records relating to the LLM Paris Programme to staff authorised by the University, to assessors and auditors appointed on behalf of the Quality Assurance Agency for Higher Education ("QAA") and to members of any other Professional Statutory and Regulatory Body (PSRB) that has a legitimate interest in the Programme.

4. COMPLAINTS AND APPEALS

All complaints and appeals by Queen Mary students or relating to the LLM Paris Programme shall be referred to and handled by Queen Mary in accordance with Queen Mary Students Complaint Policy, College Appeal Regulations and any other applicable Queen Mary regulations, guides or codes of practice.

TPB2011-064

FINANCIAL ARRANGEMENTS

TPB2011-064

TPB2011-065


Paper title Report of Proposals Approved by Schools/Institutes

Outcome requested

Taught Programmes Board (TPB) is asked to note the proposals that have been approved by Schools/Institutes since its last meeting.

Comments from the Academic Secretariat

The arrangements for programme and module approval in 2011/12 devolve to School/Institute Learning and Teaching Committees (or equivalent) decision making for minor programme amendments, standard module proposals, module amendments, and module withdrawals. The attached report covers decisions taken by School/Institute Learning and Teaching Committees from 08/03/2012 - 01/05/2012.

Approval Body School/Institute L&T Committee / Head of School/Institute

Report Period Period 6

Count of Report PeriodProposal Type School/Institute Code Programme/Module Title Implementation Date Brief Description / Comments Total

Module Amendment Biological and Chemical Sciences CHRM006 Research Project September 2012 Change in assessment weightings 1CHE100 Essential Skills for Chemists September 2012 Change to method of assessment, now 100% CWK 1CHE512, CHE Contemporary Inorganic Chemistry, Cancer Chemothe September 2012 Unify the coursework contribution across the standard Level 6 chem 1CHEM703, CH Synthesis of Pharmaceutically-Active Molecules , Collo September 2012 Change the method of assessment to 100% EXAM 1CHE222; CHE Various (see SBCS Updated Assessment Patterns spr March 2012 Assessment methods disaggregated for KIS 1

Blizard Institute ICM7050 Trauma; the Disease September 2012 Minor change to method of assessment 1ICM7051 Haemorrhage and Response to Injury September 2012 Minor change to method of assessment 1ICM7052 Torso Trauma September 2012 Minor change to method of assessment 1ICM7053 Brain and Spinal Cord Injury September 2012 Minor change to method of assessment 1ICM7054 Critical Care & Trauma September 2012 Minor change to method of assessment 1ICM7055 Fracture Biology September 2012 Minor change to method of assessment 1ICM7056 Military & Austere Trauma September 2012 Minor change to method of assessment 1ICM7057 Trauma Nursing September 2012 Minor change to method of assessment 1ICM7058 Burn and Wound Healing September 2012 Minor change to method of assessment 1ICM7059 Research Methods September 2012 Minor change to method of assessment 1

Business and Management BUS106 Accounting for Business September 2012 Change in method of assessment 1BUS005 Quantitative Research Methods January 2012 Change in assessment weightings - retrospective 1

September 2012 Change to method of assessment and weightings 1BUS017 Economics for Business September 2012 Change in method of assessment and weightings 1BUS124 Work and Employment September 2012 Change in method of assessment and weightings 1BUS205 Business Law September 2012 Change in method of assessment and weightings 2BUSM059 International Accounting September 2012 Financial Reporting (BUSM054) to be a pre-requisite for Internationa 1BUSM003 Dissertation September 2012 Change in assessment weightings 1BUS116 Markets and Society September 2012 Change in method of assessment and weightings 1BUS011 Marketing September 2012 Making module available to students on joint programmes as an elec 1

Economics and Finance ECOM060 Further Quantitative Techniques for Finance January 2013 Title and assessment change 1ECOM070 Advanced Corporate Finance January 2013 Title change 1

Engineering and Materials Science DEN400 Group Project September 2013 Change title. Part of rolling curriculum review 1MAT601 Manufacturing Processes January 2013 Amend Syllabus. Part of rolling curriculum review 1MAT402 Operational and Financial Management September 2012 Method of Teaching. Part of rolling curriculum review 1MAT321 Metals September 2012 Change of semester. Part of rolling curriculum review 1MAT313 Polymers September 2012 Change of semester and syllabus. Part of rolling curriculum review 1DEN318 Third Year Project (BEng/MEng) April 2012 Module is only used for Associate Students, amended to Sem1 only 1

