Paper - Academic Registry and Council Secretariat - Queen Mary ...

PMAB Unconfirmed minutes / 23 rd February 2011 

Paper Code: PMAB2010-107 

Programme and Module Approval Board 

Minutes of the meeting of the Programme and Module Approval Board held on 

Wednesday 23 February 2011 at 13.00 

UNCONFIRMED 

Present: 

Prof. Susan Dilly (Chair) 

Peter Rosenberg Dr. Mark Carroll Dr. Henri Huijberts 

Prof. Olwyn Westwood Vraj Domalip Prof. Warren Boutcher 

Dr. Andy Robinson Prof. Omar Garcia-Obregon Prof. Peter McOwan 

Prof. Ray Croucher 

Prof. Elizabeth Davenport 

In attendance: 

Ken Chow (Secretary) Jane Pallant Dr. Roger Nix 

Prof. Joy Hinson (on behalf of Dr. Ali Zarbakhsh 

Prof. F Breedon 

Prof. Anthony Warrens) 

Raluca Vasiliu-McIver Prof. Peter Heathcote Dr. Chris Reid 

Dr. Alastair Owens Prof. Ray Kiely Eugene Doyen 

Maria Espasandin Dr. Michael Seed Dr. Leon Vinokur 

Simon Pate 

Apologies: 

Prof. Anthony Warrens Dr. Julia Shelton Angie Raymond 

Dr. Sam Brenton Prof. Andrew Le Sueur Dr.Theo Kreouzis 

Dr. Stuart Perrin 

Part 1 – Preliminary Items 

Paper 

2. Minutes of the previous meeting PMAB2010-048 

2010:042 The Board considered and confirmed the minutes of the 

previous meeting held on Wednesday 24 th November 2010. 

3. Matters Arising from the previous meeting PMAB2010-049 

2010:043 The Board received a paper on the matters arising from the minutes of the previous 

meetings of Programme and Module Approval Board. The Board noted that there 

were a number of outstanding actions still to be addressed both from the October 

and November PMAB meetings. 

Action: CCLS / EECS 

Part 2 – For Information 

Paper



4. External LLM 2011 Regulations (Chair’s Action) n/a 

2010:044 The Board noted that a number of minor amendments to the External LLM 

Regulations had been approved by Chair’s Action outside of the meeting. 

5. Brief report on the Articulation Agreement Sub-Board 

meeting held on 13 October 2010 

PMAB2010-050 

2010:045 The Board noted a report from the Articulation Agreement Sub-Board. 

6. MSc Finance (Part 1) Chair’s Action n/a 

2010:046 The Board received confirmation that a Part 1 Programme Proposal for the MSc 

Finance had been approved by Chair’s Action and noted the following: 

i. The MSc Finance proposal had been considered outside of the normal 

timescale: the School had been keen to offer the MSc in Finance for some 

time and was now in a position to do so. The consideration of the Part 1 in 

advance of the meeting allowed for proper scrutiny without unduly delaying 

the advertising of this new programme.’ 

ii. The Part 1 Proposal had been circulated to Board members for comments 

and these had been addressed in the version presented to the Board. 

Part 3 – Programme Proposals (H&SS) 


Faculty of Humanities and Social Sciences 

7. School of Business Management 

MSc International Business and Politics (Part 2) and 3 associated 

module proposals: 

PMAB2010-052 

The Politics of International Business 

Political Economy: Theory and History 

MSc International Business and Politics Dissertation 

2010:047 The Board considered a Part 2 programme proposal and associated module 

proposals for the MSc International Business and Politics and noted the following: 

i. The proposed programme used expertise within the School of Politics and 

International Relations and School of Business and Management. 

ii. There was a clear student demand for the programme, particularly 

internationally. 

iii. The School of Business and Management supported the proposal. 

iv. The module ‘The Americas in Comparative Perspective 1: Historical Roots’ 

would now not be offered as an elective module on the programme. This 

change would necessitate a revision to the Part 2 Form and Programme 

Specification so that the module was removed.



v. Given that two Schools would be involved in the delivery of the programme, 

the Board questioned how the programme would be managed and sought 

further details regarding the specified 'co-convenorship model’ to be used. 

vi. As the leading school, the School of Business and Management would take 

ultimately responsibility for the management and quality assurance of the 

programme. 

vii. Both schools were in the process of agreeing a formal administration model 

for the programme, which would detail the responsibilities of each school. 

The Board commended this as an exemplar of good practice. 

viii. The Board suggested that the final agreed administration model could be 

disseminated to other colleagues who were involved in jointly delivered 

programmes. 

ix. The funding for the dissertation module was discussed, as there were some 

concerns with regards to how funding would be administered. Following 

clarification, it was confirmed that funding would be split equally between the 

two schools. 

x. The Board approved the Part 2 programme proposal and associated 

module proposals subject to the clarification of the points detailed above and 

the submission of a revised Part 2 Programme Proposal form. The revised 

documentation would be considered outside of the Board by Chair’s Action. 

Action: SBM / Chair 

8. School of Economics and Finance 

MSc Finance (Part 2) and 1 associated module proposal 

(Investments) 

PMAB2010-053 

2010:048 The Board considered a Part 2 programme proposal and an associated module 

proposal for the MSc Finance and noted the following: 

i. The MSc Finance would only be offered on a full-time basis. 

ii. There was demand from students who wanted to study a pure finance MSc. 

iii. The comments provided by the external advisor were not sufficiently detailed 

and required revision. A detailed appraisal of the proposal by an external 

advisor should be carried out using information obtained in the External 

Advisor Guidelines. 

iv. The programme’s learning outcomes needed to be revisited, as some did 

not correspond with the suggested headings of knowledge and 

understanding, intellectual skills, transferable skills, and practical skills. 

v. According to the programme structure five modules were listed as core 

modules but following discussion it was suggested that they should be listed 

as compulsory with the dissertation listed as a core module. The designation 

of module status would comply with the practice adopted elsewhere within 

the School. 

vi. The learning outcomes for the Investments module required further work 

and more detail in order to fully reflect that the module was at level 7. 

Specifically, a number of outcomes, such as ‘to work in teams’ and ‘to work



to deadlines’ were deemed not sufficiently detailed by Board members. 

vii. The Board approved the Part 2 programme proposal and associated 

module proposal subject to the clarification of the points detailed above and 

the submission of a revised Part 2 Programme Proposal form and revised 

Module Proposal form. The revised documentation would be considered 

outside of the Board by Chair’s Action. 

Action: SEF 

9. School of English and Drama 

MA English Studies (Part 1) 

PMAB2010-054 

2010:049 The Board considered a Part 1 programme proposal for the MA English Studies 

and noted the following: 

i. The proposed programme would restructure the existing MA provision in 

English, and create opportunities to develop teaching in areas that were 

currently under represented in the postgraduate taught curriculum. 

ii. The aim of the MA English Studies was to enhance student learning by 

increasing module choice and to improve the student experience by making 

the academic management of the MA more effective. 

iii. The MA English Studies would function as an umbrella programme with a 

single point of entry but with several distinct pathways. 

iv. Further information would be needed with regard to the precise programme 

and pathway structures. It was agreed that this issue would be discussed 

outside of the meeting. 

Action: CR / AR 

v. The programme had the full endorsement of the Dean for Taught 

Programmes (Humanities and Social Sciences) and had successfully been 

approved through the Planning and Accountability Review process. 

vi. The Board approved the Part 1 programme proposal. 

10. School of Geography 

MSci Environmental Science (Part 2) and 2 associated module 

proposals: 

PMAB2010-055 

Advanced Research and Practice in Environmental Science 

Independent Research Project 

2010:050 The Board considered a Part 2 programme proposal and associated module 

proposals for the MSci Environmental Science and noted the following: 

i. There was evidence of demand from overseas students for the proposed 

programme. 

ii. Student performance would dictate progression onto the MSci. 

iii. Students who did not want to pursue the MSci award would potentially have 

the option to achieve a classified degree so long as they met the credit


requirements for the standard BSc degree. 


iv. Undergraduate versions of the specified postgraduate modules had been 

created for the programme and would be utilised due to the differing pass 

marks for undergraduate (40%) and postgraduate modules (50%). 

v. The proposal was in line with current practice and other MSci programmes 

that operated within Queen Mary. 

vi. The Board approved the Part 2 programme proposal and associated 

module proposals. 

