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