English and Drama ESH123 Narrative September 2012 Assessment weightings 1ESH258 Early Modern Drama and Social Process September 2012 Content description 1ESH359 Representing Victorian London September 2012 Content description 1ESH361 The Caribbean Novel September 2012 Change in assessment weightings 1DRA7705 Contemporary Theatre and Performance September 2012 Change in module status 1DRA7706 Theatre and Performance Theory September 2012 Change in module status 1

Geography GEG4102; GE Various UG Modules September 2012 Change of exam length to 2 &1/2 hours (standardise) 1Mathematical Sciences MTH773P Advanced Computing in Finance September 2012 Increase length of tutorials, change to assessment profile, change to 1

MTH770P Computational Methods in Finance September 2012 Increase length of tutorials, change to assessment profile, change to 1Centre for Commercial Law Studies IPLM047 Intellectual Property, Biotechnology, Food and Agricultu September 2011 Retrospective change from exam to dissertation - students informed 1Electronic Engineering and Computer Science ELE104 Professional Applications September 2011 Module runs in both semesters, minor change to assessment metho 1

DCS144 Object-Oriented Programming January 2012 Assessment methods disaggregated for KIS 1DCS104 Object-Oriented Programming January 2012 Assessment methods disaggregated for KIS 1


Report Period Period 6Module Amendment Electronic Engineering and Computer Science ELEM045 Sound Recording and Production Techniques September 2011 Revising assessment methods to reflect what students have been a 1

History HST6316 The Lives of Oscar Wilde September 2012 Change in assessment weightings 1HST5210 Africa in Europe January 2012 Correct error on MySIS 1HST5210A Africa in Europe January 2012 Correct error on MySIS 1HST53331 Making the Modern City from 1789 - 1914 January 2012 Correct error on MySIS 1HST4305B Europe since 1890 (B) January 2012 Correct error on MySIS 1HST5330 The Left in western Europe since 1945 January 2012 Correct error on MySIS 1HST5100 Women and Gender in Medieval Islam September 2012 Change in assessment weightings 1HST5101 The Black Death September 2012 Change in assessment weightings 1HST5105 Late Medieval Europe September 2012 Change in assessment weightings 1HST5209 The Georgians: Society and Culture in Eighteenth Cen September 2012 Change in assessment weightings 1HST5301 Anglo-American Relations 1945-70 September 2012 Change in assessment weightings 1HST5304 Britain and Europe 1945-1973 September 2012 Change in assessment weightings 1HST5307 The Clinton Years September 2012 Change in assessment weightings 1HST5310 Embattled Eden: California in the Twentieth Century September 2012 Change in assessment weightings 1HST5332 Victorian Values: Religion, Sex, Race and Deviance in September 2012 Change in assessment weightings 1HST5336 Facing East and West: Germany since 1941 September 2012 Change in assessment weightings 1HST5401 Medieval and Renaissance Medicine September 2012 Change in assessment weightings 1HST5402 Culture, Society and Politics in Italy 1200-1500 September 2012 Change in assessment weightings 1HST6301 Cold War America 1945-1975 September 2012 Change in assessment weightings 1HST5402A Culture, Society and Politics in Italy 1200-1500 September 2012 Change in assessment weightings 1HST5402B Culture, Society and Politics in Italy 1200-1500 September 2012 Change in assessment weightings 1HST5332A Victorian Values: Religion, Sex, Race and Deviance in September 2012 Change in assessment weightings 1HST7200 The Significance of Thomas Hobbes's Leviathan September 2012 Module Title and content description 1

Barts and London School of Medicine and Denti GMD51A1 Parts 1 & 2 Section A: Continuous Assessment September 2012 Assessment weightings 1IMED75A11 Part 6, Section Aii: Continuous Assessment September 2011 Addition of Breaking Bad news 1

Politics and International Relations POL106 Introduction to International Relations September 2012 Change to syllabus and assessment weightings 1POL100 Introduction to Politics September 2012 Change in assessment weightings 1POL103 Comparative Government and Politics September 2012 Change in assessment weightings 1POL355 Globalisation: Issues and Debates September 2012 Addition of an alternate assessment for Autumn only visiting student 1POL356 Tolerance: Theories and Cases September 2012 Addition of an alternate assessment for Autumn only visiting student 1POL361 Gender and Politics September 2012 Addition of an alternate assessment for Autumn only visiting student 1

William Harvey Research Institute WHR6024 The Sports and Exercise Medicine Research Project September 2012 Removal of course unit (change to assessment weightings) 1Module Amendment Total 80