11. School of Languages, Linguistics and Film 

i. MA Documentary Practice (Part 2) and 1 associated module 

proposal (Documentary Production Project) 

PMAB2010-056 

2010:051 The Board considered a Part 2 programme proposal and 1 associated module 

proposal for the MA Documentary Practice and noted the following: 

i. The necessary resources and facilities were available to support the 

programme. 

ii. The programme would share the core course component with the MA Film 

Studies, as well as make use of some specialist modules. 

iii. The Board commended the standard of documentation received and 

reported that the MA Documentary Practice was a well-developed proposal. 

iv. The Board approved the Part 2 programme proposal and associated 

module proposal. 

ii. BA History and German (Part 2) 

PMAB2010-057 

2010:052 The Board considered a Part 2 programme proposal for the BA History and 

German and noted the following: 

i. The programme would be offered full-time over 3 academic years, and over 

4 academic years where students opted to incorporate a year’s study 

abroad. 

ii. All of the modules detailed in the documentation were approved modules, 

although some were missing module codes. 

iii. Further information would be needed with regard to the precise programme 

structure. It was agreed that this matter would be discussed outside of the 

meeting. 

Action: SLLF / AR 

iv. The final award title required clarification, as there was some discussion 

over whether the title was ‘History and German’ or ‘German and History’. 

Action: SLLF 

v. The programme would be managed in the same way other internal 

collaborations between the two schools are managed. The responsibilities of 

each respective school were also detailed in a written agreement.



vi. The Board approved the Part 2 programme proposal. 

School of Medicine and Dentistry 

12. Blizard Institute of Cell and Molecular Science 

PgCert Applied Practical Research for Nurses and Allied Health 

Professionals (Part 1) 

PMAB2010-058 

2010:053 The Board considered a Part 1 programme proposal for the PgCert Applied 

Practical Research for Nurses and Allied Health Professionals and noted the 

following: 

i. The proposed fee for overseas students required further clarification and 

discussion within the School of Medicine and Dentistry. Costing and Pricing 

Group would also have to be consulted and approve the proposed fee. 

Action: ME 

ii. The programme had principally been devised because there were currently 

no formal and accredited courses which research nurses and other allied 

health professionals could undertake to enhance their career pathway. This 

was also the case for clinical industry research associates. 

iii. There was a clear academic rationale for the development of the 

programme, which the Board commended. 

iv. The 4 modules for the PgCert were confirmed as compulsory and not 

elective modules as originally specified. This required addressing in the Part 

1 form. 

v. Given the nature of the programme, the Board questioned whether there 

was scope for applying for professional accreditation. It was expressed that 

preliminary discussions with relevant professional bodies had taken place 

and that, where possible, professional accreditation would be sought. 

vi. The Board approved the Part 1 programme proposal subject to the 

clarification of the proposed fees for overseas students. The fee must also 

be formally approved before the programme can be advertised. 

Action: ME 

13. William Harvey Research Institute 

MSc, PgDip and PgCert Musculoskeletal Sciences (Part 1) 

PMAB2010-059 

2010:054 The Board considered a Part 1 programme proposal for the MSc, PgDip and 

PgCert Musculoskeletal Sciences and noted the following: 

i. The MSc in Musculoskeletal Clinical Science would provide a one year 

programme leading to a higher degree with options for clinicians, scientists 

and allied health professional who wished to specialize in musculoskeletal 

medicine, rheumatology, and sciences. The programme would also enable 

students to do a clinical rotation and this was quite a unique development 

within the UK. 

ii. The specified non-standard fees had been approved by the Costing and



Pricing Group and a detailed business case had been submitted to support 

the proposal. 

iii. The proposed structure was similar to that of the existing MSc Sports and 

Exercise Medicine. 

iv. The part-time mode of study would be offered over 2 years. 

v. The programme was structured around two distinct pathways; a Clinical 

Pathway and a Scientific Pathway. However, students would receive the 

same award title regardless of which pathway they elected to take. 

vi. The rationale for not differentiating between the two streams by titles was 

debated by the Board and it was suggested that the option for dedicated 

titles should be revisited. Any change in titles would be addressed in a 

revised Part 1 from. 

Action: MS 

vii. Given that the programme aimed to recruit overseas students, the need for 

student clinicians to be registered with the General Medical Council (GMC) 

was raised. It was understood that overseas students would not be 

disadvantaged compared with home students due to this restriction. This 

practice also operated on the existing MSc Sports and Exercise Medicine, 

which attracted a number of overseas students. 

viii. The use of variable mode of study and option to complete the programme in 

4 years was discussed since this was the practice adopted for the MSc 

Sports and Exercise Medicine. This issue would be discussed and confirmed 

outside of the meeting. 

Action: MS / AR 

ix. The Board approved the Part 1 programme proposal subject to the 

clarification of the points detailed above and, if necessary, the submission of 


Part 4 – Programme Amendments 




i. MSc International Human Resource Management and 

Employment Relations (N1S3) 

PMAB2010-060 

2010:055 The Board considered and approved a programme amendment to apply to the 

MSc International Human Resource Management and Employment Relations. 

ii. MSc Global Business (N1Q3) 

PMAB2010-061 


MSc Global Business. 

15. School of Geography


i. MSc Integrated Management of Freshwater Environments (F7S1, 

F7S2) 


PMAB2010-062 

2010:057 The Board considered a programme amendment to apply to the MSc Integrated 

Management of Freshwater Environments and noted the following: 

i. The programme amendment related to a change in programme title to ‘MSc 

Environmental Science: Integrated Management of Freshwater 

Environments’. 

ii. The Board approved the programme amendment to the MSc Integrated 

Management of Freshwater Environments. 

ii. BSc (Econ) Geography with Business Management (F8N1) 

PMAB2010-063 

2010:058 The Board considered a programme amendment to apply to the BSc (Econ) 

Geography with Business Management and noted the following: 

i. The programme amendment related to a change in award qualification from 

BSc (Econ) to BSc, which was proposed to apply from September 2012. 

ii. The current BSc (Econ) qualification was an anomaly among the combined 

'with Business Management' programmes offered by Queen Mary. These 

programmes resulted in the award of a BA or BSc. 

iii. The amendment also detailed a proposal to create a dedicated pathway for 

students interested in studying physical geography. 

iv. The Board approved the programme amendment to the BSc (Econ) 

Geography with Business Management. 


BA Year Abroad/placement programmes 

PMAB2010-064 

2010:059 The Board considered a programme amendment to apply to the BA Year 

Abroad/placement programmes and noted the following: 

i. The increase in the value of the Year Abroad Assessment modules would 

not affect a students' degree classification, as the mean for the Year Abroad 

Assessment module would be unchanged (the School currently uses the L3 

mean of 1:2:2:4 for 4-year degree programmes). 

ii. The Board questioned whether this proposal effectively condoned failure for 

a year but it was confirmed that this was not the case. 

iii. A change to the award rules for BA Year Abroad/placement programmes 

would be necessary. 

iv. The Board approved the programme amendment to the BA Year 

Abroad/placement programmes. 

