PROGRAMME SPECIFICATION PROGRAMME SPECIFICATION Programme title: MSc in Brain and Mind Sciences Final award (BSc, MA etc): MSc (where stopping off points exist they should be detailed here and defined later in the document) UCAS code: (where applicable) Cohort(s) to which this programme specification is applicable: N/A From 2006 (e.g. from 2015 intake onwards) Awarding institution/body: University College London Teaching institution: University College London Faculty: Brain Sciences Parent Department: Institute of Neurology (the department responsible for the administration of the programme) Departmental web page address: www.ion.ucl.ac.uk (if applicable) Method of study: Full time Full-time/Part-time/Other Criteria for admission to the programme: A first or second class Honours degree from a UK university or an equivalent qualification from a recognized overseas institution, in a related subject. Applicants must be able to follow lectures in English and French. Length of the programme: 2 calendar years – 1 year at UCL and 1 year in UPMC/ENS Paris (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) Masters Level (Level 7) http://www.qaa.ac.uk/academicinfrastructure/benchmark/default. asp (see Guidance notes) Brief outline of the structure of the programme and its assessment methods: (see guidance notes) UCL year – 90 credits of pick and mix taught modules from available selection, a 5000 word library project (30 credits), and a research project assessed by thesis and viva voce examination (60 credits) Board of Examiners: Name of Board of Examiners: MSc in Brain & Mind Sciences Professional body accreditation (if applicable): N/A Date of next scheduled accreditation visit: EDUCATIONAL AIMS OF THE PROGRAMME: To give students a personalized programme of study and research in the neurosciences and cognitive science disciplines relevant to a career in Brain and Mind Sciences. Students will be able to re-orient; to apply different disciplines/competencies already acquired in pre-masters study (e.g. engineering, mathematics, genetics) to problems; to study basic and clinical neuroscience or cognitive science in depth. The complementary nature of the strengths in the 3 institutions in mathematics, science, philosophy, imaging etc. will be used to give as up to date an experience of the Brain & Mind sciences from theoretical through empirical viewpoints. Care will be taken to provide a coherent course in the joint programme for all students in the two years by review by a steering committee and regular meetings/liaison between the tutors. The overarching educational aim is to give a grounding in Brain & Mind Sciences from a multi-disciplinary perspective and to provide a sound basis for choosing an appropriate topic and supervisor for doctoral research. Opportunities are available depending on a student’s choice of modules for: 1) A theoretical grounding in neurobiological and cognitive research including philosophy of science, methods (including imaging, psychophysics and neuropsychology), molecular, cellular, genetic and integrative neuroscience. 2) An appreciation of the way Brain & Mind questions can be approached theoretically and experimentally in humans and other model systems. 3) An appreciation of the interaction between theory, modelling and empiricism in tackling Brain & Mind problems 4) Practical experience of investigating Brain & Mind problems from two cultural perspectives (in the two cities) PROGRAMME OUTCOMES: The programme provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas: Upon successful completion of the 2 year joint MSc course, students will have had the opportunity to obtain a broad understanding of the cognitive sciences and neurosciences or to examine in depth one or more of the constituent disciplines of the area of knowledge subsumed under the title ‘sciences of the brain and mind’. These disciplines include theoretical and mathematical/modelling approaches, epistemological and philosophical approaches to human sensation, action and theories of mind, empirical approaches including molecular, cellular, integrative and behavioural neuroscience that can include psychological and neuropsychological, linguistic and semantic analyses of normal human behaviour and of people with nervous system disease. In particular they will: • Understand how mechanisms operating at the molecular, cell, network and system level subserve normal brain function • Have a good working knowledge of modern methods for scientific and clinical investigation of the human nervous system including neuroimaging. • Be aware of the major recent developments in research in the area of the sciences of the brain and mind. Be able to embark upon a successful career in their chosen field of research into the expression of human behaviour and its biological substrate. A: Knowledge and understanding Knowledge and understanding of: aspects of modern neuroscience and cognitive science in health and disease: Understanding of the contribution of biological mechanisms to human behaviour and its disorders. The course is designed to cater for students’ individual interests and needs but there are major themes that will be accessible to them through the existing MScs from which their curricula will be constructed Theme A: Neuroscience - from molecules to systems Theme B: Clinical neuroscience Theme C: Language, linguistics and semantics Theme D: Cognitive psychology and neuropsychology Theme E: Philosophical approaches to human sensation, emotion, action and cognition Teaching/learning methods and strategies: Courses, tutorials, lectures, seminars and essays. The main teaching methods consist of lectures delivered by a large number of individual UCL experts in various fields of the brain and mind sciences. Lectures are supported by audio-visual aids and supplementary materials e.g. hand-outs, reading-lists and references to original papers and/or reviews. As a general teaching strategy UCL’s MScs are moving towards facilitating learning by e.g. making the lectures more interactive. Among methods for encouraging more student participation are (1) experimenting with different questioning techniques (2) working in