Module Proposal Business and Management TBC Global Supply Chains September 2012 (blank) 1Advanced Management Accounting September 2012 New module 1Gender, Management and Leadership January 2013 New module 1Introduction to Marketing and Communications September 2012 New module 1

New level 4 module 1Management Skills September 2012 New module 1Corporate Law and Governance September 2012 New module 1Macroeconomic Modelling and Policy September 2012 New module 1Leadership September 2012 New module 1Business and Society September 2012 New module 1Advertising Sepetmber 2012 New module to enhance student choice 1

Economics and Finance TBC Topics in Applied Finance January 2013 New elective module 1ECOM072 Econometrics for Finance September 2012 New compulsory module 1

Engineering and Materials Science DEN5100 Management of Design September 2012 New module, part of rolling curriculum review 1DEN5101 Design for Manufacture January 2013 New module, part of rolling curriculum review 1


Report Period Period 6Module Proposal Engineering and Materials Science DEN5102 Solid Mechanics September 2012 New module, part of rolling curriculum review 1

DEN5300 Fluid mechanics of the cardiovascular system September 2012 New module, part of rolling curriculum review 1DEN5301 Neuromuscular Biomechanics September 2012 New module, part of rolling curriculum review 1

English and Drama ESH6001 Samuel Beckett September 2012 New module 1QQ13 BA English Literature and Linguistics September 2012 Add new elective modules at level 4 1QW36 BA English and Film Studies September 2012 Add new elective modules at level 4 1DRA7710 Theatre, Performance and Cultural Histories September 2012 New option module on the MA in Theatre and Performance 1CAT602 Catalan-Avantgarde Art September 2012 New level 6 module 1COM510 Why Belgium September 2012 New module to enhance student choice 1COM511 Writing the Self September 2012 New optional module 1COM605 Constellations September 2012 New option module to bolster the development of Graduate Attribute 1COM606 Schools for Scandal September 2012 New level 6 module 1COM701 From Sublime to Trauma September 2012 New option for the MA in Comparative literature 1COM702 Small Worlds September 2012 New option for the MA in Comparative literature 1FLM508 Memories of Holocaust September 2012 New option on single and joint honours Film Studies programmes 1FLM510 Women's Cinema September 2012 New option on single and joint honours Film Studies programmes 1FLM607 Film and Ethics September 2012 New optional module for Level 5 students on the Undergraduate Film 1FLM608 Contemporary British Cinema September 2012 New option on single and joint honours Film Studies programmes 1FLM700 Film Philosophy MA September 2012 New optional module on the Film Studies MA Programme 1FRE505 Womens voices January 2013 New module to enhance student choice 1FRE604 Narrative in Theory January 2013 New module to enhance student choice 1HSP502 Grammatical Structures EngSpan September 2012 New optional module 1HSP503 History Spanish Language September 2012 New optional module 1LIN7024 Qualitative Methods September 2012 New option course for MA in Linguistics students 1LIN7025 Quantitative Methods September 2012 New option course for MA in Linguistics students 1SML500 Teaching English to Speakers of Other Languages September 2012 New optional module 1

Languages, Linguistics and Film TBC Practicum in Linguistic Analysis September 2012 New compulsory module resulting from student feedback 1LIN7026 Concepts and Consequences in Grammatical Theory September 2012 New compulsory introductory module 1LIN7027 Trends in Linguistic Research September 2012 New compulsory module for the MA in Linguistics 1

Mathematical Sciences MTH6142 Complex Networks September 2012 New elective for UG programmes 1MTH4110 Mathematical Structures September 2012 New elective module 1

Physics and Astronomy PHY6543 Group Project for Physicists September 2012 New project moduel working with external collaborative partners (e.g 1Centre for Commercial Law Studies QLLM132 International and Comparative Design Law September 2012 New elective module 1

QLLM132A International and Comparative Design Law 1 September 2012 New elective half module 1QLLM132B International and Comparative Design Law 2 September 2012 New elective half module 1QLLM133 Intellectual Property and Finance September 2012 New elective module 1QLLM134 Regulation of International Trade September 2012 New elective module 1QLLM134A Regulation of International Trade 1 September 2012 New elective half module 1QLLM134B Regulation of International Trade 2 September 2012 New elective half module 1QLLM135 Corporate Finance Law September 2012 New elective module 1QLLM135A Corporate Finance Law 1 September 2012 New elective half module 1QLLM135B Corporate Finance Law 2 September 2012 New elective half module 1