17. Centre for Commercial Law Studies 

MSc Law and Finance (M3S7, M3S8) 

PMAB2010-065



2010:060 The Board considered a programme amendment to apply to the MSc Law and 

Finance and noted the following: 

i. The amendment related to a slight change in programme structure and the 

modules offered to students. 

ii. Within the specialisations, the status of modules should be listed as 

compulsory and not core. This required a change to the Programme 

Amendment Form and Programme Specification that were submitted. 

iii. The module proposal for ‘Financial Derivatives in a Legal Context’ was 

missing from the paperwork and could therefore not be approved. It was 

expressed that this module would be submitted at the next meeting of 

PMAB. 

iv. The Board approved the programme amendment to the MSc Law and 

Finance, subject to the revision and resubmission of the Programme 

Amendment Form and Programme Specification. The revised 


Action: CCLS / Chair 

Faculty of Science and Engineering 

18. School of Biological and Chemical Sciences 

i. BSc Biology with Psychology (C1C8) and 1 associated module 

proposal (Advanced Aquatic Biology) 

PMAB2010-066 

2010:061 The Board considered a programme amendment to apply to the BSc Biology with 

Psychology and 1 associated module proposal and noted the following: 

i. The amendment related to a change in the structure of the programme, 

including changes to the modules offered and the status of modules. 

ii. The module proposal for Advanced Aquatic Biology would be resubmitted to 

the next meeting of PMAB for consideration and approval. This was because 

the content of the module required further refinement in order to incorporate 

additional core content from the two modules it would replace. 

iii. The Board approved the programme amendment to the BSc Biology with 

Psychology. 

iv. The withdrawal of Freshwater Biology (SBC316) and Aquatic Ecosystems: 

Science, Policy & Management (SBC314), which would be replaced by 

Advanced Aquatic Biology, were not approved. These withdrawals would 

be reconsidered at the next meeting of PMAB and revised withdrawal forms 

presented where necessary. 

Action: SBCS 

v. Given the need to develop the Advanced Aquatic Biology module proposal 

and incorporate additional content, the proposal was not approved. A 

revised proposal would be submitted to the next meeting of PMAB. 

Action: SBCS 

ii. BSc Zoology with Aquatic Biology (C3C1) and 3 associated 

module proposals: 

PMAB2010-067


Advanced Aquatic Biology 

Aquatic Biology Research Project 

Aquatic biology Investigative Project 


2010:062 The Board considered a programme amendment to apply to the BSc Zoology with 

Aquatic Biology and 3 associated module proposals and noted the following: 


including changes to the modules offered and the status of modules. It 

would apply from September 2011, not September 2010 as stated in the 

form. This issue would be clarified in a revised form. 

ii. Students had raised concern with the proposed programme amendments 

and the withdrawal of Freshwater Biology (SBC316) and Aquatic 

Ecosystems: Science, Policy & Management (SBC314), which would be 

replaced by Advanced Aquatic Biology. 

iii. Current students and the external examiner had not been consulted over the 

withdrawal of SBC316 and SBC314, and introduction of Advanced Aquatic 

Biology. 

iv. Existing publicity material made reference to the two proposed withdrawn 

modules and their content. However, this was because marketing materials 

were usually produced a year in advance. A clear statement was also 

detailed in promotional materials to indicate that the precise module offering 

and subjects taught may be subject to change. 

v. A number of papers were tabled at the meeting that related to the above 

issue raised by students including; a summary of the reported issue; a 

published course synopsis and flyer for the BSc Zoology with Aquatic 

Biology; published module summaries for Marine Biology, Freshwater 

Biology and Aquatic Ecosystems: Science, Policy and Management; and a 

petition signed by students. 

vi. Following discussion it was articulated that a number of students who had 

signed the petition were not students enrolled on the programme. As such, a 

number of these students would not be directly affected by the proposed 

amendments / withdrawals. 

vii. In response to the issues raised by students, the School of Biological and 

Chemical Sciences agreed that the module proposal for Advanced Aquatic 

Biology would be resubmitted to the next meeting of PMAB for consideration 

and approval. The content of the module would be refined in order to 

incorporate additional core content from the two modules it would replace. 

Appropriate consultation with the external examiner and students would also 

take place. 

viii. The Board approved the programme amendment to the BSc Zoology with 

Aquatic Biology. 

ix. The Board approved the module proposals for Aquatic Biology Research 

Project and Aquatic biology Investigative Project, subject to clarifying a 

number of issues that were discussed outside of the meeting and the 

submission of revised module proposal forms. The revised documentation 

would be considered outside of the Board by Chair’s Action. 

Action: SBCS



x. The withdrawal of Freshwater Biology (SBC316) and Aquatic Ecosystems: 





xi. Given the need to develop the Advanced Aquatic Biology module proposal 

and incorporate additional content in response to the issues identified 

above, the proposal was not approved. A revised proposal would be 

submitted to the next meeting of PMAB. 

Action: SBCS 

iii. BSc Biology (C100) and 1 associated new module (Advanced 

Aquatic Biology) 

PMAB2010-068 

2010:063 The Board considered a programme amendment and 1 associated new module to 

apply to the BSc Biology and noted the following: 


specifically changes to the modules offered. It would apply from September 

2011, not September 2010 as stated in the form. This would be clarified in a 

revised form. 

ii. The withdrawal of Freshwater Biology (SBC316) and Aquatic Ecosystems: 





iii. The Advanced Aquatic Biology module proposal was not approved (see 

above for further details). A revised proposal would be submitted to the next 

meeting of PMAB. 

iv. The Board approved the programme amendment to the BSc Biology. 

iv. BSc Zoology (C300) and 1 associated new module (Advanced 

Aquatic Biology) 

PMAB2010-069 

2010:064 The Board considered a programme amendment and 1 associated new module to 

apply to the BSc Zoology and noted the following: 

i. The amendment related to a change in the structure of the programme. 

ii. The withdrawal of Freshwater Biology (SBC316) and Aquatic Ecosystems: 





iii. The Advanced Aquatic Biology module proposal was not approved (see 

above for further details). A revised proposal would be submitted to the next 

meeting of PMAB. 

iv. The Board did not approve the programme amendment to the BSc Zoology.



v. BSc Biochemistry (C700) PMAB2010-070 


BSc Biochemistry. 

vi. BSc Psychology (C800) and 1 associated new module 

(Consciousness and Causality) 

PMAB2010-071 

2010:066 The Board considered and a programme amendment and 1 associated new 

module to apply to the BSc Psychology and noted the following: 

i. Two computer science modules would be removed from the programme. 

ii. A new optional module, Consciousness and Causality, would be offered to 

students taking the programme. 

iii. Part of the teaching of the programme was delivered by colleagues from the 

Institute of Health Sciences Education (IHSE). 

iv. The Dean for Taught Programmes (Science and Engineering), students and 

the external examiner had been consulted and supported the amendment. 

v. The Board approved the programme amendment. 

vi. The Board approved the module proposal for Consciousness and Causality, 

subject to the clarification of a number of issues that were discussed outside 

of the meeting and the submission of revised module proposal forms. The 

revised documentation would be considered outside of the Board by Chair’s 

Action. 

Action: SBCS 

vii. BSc Medical Genetics (C431) 

PMAB2010-072 


BSc Medical Genetics. 

viii. BSc Chemistry with Biochemistry (F1C7) 

PMAB2010-073 


BSc Chemistry with Biochemistry. 

ix. BSc Chemistry with Forensic Science (F1F4) 

PMAB2010-074 


BSc Chemistry with Forensic Science. 

x. BSc Chemistry with Business Management (F1N2) PMAB2010-075 


BSc Chemistry with Business Management. 

xi. BSc Chemistry (F100) 

PMAB2010-076 


BSc Chemistry.


xii. BSc Pharmaceutical Chemistry (F151) 


PMAB2010-077 


BSc Pharmaceutical Chemistry. 

xiii. MSci Pharmaceutical Chemistry (F152) 

PMAB2010-078 


MSci Pharmaceutical Chemistry. 

19. School of Engineering and Materials Science 

BEng and MEng Programmes with Industrial Experience and 4 

associated module proposals: 

PMAB2010-079 

Engineering Industrial Experience 

Engineering Industrial Experience 

Materials Industrial Experience 

Materials Industrial Experience 

2010:074 The Board considered a programme amendment to apply to the BEng and MEng 

Programmes with Industrial Experience and 4 associated module proposals and 

noted the following: 

i. The proposed amendment would give students the opportunity to undertake 

a one year industrial placement. 

ii. The proposed modules comprised 120 credits and did not contain any 

formal assessment that would feed into a student’s final classification. 

iii. It was expressed that the School of Engineering and Materials Science 

(SEMS) would charge half-fees for those students wishing to opt to take an 

industrial placement. This decision would also provide funds to recruit a 

placement officer to help facilitate students getting placements. 

iv. Board members stated that there was a clear need to ascertain that 

placement providers have had the appropriate quality assurance checks, 

and that students were actually benefiting from time spent with placement 

providers. 

v. The Industrial Experience model put forward by SEMS differed from the 

existing, well-established, model that was in operation within the School of 

Electrical Engineering and Computer Science (SEECS) and the School of 

Languages, Linguistics and Film (SLLF). As such, the Board suggested it 

would be useful to explore the contrasting model put forward by SEMS 

further, and consult SEECS and SLLF to capture good practice. 

vi. The Board deferred this amendment and the associated module proposals 

to the next meeting of PMAB, pending further discussion outside of the 

meeting. 

