Degrees for Education

This course enables you to develop a theoretical framework within which you can analyse educational issues and, where appropriate, develop your own professional practice. It offers you the chance to plan an individual course of study, either by selecting particular modules within the MA, or, for part-time students, by taking modules that may lead to an award with a descriptor. Descriptors include an MA, Postgraduate Diploma or Postgraduate Certificate in Bilingualism and Education, Early Childhood, Early Childhood Management and Leadership in Education, Language and Literacy in Education, Management in Education and Urban Education. The course is designed for people working in education in all sectors and others with an interest in education.

Entry requirements
Normally an upper second class Honours degree in a relevant subject. Qualified teachers with lesser degrees are encouraged to apply. Entry procedures involve an interview and an essay.

Course structure

The curriculum is driven by a number of principles. The key principle is the recognition that we are training practitioners who are able to support dyslexic learners in Higher Education. The focus of the course is therefore to provide a good theoretical framework and teaching practice based on this, to assist the development of reflective practitioners. The initial weeks of the course are designed to set the context of adult learning in Higher Education and to develop trainee tutors’ theoretical understanding of the learning issues confronted by dyslexic students. Trainee tutors begin their teaching practice in approximately week 6. The contact hours are only a small portion of the time, which a participant will need to allocate when undertaking this course. The directed learning and teaching practice required will require at least another four hours of input.

Core modules include:
Identification and Assessment - the Profile of the Dyslexic Learner in HE
Difficulties and Manifestations of Dyslexia in HE
Facilitating the Learning of Dyslexic Students

Assessment
Assessment methods include course reflections, a project, a case study, presentations, teaching observation, a portfolio that includes written evidence of teaching practice (minimum 30 hours) and a process recording.

Career opportunities
Graduates from the Postgraduate Certificate may go on to the level of Postgraduate Diploma by the completion of an additional course or to a Masters degree by the completion of an additional course and a dissertation. Graduates of the course should have a good understanding of how to help adult dyslexic learners reach their full potential.

Admission

The PhD in Education (Structured) is a full-time cohort-based programme which runs for four years (48 months; 90 credits per year) from the date of first registration for the programme. The programme aims to prepare students, including education professionals, in a structured cohort-based doctoral-level degree to make pioneering contributions to teaching, research and policy in various sectors or education.

Entry Requirements
(i) Suitably qualified candidates (at least a Second Class Honours, Grade I, primary degree, and an appropriate Postgraduate Diploma and/or Master’s graduates with at least Second Class Honours) may apply. In exceptional circumstances applicants with suitable professional qualifications and substantial education-related professional experience may be considered.(ii) Applicants must have at least three years relevant professional experience in Education or cognate field.

(iii) In addition, candidates should be able to demonstrate evidence of good writing ability (i.e. 1,000 Statements of Intent with application).
(iv) All candidates who meet short-listing criteria will be interviewed. Interview process and criteria: 6 criteria each on 5-point scale.

6 Interview criteria: each on 5-point scale (total 30 marks)
Academic qualifications
Professional experience
Reflectiveness about professional experience
Research focus, purpose and rationale
Quality of writing in statement of intent: style, coherence, connections to literature and conceptualisation
Ability and willingness to commit to cohort experience
Scale: 1 = not acceptable; 2 = poor; 3 = fair; 4 = good; 5 = excellent

Applicants must be able to satisfy the course team as to their ability to undertake full-time study to the value of 90 credits per annum of full-time study. In some circumstances, arrangements can be made to take the programme on a part-time basis, with an equivalent workload of 60 credits per year. In such circumstances, coursework will be taken as for the full-time programme, but the thesis will be submitted in year 6. In the case of part-time study, fees will be calculated on a pro rata basis.

General

In the case of the PhD in Education (Structured), the programme involves the completion of high-level research work leading to the submission and examination of a PhD Thesis (up to a maximum of 80,000 words), work on which is undertake over the 4 years of the programme. The thesis will be completed and submitted for assessment at the end of Year 4. To support preparation of the thesis candidates take a minimum of coursework/research training modules to the value of 40 credits over the first three years of the programme as outlined below. Note: Subject to a recommendation of the Programme Board, students may be required to undertake up to an additional 15 credits coursework/research training modules beyond the 40-credit minimum over years 2 and 3 of the programme.