History HST7330 Selfhood and Enlightenment in the Long Eighteenth Ce Janaury 2013 Optional module on the School of History's MA programmes - modu 1HST7328 Stoicism and Sensibility: Emotions in Modern British H Janaury 2013 Optional module on the School of History's MA programmes - modu 1HST7329 Modern Girls? Gender, Culture and Society in Britain c Janaury 2013 Optional module on the School of History's MA programmes - modu 1

Politics and International Relations POL371 Nationalism and Ethnicity in International Relations September 2012 New UG module 1William Harvey Research Institute TBC Dance Medicine Sepetmber 2012 New elective module 1

Literature reviewing September 2012 New compulsory module and formalises teaching that is already deli 1New module 1


Report Period Period 6Module Proposal William Harvey Research Institute TBC The Sports and Exercise Medicine Research Project September 2012 New module 1

Football Medicine and Science September 2012 New optional module for MSc Sports and Exercise Science 1Department of Law QLLM129 European Human Rights Law September 2012 New elective module 1

QLLM131 Indigenous Rights: Law and the Post-Colonial September 2012 New elective module 1QLLM130 Terrorism and Human Rights September 2012 New elective module 1QLLM130A Terrorism and Human Rights September 2012 New elective half module 1

Engineering and Material Science DENM405 Advanced High Speed Aerodynamics September 2012 - cont Replacing withdrawn module, as part of Aerodynamics curriculum up 1DEN7405 Advanced High Speed Aerodynamics September 2012 - cont Replacing withdrawn module, as part of Aerodynamics curriculum up 1DEN6405 High Speed Aerodynamics September 2012 - cont Replacing withdrawn module, as part of Aerodynamics curriculum up 1

Module Proposal Total 73Module Withdrawal Biological and Chemical Sciences SEF029 Managing in the Financial Environment (blank) Module has not been offered in last two years due to staff availability 1

SBC325 Topics in Public Health Microbiology (blank) Students on closed Microbiology programmes complete June 2012 ( 1SBC401 Biology for Psychologists (blank) Replaced with Current Topics in Psychology 1SBS020 Statistical Methods in Biology (blank) Content replaced in new Research Methods and Communication 1SBS758 General Microbiology (blank) Students on closed Microbiology programmes complete June 2012 . 1Various 41 - various see 'List of obsolete SBCS modules' sprea (blank) Modules withdrawn because the programme is no longer being offer 1Various (see 14 Biological Science Project modules (blank) Modules are amalgamated into one new project code 'Biological Sc 1CHE111, CHE 4 - various Yr 1 Chemistry modules (blank) Modules are being replaced by new modules as part of the review of 1

Engineering and Materials Science Various Code Various (see SEMS Module Withdrawal spreadsheet) Various General housekeeping. All modules have become derelict due to var 1Geography ‍‎GEG4107; GE Various UG and PG modules Sepetmber 2012 Obsolete modules have been replaced by new modules during recen 1

GEG4111 Transforming Britain: Economy, Society and Politics Sepetmber 2012 Replace the current 15 credit option GEG4106 Reinventing Britain 1GEG4209 Earth Surface Science Sepetmber 2012 Part of the revisions to the Physical Geography and Environmental S 1GEG5203A Earth Systems Cycles Sepetmber 2012 New module for Associate Students wishing to take Physical Geog 1GEG5206A&B Global Environmental Change Sepetmber 2012 Create 2 15 credit modules for Associate Students 1GEG5211A Research Strategies in Physical Environments Sepetmber 2012 New module for associate students 1GEG6218 Integrated Catchment Management Sepetmber 2012 New compolsory module for F850 & F8N2 / optional for F800, L700, 1GEG6219 Environmental Management Applications Sepetmber 2012 New optional module 1GEG7122 Cultural Geography in Practice Sepetmber 2012 New optional for: MA Geography, MSc Geography, MA Cities and C 1

Languages, Linguistics and Film FLM300 French Film after Auschwitz September 2012 Module being replaced by new module 1Mathematical Sciences MTH4108, MT Various Maths UG Modules September 2011 Withdrawing obsolete modules 1

MAE113 Discrete Techniques for Computing September 2011 Module no longer taught 1Physics and Astronomy PHY211 Stars April 2012 Module replaced by PHY307 Stars, not been running for 3 years 1