buzz-groups (and reporting back to plenary) and (3) e-mailing students a question/vignette so they can prepare in advance of a lecture. Each student is assigned an individual Personal Tutor (a member of the MSc Committee) who agrees the year’s curriculum from the courses on offer, monitors the student’s academic achievement and attends to their pastoral care. A number of workshops are offered in certain courses where students gain both knowledge and some understanding of practical skills related to a range of aspects of cognitive and neuroscience research (both clinical and basic). Students also will have an opportunity to gain further understanding of chosen topics in an independent learning situations and with a library and research project. Assessment: The knowledge and understanding of topics and related sub-disciplines chosen by a student are assessed by :assessment for taught modules, a library project and the main research project. Students may also be able to complete a quiz at the end of (some) workshops. B: Skills and other attributes Intellectual (thinking) skills: Theoretical, philosophical, mathematical and empirical background for the study of action, emotion, perception, cognition and other aspects of behaviour. Teaching/learning methods and strategies: Courses, tutorials, problems, library, reading essays. In all components students are encouraged to critically examine evidence. In some theoretical approaches will be learned and ways of assessing their validity. In more empirical parts of the courses offered the collection, organization, analysis and interpretation of data will be learned. There will opportunities to learn how to conceptualise theoretical problems in experimental terms. Several of the constituent MScs have a specific module often in the form of a small group seminar, on critical appraisal skills to develop this particular aspect of thinking skills. Students will be able to participate in practical workshops where journal papers are critically appraised by a group. A module covering presentation skills and the skills of giving constructive feedback will be available. Generally students will be encouraged to develop self direction, originality and critical thinking via consultation with their supervisors in the early stages of the library project and throughout the research project. Assessment: Taught module assessments, the library project and the research project dissertation and when presentations are assessed. C: Skills and other attributes Practical skills (able to): relevant to the study of cognition and neuroscience: Different programmes will result in different proportions and types of skill learning, from neuroscience techniques, through physiological and imaging methods, behavioural testing and data analysis to posing meaningful hypotheses, and establishing theoretical, mathematical and experimentally verifiable models Teaching/learning methods and strategies: Research projects, seminars, library projects, workshops with hands on experience. Assessment: Assessed when library projects and main research projects marked and at the viva. D: Skills and other attributes Transferable skills (able to): (1) Empirical research: Teaching/learning methods and strategies: Students undertake a main research project. The project is intended as an exercise in scientific investigation that is written up and presented as a dissertation. Students have an opportunity depending on their choice of course to experience all major components of research i.e.: searching the literature; formulating an hypothesis; principles of research design; developing good working relationships and integrating with multi-disciplinary teams; laboratory, measurement and/or interviewing techniques; data collection, coding and analysis; statistical techniques, discussion and interpretation of results and the writing of a dissertation (English acceptable in both countries). Specific practical skills vary but could include cell culture techniques, histological procedures, DNA analysis, electrophysiology, image analysis, patient questionnaires etc. Assessment: Research skills assessed when main research project is marked. Also assessed during the student’s performance in their viva. (2) Literature searching: Teaching/learning methods and strategies: Literature searching, systematic reviews, meta-analysis and the principles of critical reading are taught in research training seminars. Aspects of literature searching and handling data-bases are also covered during induction sessions by library staff. Practical experience is gained when students carry out their library project and research project. Assessment: Assessed when library projects and main research projects marked and at the viva. (3) Managing references: Teaching/learning methods and strategies: Reference Manager software taught by library staff. Assessment: Assessed indirectly when library project and research project marked. (4) Data-analysis and statistics: Teaching/learning methods and strategies: Statisticians run a number of statistics workshops, covering a range of topics, which are time-tabled into MSc lecture programmes. Also, students are encouraged to consult statisticians individually at the design stage of research projects. Assessment: Assessed indirectly as an important component of the dissertation (Results, Study Design, Data-analysis and Discussion sections). (5) How to handle a viva: Teaching/learning methods and strategies: Seminar/interactive workshop. Discussion of what to expect - including sharing experiences and suggestions from students in previous years. Assessment: Performance at the viva. The following reference points were used in designing the programme: the Framework for Higher Education Qualifications: (http://www.qaa.ac.uk/en/Publications/Documents/Framework-Higher-Education-Qualifications-08.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) Dr Caroline Selai Name(s): Date of Production: November 2005 Date of Review: October 2014 Date approved by Head of Department: October 2014 Date approved by Chair of Departmental Teaching Committee: Date approved by Faculty Teaching Committee October 2014 November 2014