Action: SEMS / PMc 

Language and Learning Unit 

20i. International Foundation Programme in Social Sciences and 

Humanities 

PMAB2010-080




International Foundation Programme in Social Sciences and Humanities. 

20ii. Pre-Masters Diploma in Social Sciences and Humanities PMAB2010-081 


Pre-Masters Diploma in Social Sciences and Humanities. 

Part 5 – Programme Withdrawals 


21. Summary of Programme Withdrawals: 

n/a 

i. BSc Mathematics and Physics (FG31) 

ii. MSc Primary Care (Multiple Codes) 

o MSc Primary Care (with City University) 

o MSc Primary Care (District Nursing )(with City 

University) 

o MSc Primary Care (Long Term Conditions)(with City 

University) 

o MSc Primary Care (Nurse Practitioner)(with City 

University) 

o PG Dip Primary Care(with City University) 

o PG Dip(District Nursing)(with City University) 

o PG Dip Primary Care (Long Term Conditions)(with City 

University) 

o PG Dip (Nurse Practitioner) (with City University) 

iii. Postgraduate Diploma in Aesthetic Surgery (A3D1) 

iv. MSc Public Health (Multiple Codes) 

o MSc Public Health (with City University) 

o MSc Public Health and Health Economics (with City 

University) 

o MSc Public Health and Urban Renewal (with City 

University) 

o MSc Public Health with Food Policy (with City 

University) 

o MSc Specialist Community Public Health Nursing 

(Health Visiting) (with City University) 

o MSc Specialist Community Public Health Nursing 

(School Nursing) (with City University)


v. BA German and Geography (LR72) 

vi. BA Russian and Geography (LR77) 

vii. BA German and Geography (LRFZ) 

viii. BA Russian and Geography (LRHZ) 

ix. BSc Natural Sciences (CFGO) 


2010:077 The Board considered and approved the programme withdrawals detailed above. 

These withdrawals had been approved by ATRPG. 

Part 6 – Module Proposals 




i. Advanced Accounting for Business PMAB2010-082 

2010:078 The Board considered a module proposal for Advanced Accounting for Business 


i. The module comprised a one hour lecture per week over 11 weeks (totalling 

11 hours) and a one hour seminar per week (totalling 10 hours). As such, 

the Board questioned why there would be one less seminar. This issue 

would require clarification by the School of Business and Management. 

ii. The Board approved the module proposal subject to the clarification of the 

points detailed above. 

Action: SBM 

ii. Management Skills and Development 

PMAB2010-083 

2010:079 The Board considered a module proposal for Management Skills and Development 


i. The module comprised a one hour lecture per week over 11 weeks (totalling 

11 hours) and a one hour seminar per week (totalling 10 hours). As such, 

the Board questioned why there would be one less seminar. This would 

require clarification by the School of Business and Management. 

ii. The JACS code was missing from the module proposal form and required 

clarification. 

iii. The Board approved the module proposal subject to the clarification of the 

points detailed above. 

Action: SBM 

23. School of Economics and Finance 

Econometrics C 

PMAB2010-084 

2010:080 The Board deferred this item to the next meeting of PMAB.




Germany Today 

Catalan Cinema 

Venice - Explorations of an urban artscape 

Modern/Postmodern Cinema 

La Nouvelle Vague 

Corpus Linguistics 

Digital Literacy and Intercultural Communication 

The Return of the Renaissance in 19th century Europe and its 

narrative and intellectual contexts 

Film Archaeology 

Women's Writing in Early Modern France 

German Sociolinguistics 

Spanish Translation: Theory and Practice 

Russian Documentary Film 2 (level 5) 

Russian Documentary Film 2 (level 6) 

Introduction to the Structure and Varieties of Modern German 

The German Aphorism: a form of thought 

Approaches to African Cinema 

PMAB2010-085 

PMAB2010-086 

PMAB2010-087 

PMAB2010-088 

PMAB2010-089 

PMAB2010-090 

PMAB2010-091 

PMAB2010-092 

PMAB2010-093 

PMAB2010-094 

PMAB2010-095 

PMAB2010-096 

PMAB2010-097 

PMAB2010-098 

PMAB2010-099 

PMAB2010-100 

PMAB2010-101 

2010:081 The Board considered a number of module proposals from the School of 

Languages Linguistics and Film (detailed above) and noted the following: 

25. School of Law 

i. The Board commended the exemplary standard of module proposals 

presented to PMAB. 

ii. Modules for The Return of the Renaissance in 19 th Century Europe and The 

German Aphorism: a form of thought indicated September 2010 as the 

module start date. This information was understood to be incorrect and 

would be amended accordingly to September 2011. 

Action: SLLF 

i. Modern Legal History PMAB2010-102 

2010:082 The Board considered a module proposal for Modern Legal History and noted the 

following: 

i. The module would also be made available to associate students in 

Semester A and Semester B. Consequently, the module proposal form 

would need to be amended to reflect this. 

ii. The Board approved the module proposal subject the submission of revised 

module proposal form to address the above issues. The revised 


Action: Law / Chair 

ii. Remedies in Private Law 

PMAB2010-103 

2010:083 The Board considered and approved a module proposal for Remedies in Private 

Law. 

iii. Further Contract Law 

PMAB2010-104



2010:084 The Board considered and approved a module proposal for Further Contract Law. 

Faculty of Science and Engineering 

26. School of Biological and Chemical Sciences 

Molecules and Ions at Interfaces by Distance Learning 

PMAB2010-105 

2010:085 The Board considered a module proposal for Molecules and Ions at Interfaces by 

Distance Learning and noted the following: 

i. The module was first submitted at the Extraordinary Programmes 

Committee meeting in April 2010 and was not approved. A number of issues 

were raised, particularly regarding the use of distance learning as well as the 

need to enhance the learning outcomes to reflect the number 6 academic 

level. 

ii. The resubmitted module proposal had addressed these points; Distance 

Learning materials were going to be designed in conjunction with colleagues 

in the QM E-Learning Unit. The learning outcomes had also been improved. 

iii. Since the proposal was a resubmission the Board confirmed that all points 

had been addressed. 

iv. The Board approved the module proposal. 

Part 7 – Module Updates 


Summary of Approved Module Updates 

27. School of Physics: 

Mathematical Techniques I (PHY121) 

Statistical Physics (PHY403) 

n/a 

2010:086 The Board noted the approved module updates detailed above from the School of 

Physics. 

28. School of Business and Management: 

Marketing (BUS011) 

Financial Accounting (BUS021) 

Managerial Accounting (BUS022) 

Organisation and Identity (BUS302) 

n/a 

2010:087 The Board noted the approved module updates detailed above from the School of 

Business and Management. 

Part 8 – Module Withdrawals 

Paper


Summary of Module Withdrawals to Approve 

29. Institute of Health Sciences Education: 

Injection (IHSM925) 


n/a 

2010:088 The Board considered and approved the withdrawal of the Injection module. 

30. School of Biological and Chemical Sciences: 

Freshwater Biology (SBC316) 

Aquatic Ecosystems: Science, Policy & Management 

(SBC314) 

Introduction to Forensic Chemistry (SBC371) 

Forensic Science & the Legal Process (SBS645) 

Ecosystem Ecology (SBC303 and SBS303) 

Techniques for Biochemists (SBS930) 

n/a 

2010:089 The Board considered module withdrawals for the modules detailed above and 

noted the following: 

i. The withdrawal of Freshwater Biology (SBC316) and Aquatic Ecosystems: 

Science, Policy & Management (SBC314) would be deferred to the next 

meeting. 