PHY213 Space, Time and Gravity April 2012 Module replaced by PHY308 Space, Time and Gravity. Not been ru 1PHY301 Continuous Time Methods in Finance April 2012 Does not fit with curriculum, has not been taught for 3 years 1PHY412 The Physics of Galaxies April 2012 Replaced by PHY305 Physics of Galaxies, not been running for 3 ye 1PHY653 Elementary Particle Physics April 2012 Replaced by PHY306 Elementary Particle Physics, not been running 1

Centre for Commercial Law Studies QLLM115 Insurance Contracts and Risk Management in Constru September 2012 Module being replaced by new module 1QLLM116 Law of Insurance Contracts (half module) Term 1 September 2012 Module being replaced by new module 1QLLM117 Law of Insurance Regulation (half module) Term 2 September 2012 Module being replaced by new module 1QLLM118 Insurance Law and Construction Insurance and Risk M September 2012 Module being replaced by new module 1QLLM063 International Tax Law II September 2012 Module being replaced by new module 1QLLM070 Law of Insurance Contracts and Regulation September 2012 Module being replaced by new module 1

History HST035 Various (see History Module Withdrawals_11.04.12) Various General housekeeping. All modules have become derelict due to var 1JRN102 History of Journalism - City University September 2009 Programme has been withdrawn 1JRN103 The British Media - City University September 2009 Programme has been withdrawn 1JRN104 Introduction to Journalism - City University September 2009 Programme has been withdrawn 1JRN105 Politics and Current Affairs - City University September 2009 Programme has been withdrawn 1JRN112 History of Journalism - City University September 2009 Programme has been withdrawn 1JRN115 Politics and Current Affairs - City University September 2009 Programme has been withdrawn 1


Report Period Period 6Module Withdrawal History JRN203 International News - City University September 2009 Programme has been withdrawn 1

JRN204 Structure of Government - City University September 2009 Programme has been withdrawn 1JRN208 British Magazines - City University September 2009 Programme has been withdrawn 1

Department of Law QLLM049 International and Comparative Trust Law September 2012 Module has not been offered for at least four/five years on the LLM 1QLLM083 Remedies in Contract and Tort September 2012 Module has not been offered for at least four/five years on the LLM 1QLLM088 The Law of Succession September 2012 Module has not been offered for at least four/five years on the LLM 1QLLM091 Youth Justice (half-module) September 2012 Module has not been offered for at least four/five years on the LLM 1QLLM092 European Tort Law September 2012 Module has not been offered for at least four/five years on the LLM 1QLLM093 The Law on Investment Entities September 2012 Module has not been offered for at least four/five years on the LLM 1QLLM099 Environmental Law and Policy (with special reference t September 2012 Module has not been offered for at least four/five years on the LLM 1QLLM102 European and UK Protection of Equality Rights (half m September 2012 Module has not been offered for at least four/five years on the LLM 1QLLM103 European and UK Protection of Human Rights at Work September 2012 Module has not been offered for at least four/five years on the LLM 1QLLM001 Advanced Equity and Trusts Law September 2012 Module has not been offered for at least four/five years on the LLM 1QLLM002 Commercial Trusts Law (half subject) September 2012 Module has not been offered for at least four/five years on the LLM 1QLLM003 Equity and the Home (half subject) September 2012 Module has not been offered for at least four/five years on the LLM 1QLLM004 Advanced Land Law September 2012 Module has not been offered for at least four/five years on the LLM 1QLLM012 Comparative Class Actions September 2012 Module has not been offered for at least four/five years on the LLM 1QLLM016 Comparative US and EC Anti-trust Law September 2012 Module has not been offered for at least four/five years on the LLM 1QLLM019 Constitutional Law and Constitutional Rights in the USA September 2012 Module has not been offered for at least four/five years on the LLM 1QLLM020 Contract Law in the European Union September 2012 Module has not been offered for at least four/five years on the LLM 1QLLM024 Discrimination Law September 2012 Module has not been offered for at least four/five years on the LLM 1QLLM026 Environmental and Planning Law September 2012 Module has not been offered for at least four/five years on the LLM 1QLLM030 EU Social Law and Policy September 2012 Module has not been offered for at least four/five years on the LLM 1QLLM104 Competition and Regulation of Network Industries: The September 2012 Module has not been offered for at least four/five years on the LLM 1QLLM037 Globalisation, International Community and New World September 2012 Module has not been offered for at least four/five years on the LLM 1

Engineering and Material Science DEN402, DEN Advanced Aerodynamics, and Advanced Topics in Aer (blank) Replaced by new Aerodynamics modules as part of curriculum upda 1Module Withdrawal Total 65