Year 1
The candidates undertake thesis research involving a student workload to the value of 70 credits, and attend the following modules:

ED8101 Educational Inquiry (5 credits)
ED8102 Educational Research Methods (5 credits)
ED8103* Contemporary Issues in Education: Policy, Pedagogy and Practice 1 (10 credits)
* This module involves a one-week summer school

Year 2
The candidates undertake thesis research involving a student workload to the value of 80 credits, and attend the following modules:

ED8104 Advanced Seminar in Research Methods (5 credits)
ED8105 Contemporary Issues in Education Policy, Pedagogy and Practice 2 (5 credits)

Year 3
The candidates undertake thesis research involving a student workload to the value of 80 credits, and attend the following module:

ED8106* Colloquium in Designing Educational Research (10 credits)
* This module involves a one-week summer school

Year 4
The candidates undertake Thesis Research involving a student workload to the value of 90 credits, leading to completion and submission of a thesis (up to a maximum of 80,000 words) for examination.

Research

Students undertake work on the thesis to the value of 70 credits during Year 1 which will be formally assessed at the end of degree on submission of the thesis.

Students undertake work on the thesis to the value of 80 credits during Year 2 which will be formally assessed at the end of the degree on submission of the thesis. Students may undertake up to an additional 15 credits coursework/research training modules beyond the 40-credit minimum with the approval of the Programme Board (not to exceed 90 credits in any one year).

Students undertake work on the thesis to the value of 80 credits during Year 3 which will be formally assessed at the end of the degree on submission of the thesis.

Students undertake work on the thesis to the value of 90 credits during Year 4 which will be formally assessed on submission of the thesis.

Examinations
Full details of regulations governing Examinations will be contained in the Marks and Standards 2009 Book.

Education for Health and Social Care Professionals
Masters, Postgraduate Diploma and Postgraduate Certificate
Why study MA Education for Health and Social Care Professionals at University Campus Suffolk?

This is a part-time course aimed at allied health professionals, health and social care professionals, nurses, midwives and health visitors. It seeks to develop the skills required to teach, supervise and assess students and other practitioners, be they pre or post-registration, undergraduate or postgraduate learners, in the higher education or clinical practice setting. It also aims to develop the skills practitioners require to identify and promote initiatives which develop the culture for continuing professional development.

The programme adopts and supports interprofessional learning, and as such accommodates professional standards from a number of professional bodies.

Students come from a diverse range of backgrounds including diagnostic and therapeutic radiographers, occupational therapists, physiotherapists, nurses, midwives, health visitors, dieticians, pharmacists and speech therapists. Lecturers who contribute to this course come from a diverse range of backgrounds.
What modules will I study?

The study of this course is divided up into three sections to allow students to study for a Postgraduate Certificate, a Postgraduate Diploma or a Masters degree.

Modules for the Postgraduate Certificate include (60 credits in total):
Learning and Teaching in Context
Assessment in Context
Professional Role Development – a portfolio based module

Modules for the Postgraduate Diploma include those modules studied on the Postgraduate Certificate plus (120 credits in total):
Research Methods
Optional module
Contemporary Perspectives in Health and Social Care

Modules for the Masters include those modules studied on the Postgraduate Certificate and Diploma plus a substantial dissertation (180 credits in total).

Students will require access to a learner group for the PgC element of the programme. They will also need to obtain additional library access during the inter-block periods when they are not attending University Campus Suffolk. Students are advised that there is a requirement for independent self-directed study during the inter-block periods, for example a 20-credit module requires about 120 hours of self-directed study.
How will I be assessed?

Courses will be assessed through a combination of a teaching portfolio, critical self evaluations, essays, projects and presentations.
Application process

Applications will be made by on line directly to UCS. On receipt of an application form, students will take part in an informal discussion. The informal discussion may be conducted over the telephone if students are distant to UCS. The informal discussion will normally be conducted by the Course Leader. This will provide the opportunity for the Course Leader to discuss the academic requirements of the programme, the practice requirements of the work based learning modules and the commitment required from the student to undertake the programme.

For those students who do not hold an honours degree this informal discussion provides the student with the opportunity to present evidence of their ability to work at this academic level. This may be through presentation of an extended curriculum vitae detailing professional qualification, work experience, conference papers presented, participation in research, clinical audit or other relevant experience.