Action: SBCS 

ii. The Board approved module withdrawals for SBC371, SBS645, SBC303 

and SBS303, and SBS930. 

Part 9 - Regulations 


31. Special Regulations for the Learning Institute Accredited 

Programmes 

PMAB2010-106 

2010:090 The Board considered a proposal to implement special assessment regulations for 

the Learning Institute Accredited Programmes and noted the following: 

i. The examination board for programmes from the Learning Institute did not 

match standard Queen Mary practice. The programmes did also not report 

to a Degree Examination Board. 

ii. Under the current Queen Mary structure the Learning Institute was not an 

academic department. Further clarification was required outside of the 

meeting regarding the organisation of the Learning Institute within Queen 

Mary. Specifically, this related to the delivery of academic credit bearing 

courses in non-academic departments. 

iii. As an interim measure for this academic year only, the Learning Institute 

would seek permission to be included in the SMD Degree Exam Board. The 

rationale for this was because the award was previously housed within SMD. 

The Dean for Taught Programmes (SMD) would also need to support the 

proposed temporary relocation of the Learning Institute.



iv. The Board did not approve the special regulations and voiced concerns 

regarding the delivery of academic credit bearing courses in non-academic 

departments. Instead, an interim measure would operate for the 2010-11 

academic year only (see above). 

Part 10 – Other business 


32. Any other business n/a 

The Operation of Programme and Module Approval Board 

2010:091 The Board briefly discussed the operation of the current programme and module 

approval process and PMAB and noted the following: 

i. Given the volume of revisions and new additions to programmes and 

modules received via PMAB, colleagues questioned whether such changes 

would ultimately affect the structure and currency of programmes and 

modules. 

ii. It was apparent that the communication between schools and students was 

somewhat variable and raised some concerns. 

iii. The Board agreed to allocate one of the next two meetings of PMAB as a 

discussion meeting in order to take stock of various issues related to 

programme and module approvals, and to determine how the role of the 

Board is progressing. 

33. Dates of next meeting 

2010:092 The meeting date of the Programme and Module Approval Board 

is Thursday 31st March 2011 (12-2pm) in GO Jones 602. 

The deadline for papers for this meeting is Thursday 10th March.

Programme and Module Approval Board 31-03-11 


Matters Arising Action Sheet 

PMAB 20 th October 2010 

PMAB 24 th November 2010 

PMAB 23 rd February 2011 

Key 

= Completed 

= Outstanding 

Programme Proposals 

Minute Programme Details Action Progress / Comments Responsibility Programme 

Organiser 

2010:005 LLM/PgDip/PgCert 

Intellectual Property 

Law (Part 1) 

[October 

PMAB] 

The aims and learning outcomes required 

further work, particularly in order to fully 

reflect that the programme was a level 7 

programme. 

The JACS code for the programme was 

missing and was required for completeness. 

The Part 2 form would need to clearly identify 

which modules were already approved and 

would form part of the programme (along with 

their associated module codes), as well as 

detail any new modules and incorporate new 

module proposal forms. 

Revised Part 1 Programme 

Proposal form outstanding 

CCLS 

Noam 

Shemtov 

2010:006 

[October 

PMAB] 

MSc Digital Music 

Technology and MSc 

Digital Signal 

Processing (Part 1) 

Student administration would be handled by 

UoL. This was not clear within the proposals 

and required further clarification. It was 

understood that UoL would award the degree 

but that Queen Mary would function as the 

lead College. 


Proposal forms outstanding 

SEECS 

Jane Reid



The learning outcomes for both programmes 

required significant attention, as they did not 

accurately reflect level 7 learning outcomes. 

Learning outcomes should be more detailed 

in order to articulate the level of the 

programmes. The number of learning 

outcomes could also benefit from attention to 

ensure that the expectations of student 

learning on the programmes were better 

reflected. 

It was expressed that both MSc programmes 

would need to comply with UoL and Queen 

Mary regulations but this would be clarified by 

SEECS. The MSc programmes would comply 

with the normal SEECS regulations for award 

of Distinction and Merit and for progression. 

Representatives from UoL would attend the 

Board when the Part 2 Programme Proposals 

were submitted in order to discuss issues 

further and confer approval from a UoL 

perspective. 

2010:007 

[October 

PMAB] 

BSc Multimedia and 

Arts Technology (Part 

1) 

The modules Production Skills (FLM016) and 

Creativity and Technique would not be offered 

on the programme, as further clarification with 

the School of Languages, Linguistics & Film 

regarding any possible module contributions 

was required. Given that these modules 

would be removed, it was understood that 

they would be replaced by two newly created 

SEECS modules. 



SEECS 

Jane Reid 

The module Emergent Multimedia 

Applications and Technologies (ELEM040) 

was a level 7 module and as such could not 

be offered on a level 6 programme.



2010:008 

[October 

PMAB] 

BSc Multimedia and 

Arts Technology with 

Industrial Experience 

(Part 1) 

Some of the learning outcomes, such as 

those relating to for transferable / personal 

skills, required further expansion, as they did 

not accurately reflect level 6 learning 

outcomes. Learning outcomes should be 

more detailed in order to articulate the level of 

the programme. 

The module Production Skills (FLM016) and 

Creativity and Technique would not be 

offered on the programme, as further 

clarification with the School of Languages, 

Linguistics & Film regarding any possible 

module contributions was required. Given that 

these modules would be removed, it was 

understood that they would be replaced by 

two newly created SEECS modules. 

The module Emergent Multimedia 

Applications and Technologies (ELEM040) 

was a level 7 module and as such should not 

be offered on a level 6 programme. 



SEECS 

Jane Reid 

Some of the learning outcomes, such as 

those relating to transferable / personal skills, 

required further expansion, as these did not 

accurately reflect level 6 learning outcomes. 

Learning outcomes should be more detailed 

in order to articulate the level of the 

programmes. 

The correct programme duration was 4 years, 

not 3 years as specified on the original form. 

2010:026 

[November 

MA Linguistics (Part 

2 and associated 

module proposals 

The learning outcomes for a number of 

modules could benefit from further work and 

refinement, particularly in order to fully reflect 

Part 2 Programme Proposal 

is fine. 

SLLF 

Prof. D 

Adger



PMAB] 

x19*) 

*see PMAB papers 

for full details of 

modules. 

that modules are level 7 modules. 

The learning outcomes for the modules 

detailed below, in particular, would benefit 

from further attention: 

Revised Module Proposal 

forms required in order to 

address comments 

regarding learning 

outcomes. 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

Qualitative Research Methods 

Dissertation Proseminar 

MA Dissertation Linguistics 

From Morpheme to Meaning, Formal 

Methods and Theory 

Youth Language 

Language Style and Stylization 

Research Practicum 

Topics in the Grammar of a Language 

Family or Group 

Understudied Languages and Linguistic 

Theory 

Bilingualism 

The module aims for the MA Dissertation 

Linguistics module required enhancement 

and further detail. 

The reading list for Applied Sociophonetics 

and Phonology module did not contain the 

publication dates of materials. These details 

were required in order that that the Board 

could gauge how current the reading 

materials were. 

2010:029 

[November 

PMAB] 

MSc/PgDip Trauma 

Science and 

MSc/PgDip Trauma 

Science (Military & 

Austere) (Part 1) 

Through discussion it was understood that the 

postgraduate diploma element of the 

programme would be delivered full-time over 

1 year, whereas the MSc would be delivered 

part-time over 2 years. This issue required 

clarification on the Part 1 proposal form. 


Proposal form submitted. 

The PgDip will not be 

offered as a stand alone 

programme and this had 

been addressed within the 

BICMS 

Dr. S. 

Eaglestone



The entry requirements required clarification 

for students with a non-medical degree. 

Given that the programme could attract 

international applicants the Board agreed that 

the level of a student’s English language 

proficiency for the programme needed to be 

clear and should be addressed. This included 

details of any required IELTS / TOEFL score. 