Programme Amendment Biological and Chemical Sciences C701 MSci Biochemistry September 2012 - cont Change to module diet across 2 years (3 removed / 3 added) 1HHX6 and HH SEFP (Engineering) - September-start/integrated 4-5 y September 2012 Minor amendment to the modular diet. PS not transferred to new tem 1USEF-QM4EN SEFP (Engineering) - January-start/integrated 4-5 year September 2012 Minor amendment to the modular diet. PS not transferred to new tem 1C1C8 BSc Biology with Psychology September 2012 Change to module diet across 3 years (5 removed / 4 added) 1C3C1 BSc Zoology with Aquatic Biology September 2012 Change to module diet in Yr 2 (2 removed / 1 added) 1C100 BSc Biology September 2012 Change to module diet across 3 years, optional modules in Yr 1 mad 1C300 BSc Zoology September 2012 Change to module diet across 3 years (4 removed / 3 added) 1C400 BSc Genetics September 2012 Change to module diet across 3 years (5 removed / 4 added) 1C431 BSc Medical Genetics September 2012 Change to module diet across 3 years (5 removed / 4 added) 1C700 BSc Biochemistry September 2012 - cont Change to module diet across 2 years (3 removed / 3 added) 1C700/C701 BSc/MSci Biochemistry September 2012 - new Change to module diet in Yr 1 (2 removed / 1 added) 1C800 BSc Psychology September 2012 Change to module diet across 2 years (2 removed / 2 added) 1F152, F153, F BSc/MSci Pharmaceutical Chemistry and MSci Pharm September 2012 - new Replace the Yr 1 module diet 1F100, F103 BSc/MSci Chemistry September 2012 - new Replace the Yr 1 module diet 1F1C7 BSc Chemistry with Biochemistry September 2012 - new Replace the Yr 1 module diet 1F100 BSc Chemistry September 2012 - cont Change to Yr 3 module diet (2 removed / 1 added) 1

Engineering and Materials Science Various Code Various BEng, MEng, BSc and BSc(Eng) (See SEMS P September 2012 Part of rolling curriculum review, changes to Year 2 module diet. No 1English and Drama QV31 BA English and History September 2012 Add two approved level 4 modules (as complusory) 1

Q300 BA English Sepetmebr 2012 Add two approved level 3 modules (as complusory) 1Languages, Linguistics and Film (blank) BA History and German (3yr) September 2012 Introduction of new level 4 compulsory History modules 1

Q1S1, Q2S2 MA in Linguistics Sepetmber 2012 Minor change in the structure of compulsory courses required on the 1QQHI BA English Language and Linguistics Sepetmber 2012 Minor change in the structure of compulsory courses 1


Report Period Period 6Programme Amendment Languages, Linguistics and Film QR31 BA English and French (4 yr) September 2012 Add new elective modules at level 4 1

QRBZ BA English and French (3 yr) September 2012 Add new elective modules at level 4 1RQ23 BA English and German (4 yr) September 2012 Add new elective modules at level 4 1RQCZ BA English and German (3 yr) September 2012 Add new elective modules at level 4 1RQ43 BA English and Hispanic Studies (4 yr) September 2012 Add new elective modules at level 4 1RQEZ BA English and Hispanic Studies (3 yr) September 2012 Add new elective modules at level 4 1QR37 BA English and Russian (4 yr) September 2012 Add new elective modules at level 4 1QRCZ BA English and Russian (4 yr) September 2012 Add new elective modules at level 4 1VR11 BA French and History (4yr) September 2012 Introduction of new level 4 compulsory History modules 1VRAZ BA French and History (3yr) September 2012 Introduction of new level 4 compulsory History modules 1VQ12 BA History and Comparative Literature (3yr) September 2012 Introduction of new level 4 compulsory History modules 1RV21 BA History and German (4yr) September 2012 Introduction of new level 4 compulsory History modules 1VW16 BA (Hons) History and Film Studies September 2012 Introduction of new level 4 compulsory History modules 1

