PROGRAMME SPECIFICATION
Programme title:
Science and Engineering in Arts, Heritage and Archaeology
Final award (BSc, MA etc):
MRes.
(where stopping off points exist they should be
detailed here and defined later in the document)
UCAS code:
TMRSAESAHA01
(where applicable)
Cohort(s) to which this programme
specification is applicable:
From 2010 intake onwards
(e.g. from 2015 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
Bartlett Faculty of the Built Environment
Parent Department:
UCL Institute for Sustainable Heritage
(the department responsible for the administration of
the programme)
Departmental web page address:
(if applicable)
https://www.bartlett.ucl.ac.uk/heritage/programmes/mres-msc/mresseaha
Method of study:
Full-time, part-time, modular
Full-time/Part-time/Other
Criteria for admission to the
programme:
i) UK Second Class Honours (or its overseas equivalent) in a relevant STEM
(science, technology, engineering and mathematics) or conservation subject
required
Or
ii) 5 years of relevant professional experience, plus a letter of support and
subject to an essay and/or interview
Length of the programme:
12 months full-time, 2 years part-time, 5 years modular.
(please note any periods spent away from UCL, such
as study abroad or placements in industry)
Level on Framework for Higher
Education Qualifications (FHEQ)
(see Guidance notes)
Relevant subject benchmark statement
(SBS)
(see Guidance notes)
Masters Level (Level 7)
There is no relevant postgraduate benchmark statement available.
Brief outline of the structure of the
programme
and
its
assessment
methods:
(see guidance notes)
The MRes requires 180 credits.
The MRes Science and Engineering in Arts, Heritage and
Archaeology (SEAHA) is a pioneering Masters course delivering
cross-disciplinary heritage science. The MRes SEAHA introduces the
students to a unique assembly of scientific disciplines - physical
sciences, engineering, imaging, computing, social sciences - brought
together in order to address research questions related to cultural
heritage. It adopts a block-taught modular structure and leading-edge
teaching techniques by diverse academic staff.
As an MRes course, it delivers tailored teaching through research.
The students have access to outstanding scientific resources,
including the Heritage Science Laboratory and the Mobile Heritage
Lab, our unique mobile facility for field research and public
engagement.
The MRes SEAHA develops transferable skills of leadership and
management with the guidance of informed heritage and business
professionals, in a teaching environment designed to promote
debate, individual thinking and mutual understanding.
The programme is an executive-style research-focussed course with
4 modules. The taught and transferrable skills elements consist of
two compulsory taught modules (30/180 credits each). The research
element of the course consists of two research modules (30/180
credits each) and the master's dissertation (60/180 credits).
These Modules focus on different aspects of the development of a
research project:
Module 1 covers fundamental concepts and literature review
Module 2 covers the development of experimental methods
Module 3 covers scientific communication
Module 4 consists of a group field project
Finally, the MRes dissertation is a complete piece of research.
For module details, please see:
https://www.bartlett.ucl.ac.uk/heritage/programmes/mres-msc/mresseaha
Board of Examiners:
Name of Board of Examiners:
The Bartlett MRes Board of Examiners
Professional body accreditation
(if applicable):
None applicable.
Date of next scheduled
accreditation visit:
Annual visits
EDUCATIONAL AIMS OF THE PROGRAMME:
The programme aims to:
(i) Provide a holistic knowledge and understanding of heritage materials, objects, collections, buildings, sites, their environment
and techniques of their study, taking the object, building or site in the context of its historical, artistic, material, social and cultural
environment.
(ii) Develop informed scientific opinions based on knowledge from fields feeding into heritage science and engineering.
(iii) Develop the sensitivity to discuss and transfer knowledge in different ways to different groups of stakeholders.
(iv) Understand the social, cultural and economic significance of heritage and using this framework to interpret results of scientific
and engineering research.
(v) Understanding and reflection on wider societal issues, such as the impacts of climate change, increased use of heritage,
increased energy and water demand, and sustainable development on cultural heritage.