The precise fee proposed for the MSc and 

postgraduate diploma element was a nonstandard 

fee and required further clarification 

and approval from the Fees Office and 

Costing and Pricing Group outside of the 

Board. 

revised Part 1 form. 

IELTS / TOEFL score 

clarified. 

Fees still require CPG 

approval. 

2010:048 

[February 

PMAB] 

MSc Finance (Part 2) 

The comments provided by the external 

advisor were not sufficiently detailed and 

required revision. A detailed appraisal of the 

proposal by an external advisor should be 

carried out using information obtained in the 

External Advisor Guidelines. 

The programme’s learning outcomes needed 

to be revisited, as some did not correspond 

with the suggested headings of knowledge 

and understanding, intellectual skills, 

transferable skills, and practical skills. 

According to the programme structure five 

modules were listed as core modules but 

following discussion it was suggested that 

they should be listed as compulsory with the 

dissertation listed as a core module. The 

designation of module status would comply 

with the practice adopted elsewhere within 

the School. 


Proposal and revised 

Module Proposal form 

submitted and all issues 

raised have been 

addressed. 

SEF 

Prof. Francis 

Breedon



The learning outcomes for the Investments 

module required further work and more detail 

in order to fully reflect that the module was at 

level 7. Specifically, a number of outcomes, 

such as ‘to work in teams’ and ‘to work to 

deadlines’ were deemed not sufficiently 

detailed by Board members 

2010:054 

[February 

PMAB] 

MSc, PgDip and 

PgCert 

Musculoskeletal 

Sciences (Part 1) 

The rationale for not differentiating between 

the two streams by titles was debated by the 

Board and it was suggested that the option for 

dedicated titles should be revisited. Any 

change in titles would be addressed in a 



Proposal and revised 

Module Proposal form 

required in order to address 

PMAB comments. 

Clinical track will be called’ 

MSc Musculoskeletal 

Clinical Sciences’, and the 

Science track 

‘Musculoskeletal Science’. 

WHRI 

Dr Michael 

Seed 

The OSCE element will be 

changed to Observation 

Structured Assessment 

(OSA) which will have no 

clinical skills component. 

Programme Amendments 

Minute Programme Details Action Progress / 

Comments 

2010:060 MSc Law and Finance 

(M3S7, M3S8) 

[February 

PMAB] 

Within the specialisations, the status of modules 

should be listed as compulsory and not core. This 

required a change to the Programme Amendment 

Form and Programme Specification that were 

submitted. 

Revised 

Programme 

Amendment 

Form and 

Programme 

Specification 

submitted. 

Responsibility 

CCLS 

Programme 

Organiser 

Dr. Leon 

Vinokur



2010:062 

[February 

PMAB] 

BSc Zoology with 

Aquatic Biology (C3C1) 

The module proposals for Aquatic Biology 

Research Project and Aquatic biology 

Investigative Project required a number of issues 

that were discussed outside of the meeting to be 

clarified and the submission of revised module 

proposal forms. 

Revised Module 

Proposals 

required. 

SBCS 

Dr Jonathan 

Grey 

Module Proposals 

Minute Module Details Action Progress / Comments Responsibility 

Module 

Organiser 

2010:035 

[November 

PMAB] 

Broadcasting 

Regulation 

The Programme Specification(s) for the 

programmes where Broadcasting Regulation 

would be offered should be updated to 

include it as a viable option module and 

submitted to the Academic Secretariat. 

Revised Programme 

Specifications required. 

SPIR 

Dr Julia 

Hörnle 

2010:078 

[February 

PMAB] 

Advanced 

Accounting for 

Business 

The module comprised a one hour lecture 

per week over 11 weeks (totalling 11 hours) 

and a one hour seminar per week (totalling 

10 hours). As such, the Board questioned 

why there would be one less seminar. This 

issue would require clarification by the 

School of Business and Management 

To be clarified. 

SBM 

Sean 

McCartney 

2010:079 

[February 

PMAB] 

Management 

Skills and 

Development 

The module comprised a one hour lecture per 

week over 11 weeks (totalling 11 hours) and 

a one hour seminar per week (totalling 10 

hours). As such, the Board questioned why 

there would be one less seminar. This would 

require clarification by the School of Business 

and Management. 

To be clarified. 

SBM 

Roger 

Johnston 

The JACS code was missing from the module 

proposal form and required clarification.



2010:081 

[February 

PMAB] 

The Return of the 

Renaissance in 

19 th Century 

Europe and The 

German 

Aphorism: a form 

of thought 

Modules for The Return of the Renaissance 

in 19 th Century Europe and The German 

Aphorism: a form of thought indicated 

September 2010 as the module start date. 

This information was understood to be 

incorrect and would be amended accordingly 

to September 2011. 

This has been corrected. SLLF Various 

2010:082 

[February 

PMAB] 

Modern Legal 

History 

The module would also be made available to 

associate students in Semester A and 

Semester B. Consequently, the module 

proposal form would need to be amended to 

reflect this. 

Revised Module Proposal 

Form required. 

Law 

Andrew Le 

Sueur 

Module Withdrawals 

Minute Details Progress / Comments Responsibility 

Module 

Organiser

Programme and Module Approval Board 31/03/11 

Nature of proposal(s) 

Owning School / 

Institute 

Title of Proposal(s) 

being considered 

Programme Proposals 

School of Electronic Engineering and Computer Science 

BSc Multimedia and Arts Technology/ with Industrial 

Experience (Part 2 ) and the following 6 associated module 

proposals: 

Arts Application Programming 

Bridging Arts & Technology 

Creating Interactive Objects 

Creative Group Project 

Introduction to Digital Audio 

Sound Design 

BEng Electronic Engineering and Computing with Industrial 

Experience (Part 2) 

BEng Electronic Engineering and Telecommunications with 

Industrial Experience (Part 2) 

BSc(Eng) Computing and ICT with Industrial Experience (Part 

2) 

BSc(Eng) Computing & ICT with Business Management with 

Industrial Experience (Part 2) 

Outcome requested 

Programme and Module Approval Board (PMAB) 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 PMAB minutes and articulated to the proposer. 

Potential issues 

identified and 

comments on the 

proposal(s) from 

Academic Secretariat 

BSc (Eng) Multimedia and Arts Technology with and without 

industrial experience 

The SEB is not indicated for two modules (Introduction to 

Digital Audio and Sound Design). This should be clarified. 

All the Programme Proposals require the signature of the 

Head of School. 

No other significant issues have been identified.

Programme & Module Approval Board Paper Code: PMAB2010 - 110 

Part 2 Programme Proposal Form 

All sections must be completed in full and supplementary information attached where requested. Part 2 

proposals should be submitted to the Academic Secretariat who will arrange for the consideration of the 

proposal at Programme and Module Approval Board. 

If this proposed programme was not included in the School planning round submission for this academic 

session a signed Confirmation of Resources form must be attached. 

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

Summary Information 

Proposed Programme Title Multimedia and Arts Technology 

Programme Code I150 

Programme Qualification 

Mode of study 

Programme 

Duration 

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

Proposed Start Date September 2012 

Responsible School / Institute 

School of Electronic Engineering & Computer Science 

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

School of Languages, Linguistics & Film 

School of Geography 

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

N/A 

Programme Organiser Prof Andrea Cavallaro 

1) Programme Rationale 

Details of the rationale for the proposed programme. In addition to being academically sound, these should 

include strategic reasons, financial reasons and/or recruitment reasons. 

This programme is intended to respond to a growing demand in the industry for graduates with a high level of training in 

creative multimedia production, multimedia social networks, computer-driven animation, multimedia scripting, interactive 

multimedia design, 3D graphics, web-based advertisement production, and management and planning of media assets. The 

programme aims to access a new population of better quality and better motivated undergraduate students by exploiting the 

unique competencies within EECS that shall be complemented by relevant courses from the Humanities and Social Studies 

faculty. The programme is designed to respond to the demand from the creative sector that requests for people who can 

combine technical and creative skills, as demonstrated from our experience with the industries linked with the MAT Doctoral


Training Centre - http://www.mat.qmul.ac.uk/ 

The Creative Industries form some 7% of the UK economy, similar in size to the financial services industry, with export of services 

of nearly £15bn in 2005 (DCMS, Creative Industries Economic Estimates Statistical Bulletin, October 2007). During 1997-2005 they 

grew by 6%, double the overall UK economic growth, making them important not just to the UK Digital Economy, but to the UK 

economy as a whole. Yet the Creative Industries are unlike almost every other industry, with a small number of large players 

complemented by a very large number of small businesses, micro-businesses, and individuals. Training students with the skills to 

maintain the UK’s position as a world leader in the Creative Industries will be a particularly important challenge - which the 

Doctoral Training Centre in Media and Arts Technology has already started addressing at graduate level. We want now to 

naturally complete our training provision with this undergraduate programme. 