Mathematical Sciences G100 BSc Mathematics September 2012 Add an approved level 4 module ( as complusory) and already appr 1GN13 BSc Mathematics, Business Management and Finance September 2012 Add an approved level 4 module (as complusory) 1GL11 BSc Mathematics, Statistics and Financial Economics Year 1: September 201 Add two approved level 4 modules (as complusory) and remove two 1G102 Msci Mathematics September 2012 Convert three compulsory modules into electives and add an approv 1GG31 Mathematics and Statistics September 2012 Minor changes to diet (adding and removing modules at level 4 and 1G1N4 Mathematics with Finance and Accounting September 2012 Minor change to diet (add level 4 module to be compulsory) 1G1G3 Msci Mathematics with Statistics September 2012 Minor changes to diet (add level 4 module to be compulsory and a le 1G110 BSc Pure Mathematics September 2012 Minor changes to diet (add level 4 module to be compulsory and a le 1G1C8 BSc Mathematics with Psychology September 2012 Add an existing module to be compulsory 1

Physics and Astronomy F526 BSc Astrophysics September 2012 Curriculum review following new staff joining SPA. No PS 1F392 BSc Physics with Particle Physics September 2012 Curriculum review following new staff joining SPA. No PS 1F300 BSc Physics September 2012 Curriculum review following new staff joining SPA. No PS 1F340 BSc Theoretical Physics September 2012 Curriculum review following new staff joining SPA. No PS 1F523 MSci Astrophysics September 2012 Curriculum review following new staff joining SPA. No PS 1F303 MSci Physics September 2012 Curriculum review following new staff joining SPA. No PS 1F393 MSci Physics with Particle Physics September 2012 Curriculum review following new staff joining SPA. No PS 1F323 MSci Theoretical Physics September 2012 Curriculum review following new staff joining SPA. No PS 1

Barts and London School of Medicine and Denti A101 MB BS (Bachelor of Medicine, Bachelor of Surgery) September 2012 (blank) 1Learning Institute X4EC Postgraduate Certificate in Academic Practice (PGCAP September 2012 Addition of new modules to broaden choice and incorporation of CIL 1

ESDM015 Assessing Students September 2012 Addition of new modules to broaden choice and incorporation of CIL 1ESDM016 Teaching and Learning Methods September 2012 Addition of new modules to broaden choice and incorporation of CIL 1ESDM018 Teaching With Learning Technologies September 2012 Addition of new modules to broaden choice and incorporation of CIL 1

Engineering and Material Science H4S1, HBS3, MSc Aerospace Engineering, Biomedical Engineering, September 2012 - new Minor change, deliver research methods module in Sem A in all Eng 1H4S1 MSc Aerospace Engineering September 2012 - cont Minor change to module diet (Remove 1, add 1). No PS submitted 1F3Q7, F3Q8 MSc Medical Electronics and Physics (FT and PT) September 2012 - new Minor change to module diet (to inject more choice) 1H2S1 MSc Sustainable Energy Systems (FT) September 2012 - new Minor change to module diet (Remove 1, add 1). No PS submitted 1HBS3 MSc Biomedical Engineering (FT) September 2012 - new Minor change to module diet (Remove 1 module, add 1 module) 1

Programme Amendment Total 62Module Proposal Form Physics and Astronomy PHY6324 Mathematical Techniques 4 September 2012 Curriculum review following new staff joining SPA. 1

PHY4217 Waves and Oscillations September 2012 Curriculum review following new staff joining SPA. 1PHY4321 Introduction to C++ programming September 2012 Curriculum review following new staff joining SPA. 1PHY7416 Advanced Quantum Field Theory September 2012 Curriculum review following new staff joining SPA. 1PHY6003 Physical Cosmology September 2012 Curriculum review following new staff joining SPA. 1PHY7006U / P Relativity and Gravitation September 2012 Curriculum review following new staff joining SPA. 1PHY6001 Communicating and Teaching Physics: the Undergradu September 2012 Curriculum review following new staff joining SPA. 1PHY6002 Fluid Dynamics September 2012 Curriculum review following new staff joining SPA. 1


Report Period Period 6Module Proposal Form Total 8

Programme Amendment Mathematical Sciences G1N1 BSc Mathematics with Business Management September 2012 Minor change to diet (add level 4 module to be compulsory) 1Programme Amendment Total 1

New Module Proposal Biological and Chemical Sciences TBC Biological Sciences Research Project September 2012 New research project module, replaces individual codes 1Current Topics in Psychology September 2012 Replacing another Yr 1 module 1Explanations in Psychology September 2012 Replacing another Y2 module, to meet BPS accreditation requireme 1Research Methods and Communication January 2013 Replacing other Yr 2 modules 1