PROGRAMME OUTCOMES:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
A: Knowledge and understanding
Knowledge and understanding of:
Teaching/learning methods and strategies:
1. Heritage materials, objects, collections,
buildings and sites.
2. Their environment, the effects of the
environment on materials, and techniques of
their study
3. Taking the object, building or site in the
context of its historical, artistic, material, social
and cultural environment.
Over the course of five Modules, we use a variety of teaching
methods, including:
-
1.
2.
3.
Set readings
Literature review
Case studies (property visits and related problemsolving, discussions and presentations)
Lectures (with frequent discussions, object-based
learning, workshops and group exercises).
Oral presentations (more than five during the year).
Experimental research
Group projects
Field research trips
Is taught using all the previous methods. In Module 1,
the students prepare for lectures with set readings.
The lecturing techniques involve object-based
learning, group exercises and problem-solving. The
Module includes two Case Studies in which the
students apply their theoretical knowledge. The
results are presented and peer-evaluated.
This is learned in Module 2 through a case study
followed by related lectures, discussions and
workshops. The students work in groups to find a
solution based on the case study, and present their
results.
This is developed through object-based and case
study-based teaching, lectures, and experimental
research during Module 2. Heritage sites and
institutions are visited in all Modules (including
Assessment:
Formative assessment includes individual and group
classroom exercises; individual and group oral
presentations; client encounters; and personal
development plans.
Summative assessment of the taught core modules is
through written coursework. Additionally, the fifth taught
module is assessed through written coursework and an
oral examination. MRes students submit a 12,000
written Dissertation.
B: Skills and other attributes
Intellectual (thinking) skills:
1. Develop informed scientific opinions based
on knowledge from fields feeding into heritage
science and engineering.
2. Analyse evidence on the nature and
condition of historic materials
3. Define problems and find science-based
solutions
4. Challenge long held views on heritage
conservation
5. Debate the future of heritage preservation
and use in society
Teaching/learning methods and strategies:
1. This is delivered, firstly through lectures, workshops, and
discussions with a diverse group of lecturers including
practitioners and researchers that apply scientific methods to
the preservation and interpretation of heritage. Secondly, the
students are encouraged to think critically and produce original
ideas in the assignments of every module. They defend their
ideas (in front of their peers, lecturers and invited supervisors)
in several presentations.
2 and 4. Through lectures, discussions, exercises, problemsolving and study visits. Case-based learning features across
the programme as a whole, each module includes study visits
to heritage sites with associated practical sessions.
4. Is, additionally, one of the main learning outcomes of
the production of original research throughout the
year, particularly of the design of experimental
methods in Module 2 and the MRes dissertation
3. This is learned through experimental research projects in
the research modules and the MRes dissertation.
4. Students are expected to take responsibility for reading and
analysing the scientific literature in order to inform their
research questions, this is stressed throughout the MRes but
particularly in the production of a literature review in Module 1.
5. In lectures and case-studies, the students are encouraged
to reflect on the broader context of their research.
Assessment:
Assessment of students is primarily based on written evidence,
i.e. coursework. The ability to debate is assessed formatively
in the classroom. Assessment is also by oral examination and
the MRes Dissertation.
C: Skills and other attributes
Practical skills (able to):
Teaching/learning methods and strategies:
1. Identify research questions and design
experiments to answer them.
2. Explore and interpret scientific literature
Develop experimental methods
3. Communicate effectively through academic
writing and oral presentations
4. Develop accuracy of observation,
description of evidence and reporting of
results.
5. Carry out an independent piece of research
6. Plan and execute research projects
effectively
7. Discuss and debate broader scientific
issues in a heritage context
1. and 2. Throughout all the modules, the students gradually
develop their research project, and produce the relevant
written outputs, beginning with a literature review (Module 1),
experimental methods (Module 2), and research proposal
(Module 3).
3. The students present their work orally on each of the 5
modules. The coursework is encouraged to be of a publication
quality, therefore acting as a vehicle to teach academic writing.