If it is considered that the student has not been able to demonstrate an ability to work at master’s level they will be advised to take and successfully complete one, or more, appropriate honours level modules prior to being accepted onto the programme.

Early Years Education and Care (Postgraduate Certificate/Diploma/MA) at University of Northumbria at Newcastle United Kingdom

This Masters programme provides a progression route from Postgraduate Diploma. Professionals who have successfully accumulated 120 points at M level may enter a third year of study. At the progression point to the master’s year, participants, in consultation with their tutors, elect to follow one of two pathways, the practice researcher pathway or the advanced practitioner pathway.

The ‘Practice Researcher’ pathway
The movement towards research and evidence based practice in the professions is based, at its simplest, on the argument that professionals have a moral responsibility to practise in ways that are underpinned by the best research knowledge available and that are improved by building an evidence base for that particular practice in the particular setting. This element of the provision, therefore, will improve practice through the improvement of teachers’ and other professionals’ capacity to operate effectively in a research and evidence-based profession. The overall aim of this route, then, is to enable professionals to examine critically quantitative, qualitative and multi-methods approaches to practice-based research so that they develop both their understanding of the range of methodologies used to research educational practice and their skills in engaging in small-scale research studies themselves.

The ‘Advanced Practitioner’ pathway
The pathway to MA aims to develop participants’ capacity to improve practice and to facilitate their professional development. It is based on the view that whilst the practice of competent professionals with be appropriate, the advanced practitioner will have a creative approach to her/his role, and will have the ability to respond imaginatively in situations which are not routine, and for which there are no recognised or established procedures. This involves making judgements which optimise learning in complex, uncertain and fluid encounters with learners. Often professionals will need to respond creatively to situations that are rapidly changing.

Programme Overview

This is a new programme designed to meet the needs of learning and teaching professionals in workplace and college contexts. The course aims to provide individuals with an understanding of the theories, research and practical strategies for learning throughout life. Teaching techniques including classroom management, the application of new technology to instruction and supporting learning in diverse contexts are featured. Throughout this course you will be encouraged to enquire, question and critique modern conceptions of how we learn and how we can bring about learning in others. The course will include guest lecturers and will use a variety of participative instructional approaches. You will be expected to complete practical assignments and to build your skills as an educator.
Who is the Programme for?

This programme is for leaders in learning who wish to become proficient and professional educators capable of operating in a range of learning environments. It will prove particularly useful if you are a college teacher, an e-Learning or workplace learning professional or if you are interested in your own lifelong learning.
Duration

1 Year - 26 weeks.
Schedule

Tuesday and Thursday 18.30 - 22.30 Some Saturdays may be required.

Entry Requirements

Applicants holding a Bachelor (Honours) Degree (Level in any discipline with professional involvement in the delivery of learning in education or in training will be considered for the programme. Applicants meeting this requirement will also be interviewed.
Award

Postgraduate Diploma in Arts in Learning and Teaching.

Awarded by HETAC at Level 9 on the National Framework of Qualifications.

Students who successfully complete this programme may opt to defer this award and proceed to complete the Masters of Arts in Learning and Teaching.

Programme Fee

Programme Fee Listing. Fees include tuition, registration assessment and capitation fees. Fees may be paid in two instalments. (Fees revised annually)
Venue

IFSC Campus, Mayor Street, IFSC, Dublin 1.
Programme ModulesYear 1
Classroom Assessment Philosophy of Education
Practicum in Teaching Principles of Educational Assessment
Strategies and Methods of Teaching Theories of Learning and Cognition

Start Date

Friday 26th September 2008
Programme Location

IFSC Campus

Description

The Postgraduate Diploma provides a coherent program of study in special education to prepare students for the advanced professional duties of a qualified Special Educator. The course structure and content is philosophically based upon a contemporary view of applied behaviour analysis. Candidates should have a genuine interest in special education and a respect for the dignity and rights of all people to learn, regardless of their physical or intellectual disabilities or other special needs. A prior teaching qualification is not required unless applicants want to work as a special education teacher in schools. Career opportunities exist in a wide range of special education and disability settings from the preschool years to adulthood. Candidates successfully completing the requirements for a Postgraduate Diploma may have these units credited towards the Master of Special Education (upon admission to the Masters program).
General Requirements
Minimum number of credit points: 24
and completion of other specific requirements as set out in the schedule of Postgraduate Programs
Programs
SPED05P - Special Education

Art and Education PGCert/PGDip/ MA

This course is intended for artists, teachers, lecturers, art therapists, art advisors, community arts workers, gallery education officers, health workers, and others with experience and interest in areas where art and education are important.