Students will have access to QMUL's state-of-the art research and performance facilities including the Augmented Human 

Interaction Laboratory as well as extensive resources offered by industrial and public sector partners. In addition, students will 

also make use of the Media and Arts Studios including the Listening Room, Control Room and performance Laboratory as well as 

the full range of computing resources offered by the School of Electronic Engineering and Computer Science, including several 

clusters. 

2) Educational Aims of the Programme 

Please provide the educational aims (academic and professional/employability) for the proposed programme. 

This programme covers fundamental aspects of the digital economy, creative multimedia production, computer-driven 

animation, multimedia scripting, interactive multimedia design, 3D graphics, web-based advertisement production, and 

management and planning of media assets. Graduates from this programme will effectively combine technical and creative skills. 

The programme aims to emphasise computer systems, digital installations and software with a special focus on new media 

creation; to provide a core knowledge of media production, multimedia system design; to focus on the increasingly important 

area of 3D graphics and computer-driven animation; to emphasise scripting and production aspects of media creation; to equip 

the students with the practical skills needed to modify and test a piece of software and hardware; to enable the students to 

develop the written and oral communication skills needed to present information, both in written and multimedia form, 

effectively. 

The career opportunities for the graduates from this programme are in the (interactive) media production, music and game 

industry, internet, communications and consumer industries. The blending of technical courses with business and arts courses 

will equip the graduates with the skills that are necessary to understand and to contribute to the modern arts and media sectors 

of the digital economy. Opinions of relevant external key players are reported below: 

Steff Ungerer, Burst Tv and Newoperahero -- http://www.burst-tv.net/ -- http://www.newoperahero.com/ - “We wholeheartedly 

support any moves by Queen Mary University to create courses that are designed to teach students to work in new media 

industries. Seeing the graduates who approach our company straight out of university we realised that there is a need for a 

better understanding of the professional application of their knowledge and an understanding of how different disciplines can 

be connected to achieve better results. We are hopeful that these new courses at Queen Mary university will enable students to 

come closer to the requirements of their future workplace. We are happy to support any efforts in the direction.” 

Evelyn Wilson, Senior Manager LCACE (London Centre for Arts and Cultural Exchange) www.lcace.org.uk “Given the success of 

the recently established DTC, this proposal seems like a valuable and logical addition to QMUL's current offer. In this time of 

recession when public support is likely to significantly shrink in the coming years, a course such as this, that recognises the need 

for a plural approach to learning and that furthermore identifies that the 'creative industries' is not an entity fixed in scale, scope 

or nature seems like a very good addition to the department's offer. The proposed framework of encouraging students to work 

across the sciences, the arts, humanities AND social sciences will also surely chime positively in the near future where more 

joined up approaches to teaching and research resources may be not just encouraged but essential” 

Martyn Ware, Illustrious - http://www.illustriouscompany.co.uk/ - “I absolutely support the need for such a course, I think it's not 

only an excellent and logical next step but will create a virtuous circle and potential candidates for the doctorate course. Of 

course the PHD students can pass on their knowledge also.” 

Richard Jacobs, BT - http://www.btplc.com/innovation/index.cfm - “Happy to support the proposal from a personal perspective. It 

looks comprehensive and relevant to the growing media industries.”


Tim Jones, Executive Director, MOTIROTI - http://www.motiroti.com/ - “We would fully support this move to create what we're 

confident would be a popular course, and a positive step to respond to the huge potential of a growth area that is currently 

lacking sufficient programmes reflecting industry needs and innovation potential. As a natural addition to the existing phd 

programme, it will enhance both areas by further diversifying the options available.” 

3) Learning Outcomes 

Identify the learning outcomes for this programme, i.e. knowledge, skills and attributes to be developed through 

completion of this programme. 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. 

Knowledge and understanding of: 

A1 

A2 

A3 

Audio/Video data capture and processing, and an appreciation of how these systems can be used creatively for audiovisual 

and computer-based content production 

Principles of operation, limitations, and potential and effective use of electronic media and their associated tools and 

technologies 

Design, project and people management principles and techniques 

Intellectual (cognitive) skills - able to: 

B 1 

B 2 

B 3 

Analyse information and experiences, formulate independent judgements, and articulate reasoned arguments through 

reflection, review and evaluation 

Source, navigate, select, retrieve, evaluate, manipulate and manage information from a variety of sources 

Formulate reasoned responses to the critical judgements of others 

Practical skills - able to: 

C 1 

C 2 

C 3 

Design, plan, manage, implement, evaluate and report a significant individual project in electronic media design and 

technology 

Make effective use of enabling computer technologies for post production and compositing 

Apply technical knowledge, understanding and skills in new situations 

Transferable / personal skills - able to: 

D 1 

Work independently on a practical or research-based project under supervision


D 2 

D 3 

Work effectively as part of a team, identifying tasks and roles, and managing time, resources and progress appropriately 

Analyse complex, novel and diverse situations, and identify appropriate methods of working and communicating 

4) Programme Structure 

The structure of programme should be described below in detail, including the identification of all potential 

pathways / routes and modules available; indicating any new modules being proposed. Precise details of the 

modules should be given in the table below. The structure of the programme should comply with the Queen 

Mary Academic Credit Framework. 

The BSc(Eng) Multimedia and Arts Technology will be a single programme with three pathways as electives: creative production 

pathway, society and geopolitics pathway and advanced programming pathway. The programme includes a number of modules 

that bridge the gap between creative arts and technology to cater to the current industrial demand. The BSc(Eng) Multimedia 

and Arts Technology will contain compulsory and elective modules as specified below. 

Six new modules are proposed: 

Arts Application Programming (level 4) 

Bridging Arts and Technology (level 4) 

Introduction to Digital Audio (level 4) 

Creating Interactive Objects (level 5) 

Sound Design (level 5) 

Creative Group Project (level 5) 

The programme structure is as follows, all modules being worth 15 credits except where otherwise indicated: 

YEAR 1, SEMESTER 1: EECSx Arts Application Programming (new); EECSy Bridging Arts and Technology (new); ELE105 

Introduction to Multimedia; DCS111 Computer Architecture 

YEAR 1, SEMESTER 2: ELE104 Professional Applications; ELE207 Website Design and Authoring Tools; DCS150 Fundamentals of 

Web Technology; EECSa Introduction to Digital Audio (new) 

YEAR 2, SEMESTER 1: EECSz Creating Interactive Objects (new); EECSw Creative Group Project (new); EECSb Sound Design (new); 

plus one of ELE161 Programming Fundamentals; FLM104 Scriptwriting: Creativity and Technique; GEG5110 Society, Culture and 

Space (30 credits) 

YEAR 2, SEMESTER 2: DCS224 Graphical User Interfaces; ELE403 Internet Protocols; DCS237 Business Information Systems; plus 

one of DCS104 Object-Oriented Programming; FLM016 Production Skills; GEG5110 Society, Culture and Space contd (30 credits) 

YEAR 3, SEMESTER 1: ELE540 Emergent Multimedia Applications and Technology; ELE402 Enterprise Management; ELE521 BSc 

Project (30 credits); plus one of DCS339 C++ for Image Processing; FLM204 Directing Drama; FLM305 Creative Production (30 

credits); GEG6113 Urbanism, Culture and Modernity 

YEAR 3, SEMESTER 2: ELE606 Product Development; DCS318 Interaction Design; ELE521 BSc Project contd (30 credits); plus one of 