CHE105 States of Matter January 2013 Part of Chemistry Yr 1 Review 1CHE104 Fundamentals of Spectroscopy September 2012 Part of Chemistry Yr 1 Review 1CHE103 Fundamentals of Physical & Inorganic Chemistry September 2012 Part of Chemistry Yr 1 Review 1CHE102 Fundamentals of Organic Chemistry September 2012 Part of Chemistry Yr 1 Review 1CHE101 Foundations of Practical Chemistry September 2013 Part of Chemistry Yr 1 Review 1

Engineering and Materials Science MAT5030 Composites for aerospace applications September 2012 Part of rolling curriculum review 1MAT5002 Chemistry for Materials September 2012 Part of rolling curriculum review 1DEN5208 Heat Transfer and Fluid Mechanics I January 2013 Part of rolling curriculum review 1DEN5200 Control Systems Analysis and Design September 2012 Part of rolling curriculum review 1DEN5109 Engineering Instrumentation September 2012 Part of rolling curriculum review 1DEN5108 Dynamic Models of Engineering Systems January 2013 Part of rolling curriculum review 1DEN5107 Energy Conversion Analysis January 2013 Part of rolling curriculum review 1DEN5242 Aerothermodynamics of Fluid Flows September 2012 Part of rolling curriculum review 1

New Module Proposal Total 17Module Amendement Biological and Chemical Sciences SBC612 Aquatic Biology Research Project September 2012 Assessment method and weightings, to come into line with new Biolo 1

SBS004 Biology Project September 2012 Correct module to run over two semesters 1CHE222 Organic Functional Group Chemistry January 2013 Reduction in examination duration 1CHE121 Foundations of Organic Chemistry September 2012 Minor change to method of assessment and weightings. Practical ele 1

Module Amendement Total 4Academic Regulations Biological and Chemical Sciences F103, F152 MSci Chemistry and MSci Pharmaceutical Chemistry September 2012 - new Change to Yr 3 to Yr 4 Progression Hurdle 1

F153 MSci Pharmaceutical Chemistry with a Year in Industry September 2012 - new Change progression hurdles across years 1Academic Regulations Total 2

Module Amenment Centre for Commercial Law Studies QLLM048 International and Comparative Law of Trade Marks, De September 2012 Title change 1Module Amenment Total 1

Moduel Amendment Mathematical Sciences MTH4102, MT Various UG Maths Modules September 2012 Minor change in relative assessment weightings 1Physics and Astronomy PHY226 Condensed Matter 2 January 2013 Module Title and content description 1

Moduel Amendment Total 2Module Amenment Mathematical Sciences MTH6120 Further Topics in Mathematical Finance Sepetmber 2012 Change in syllabus Change 1

Module Amenment Total 1Module Amedment English and Drama ESH101B Shakespeare September 2012 Increase word lengths and change titles of assignments 1

ESH101 Shakespeare September 2012 Increase word lengths and change titles of assignments 1ESH101A Shakespeare September 2012 Increase word lengths and change titles of assignments 1

Geography GE5110A Society, Culture and Space Sepetmber 2012 Method of Assessment (change to word length - extend) 1GE5110B Society, Culture and Space Sepetmber 2012 Method of Assessment (change to word length - extend) 1GEG4110 An Introduction to Qualitative Research Methods Sepetmber 2012 Content Description, Method of Assessment (streamline) and Asses 1GEG4208 Methods for Environmental Research Sepetmber 2012 Change from 3 day residential trip to 1 day non residential trip 1GEG5110 Society, Culture and Space Sepetmber 2012 Method of Assessment and Assessment Weightings 1GEG6101 Gender and Development Sepetmber 2012 Method of assessment 1GEG6116 The Geopolitics of Life: An Anatomy of the Post 9/11 W Sepetmber 2012 Module Title 1GEG706U Field and Laboratory Methods for Freshwater Environm Sepetmber 2012 Module Title, Content Description, Method of Assessment 1GEG7105 Cities, Empire and Modernity Sepetmber 2012 Module Title, Content Description 1GEG7205 Data Analysis Sepetmber 2012 Method of Teaching (small group delivery instead of one-to-one sess 1


Report Period Period 6Module Amedment Geography GEG725U Data Analysis Sepetmber 2012 Method of Teaching (small group delivery instead of one-to-one sess 1

GEG7306 Field and Laboratory Methods for Freshwater Environm Sepetmber 2012 Module Title, Content Description, Method of Assessment 1GEG5203B Earth Systems Cycles Sepetmber 2012 New optional module 1

Module Amedment Total 16Grand Total 332

Minutes of the meeting of the Taught Programmes Board held ...

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