The course examines the foundations, theoretical issues, practices and inter-connectedness of art and education through a variety of discipline-based approaches. Different types of discourse are related to personal practice and the past, current and future relationship and development of art and education.

During the Postgraduate Certificate and the Postgraduate Diploma, two compulsory modules in art and education are studied, Histories of Art and Design Education and Current Issues in Art and Education. In addition, a choice of three modules can be made from eleven options covering current thinking in: philosophy and aesthetics; psychology/theory of art, including gender and identity issues; and a range of art therapeutic approaches.

The selection of modules, academic progress, planning in reading and writing, and academic guidance, is overseen by personal and module tutors. The MA research element is typically conducted by full-time mode in one year and part-time in to two years by dissertation.

Art Practice and Education MA

The MA in Art Practice and Education is primarily designed to enable you to develop an art practice in relation to education. The course is defined through a number of disciplines: painting, installation, performance, photography, print, site specific work and video in which interdisciplinary approaches to practice are actively encouraged.

The course is for teachers who want to re-engage with contemporary issues in fine art, and also for those practitioners who have equivalent experience or ambitions to further their work outside the state education system, in galleries, community and contextual arts or in residencies where educational insights are important.

Course Content
The course is built around a modular structure. The balance between studio based practice and theoretical modules is 67:33. The two elements of making and writing are structurally separate, but close liaison between the respective tutors ensures that research in contemporary theoretical issues enhances practice both in artmaking and education.

Students will attend on Wednesday afternoons and evenings throughout the two years and will need to be able to commit to a minimum of 16 hours per week. You will be invited to attend seminars, lectures and visits which may take place on other days of the week.

You will share modules and staff with MA Fine Art and MA Art Education students and benefit from contact with contributions from visiting artists, critics and theoreticians, supported by seminars, lectures and tutorials. You will be offered the opportunity to work in disciplines of research and theory, as well as studio practice in installation, video, performance and computer generated imagery and re-engaging in an informed and critical way with traditional practices such as painting and drawing.

The course is module-based, divided into three stages over two years: Postgraduate Certificate; Postgraduate Diploma and Master’s, Each stage is 32 weeks long and consists of two semesters - a total of 96 working weeks.

Stage 1 - Postgraduate Certificate
You will need to complete a core education module, a chosen option module and a module in advanced studio practice.

Stage 2 - Postgraduate Diploma
Advanced studio practice enables you to develop and critically evaluate your practice in relation to an appropriate educational context. This will form part of a Contextual Research Presentation that can be presented as an extended essay.

Stage 3 - Master’s
Synthesis and resolution is exclusively practice based and affords you the opportunity to demonstrate your ability to synthesise your educational research in the form of artwork for final exhibition.

This full-time taught course in the School of Education is suitable for educators and teachers in all phases of compulsory and post-compulsory education; also for professionals and postgraduate students who work in or who would like to learn more about the following fields:

Education policy and practice
Curriculum studies
Teaching and learning
Research methodology
Comparative education

It is particularly relevant for participants with a specific investment in or experience of international educational settings, who wish to develop their skills and knowledge to Masters’ level.

Course programme
The course is taught across two semesters plus individual study and is best considered as three distinct phases, leading to postgraduate certificate (Phase 1), postgraduate diploma (Phase 2) and, following successful completion of the dissertation (Phase 3), a Masters degree.

You will cover a range of issues that respond to present-day local, national and global concerns. These may include aspects of social justice, diversity and special education needs, styles of teaching and learning – educational professionalism, management and leadership. You may also investigate curriculum design and delivery, policy formation, analysis and critique, plus geopolitcal issues such as the Millennium Goals, education and the European Union.

You will cover a range of issues that respond to present day local, national and global concerns. These may include aspects of social justice, diversity and special educational needs; styles of teaching and learning; and professionalism, management and leadership, for example. You will also look at curriculum design and delivery; policy formation, analysis and critique; and geo-political issues, such as education and the European Union.