Module 3 includes the preparation of a poster presentation,
and Module 4 a group presentation. Several lectures and
workshops focus on presentation and communication skills.
4. Primarily through the development of several modes of
scientific communication as coursework, as well as learning
techniques in lectures, practical sessions and workshops
focussing on scientific communication (Module 3). The
practical training includes the production of presentations, a
poster, a research grant application, and ultimately, a scientific
paper (i.e. the MRes dissertation).
5. and 6 are part of the MRes Dissertation, which is a complete
research project.
7. Through discussions and peer-review of presentations by
other students, and also debate in all the taught modules.
Assessment:
The coursework is always evaluated according to its
“readiness for publication.” The students are encouraged to
produce work (a Literature review, methods description,
presentations and a scientific paper) that are of publication
quality.
The progress of each student is the specific scientific practical
skills evaluated through the coursework of different Modules:
1. and 2. Assessed through the Module 1 coursework.
3. Assessed through all the coursework and
presentations-.
4. Assessed through the coursework of Module 2, 3, 4
and the dissertation.
5. and 6. Assessed through the Dissertation.
7. Assessed through the coursework.
D: Skills and other attributes
Transferable skills (able to):
Teaching/learning methods and strategies:
1. Communicate effectively in writing
1. Developed through the wide use of formal written
coursework.
2. Make appropriate use of internet and
scientific publications to support research
3. Deliver effective oral/visual presentations
4. Work collaboratively
5. Negotiate and resolve conflicts
6. Appreciate range of different perspectives
on a given issue
7. Carry out and receive peer assessment
8. Learn in familiar and unfamiliar contexts
9. Lead, manage and adapt to change
10. Plan and negotiate their own work
2. Common to all modules as an essential part of students’
independent work, and especially important in Module 1 during
the preparation of a literature review.
3. Supported through opportunities to practise and receive
feedback and peer-review on presentations in the classroom,
in each module. This presentations are carried out in a variety
of contexts front of different audiences, including heritage
managers, lecturers, their project supervisors, and other
students. The preparatory sessions stress the ability of the
students to adapt to different audiences.
4 and 5. Collaborative work is taught in all the lectures, casestudies and workshops. Every module includes practical
problem-solving based in groups. It is particularly crucial in
Module 4, where students develop a group project, produce a
group report, and carry out a group presentation.
6 and 7. Essential components of all modules because of the
interdisciplinary nature of the programme.
8. Is developed through the case-studies and study visits,
during which the students use their recently acquired skills in
diverse and unfamiliar contexts. This includes visits to heritage
sites, object-based learning and field research.
9 and 10 are key components of the development of a
research project, and are part of the MRes dissertation.
Assessment:
1. Assessed through all the coursework and Dissertation.
2. Assessed through all coursework, but particularly the
Module 1 literature review.
3. Assessed in each module, and through coursework in
Module 3.
4 and 5. Assessed in the coursework of the group project in
Module 4.
6, 7 and 8 Assessed informally through the discussion, debate
and feedback sessions during all the modules.
9 and 10 assessed through the MRes dissertation.
The following reference points were used in designing the programme:
 the Framework for Higher Education Qualifications:
(http://www.qaa.ac.uk/en/Publications/Documents/qualifications-frameworks.pdf);
 the relevant Subject Benchmark Statements:
(http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements);
 the programme specifications for UCL degree programmes in relevant subjects (where applicable);
 UCL teaching and learning policies;
 staff research.
Please note: This specification provides a concise summary of the main features of the programme and the
learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes
full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes,
content and teaching, learning and assessment methods of each course unit/module can be found in the
departmental course handbook. The accuracy of the information contained in this document is reviewed annually
by UCL and may be checked by the Quality Assurance Agency.
Programme Organiser(s)
Professor Matija Strlic, Josep Grau-Bové
Name(s):
Date of Production:
January 2016
Date of Review:
January 2016
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee
January 2016
January 2016