ELE405 3D Graphics Programming Tools; FLM205 Scriptwriting: Adaptation and Original Script; FLM305 Creative Production 

contd (30 credits); GEG6116 The Geopolitics of Life 

Module Title 

Arts application programming 

Bridging arts and technology 

Introduction to Multimedia 

Module 

Code 

Credits 

Level 

Module 

Selection 

Status 

Academic 

Year of Study 

Semester 

EECSx 15 4 Compulsory 1 Semester 1 

EECSy 15 4 Compulsory 1 Semester 1 

ELE105 15 4 Compulsory 1 Semester 1


Computer architecture 

Professional applications 

Fundamentals of web technology 

Business information systems 

Introduction to digital audio 

Creating interactive objects 

Sound design 

Website design and authoring tools 

Graphical user interfaces 

Internet protocols 

Creative group project 

Emergent multimedia applications 

and technology 

Enterprise management 

Product development 

Interaction design 

BSc project 

DCS111 15 4 Compulsory 1 Semester 1 

ELE104 15 4 Compulsory 1 Semester 2 



EECSa 15 4 Compulsory 1 Semester 2 

EECSz 15 5 Compulsory 2 Semester 1 

EECSb 15 5 Compulsory 2 Semester 1 




EECSw 15 5 Compulsory 2 Semester 1 





ELE521 30 6 Compulsory 3 Semesters 1 & 2 

Scriptwriting: Creativity and technique FLM104 15 4 Elective 2 Semester 1 

Production skills 

Creative production 

Directing drama 

Scriptwriting: Adaptation and original 

script 

FLM016 15 4 Elective 2 Semester 2 

FLM305 30 6 Elective 3 Semesters 1 & 2 


FLM205 15 5 Elective 3 Semester 2


Society, culture and space 

Urbanism, culture and modernity 

The geopolitics of life 

Programming fundamentals 

Object-oriented programming 

C++ for image processing 

3D graphics programming tools 

GEG5110 30 5 Elective 2 Semesters 1 & 2 

GEG6113 15 6 Elective 3 Semester 1 


ELE161 15 4 Elective 2 Semester 1 

DCS104 15 4 Elective 2 Semester 2 



Does this programme contain a foundation year or any pre-sessional activity? 

5) Teaching, Learning and Assessment Strategies 

Learning and teaching strategies are devised to enable the module and programme learning outcomes to be 

achieved. Assessment strategies are devised to enable them to be tested. Consideration should be given to 

the use of appropriate learning, teaching and assessment strategies in light of advice from a number of 

sources, including The Learning Institute 

The teaching, learning and assessment strategies will be tailored to the learning outcomes of the different modules. These will 

include lectures, practical and library-based research, presentations, group work and knowledge transfer activities. Lectures are 

used to introduce principles and methods and also to illustrate how they can be applied in practice. Practical and library-based 

research allows students to develop skills in review, investigative methods and critical analysis. Presentations and group work 

enhance students' team-working and communication skills. Knowledge transfer activities increase students' awareness of the 

broader context of their discipline and supports them in translating their knowledge, understanding and skills to that broader 

context. 

Taught modules will be assessed through a combination of examinations (EXM), coursework (CWK), portfolio and performance 

(PRA), as appropriate for the content and focus of each individual module. Project modules (DIS) will be examined on the basis of 

a final written report, a formal oral presentation, and a demonstration of the software / hardware / installation developed by the 

student. 

6) Programme Management 

Detail the mechanisms for ensuring academic coherence and progression and integrating student feedback. 

Programmes should be compliant with the Academic Regulations, including the respective Assessment 

Regulations and associated Progression and Award Regulations. 

Academic coherence will be maintained via internal curriculum reviews undertaken within the department and governed by 

College regulations as detailed in parts 4.04-4.53 of the College Academic Regulation (Session 2010-2011), or relevant regulations 

in place at that time. Progression for the programme will be governed by College regulations, specifically those detailed in parts 

4.54-4.73 of the College Academic Regulation (Session 2010-2011), or relevant regulations in place at that time. This programme 

falls under the remit of the Electronic Engineering Undergraduate Subject Examination Board. This board will consider and 

approve candidates for progression. 

Student feedback will be integrated into all curriculum and programme review activities via the mechanisms already 

established in the School of Electronic Engineering and Computer Science. This will include formal (via questionnaires) and 

informal student evaluations. The School's Student-Staff Liaison Committee will form another medium for receiving and 

discussing student feedback. 

No


7) Programme-specific Assessment Regulations (if applicable) 

In the case of programmes that deviate / do not comply with the Academic Regulations (see above) further 

information regarding the nature of any difference and/or deviation should be stipulated in detail. 

N/A 

8) Mechanisms for the Provision of Academic Support 

This should include details of any induction and advice and supervisory arrangements for students. 

The student's first point of contact will be their personal tutor who will be assigned at the beginning of the programme. The tutor 

will be responsible for both academic and welfare issues of the student at QMUL. The tutor will meet his assigned students at 

regular weekly meetings to monitor their progress and help coordinate any further interaction that may be necessary between 

the student and other members of staff. In addition to the tutors, students will be assigned supervisors for their (individual and 

group) projects who will meet regularly during the period of the related module to ensure progress is made and the students are 

acquiring the necessary transferable skills. The school handbook will be provided (and made accessible at all times) to students, 

where all the channels of support will be outlined. These include the support channels within the school and also those available 

at the University level. 

9) Specific Consideration of the needs of Disabled Students 

Details of any specific consideration for the needs of Disabled Students. 

To be advised on a case-by-case basis in conjunction with the Disability & Dyslexia Service. 

10) Academic Staffing for the Programme 

List of academic staff involved in the delivery, including any from collaborative institutions. 

The academic staff currently delivering the existing QMUL modules (from EECS, Film and Geography) will be teaching in the 

programme. The rationalisation of the current EECS programmes following the curriculum review will free-up time of lecturers 

who, together with the academics who will fill the new approved EECS positions, will teach the new modules. Visiting Lecturers 

will be invited to complement the teaching provision for Creating Interactive Objects and to teach in Bridging Art and 

Technology. 

11) 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 

12) 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. 

Electronic Engineering Undergraduate SEB


13) External Advisor Comments 

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 on the appropriateness and viability of the 

proposed programme (s). For further guidance regarding the selection criteria for and role of External 

Advisors please refer to the External Advisor Guidelines. 

In addition to the opinions of relevant external key players from the industry reported above in box 2 we are providing as 

attachment to this document a letter by Prof. Atau Tanaka, Director of the Culture Lab at Newcastle University 

http://www.ncl.ac.uk/culturelab/people/profile/atau.tanaka 

Name & Title of External Advisor 

Current Post & Institution / Organisation 

Address for Correspondence 

Atau Tanaka 

Professor and Director of the Culture Lab 

Culture Lab, Newcastle University, Grand Assembly Rooms, King's Walk, 

Newcastle upon Tyne, NE1 7RU 

Telephone Number 0191 246 4640 Email Address atau.tanaka@ncl.ac.uk 

The following documents must accompany the Part 2 Programme Proposal. 

Proposals that are not accompanied by the necessary documentation will not be 

considered by Programme and Module Approval Board. 

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

> Has a Programme Specification been completed and 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 

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 

Head(s) of 


Head(s) of 


Chair of Programme and Module 

Approval Board










Proposed Programme Title Multimedia and Arts Technology with Industrial Experience 

Programme Code I151 


Mode of study 

Programme 

Duration 

Bachelor of Science (Engineering) (BSc (Eng)) FT with Placement 4 Academic Years 






School of Geography 


N/A 

Programme Organiser Prof Andrea Cavallaro 




This programme is intended to respond to a growing demand in the industry for graduates with a high level of training in 

creative multimedia production, multimedia social networks, computer-driven animation, multimedia scripting, interactive 

multimedia design, 3D graphics, web-based advertisement production, and management and planning of media assets. The 

programme aims to access a new population of better quality and better motivated undergraduate students by exploiting the 

unique competencies within EECS that shall be complemented by relevant courses from the Humanities and Social Studies 

faculty. The programme is designed to respond to the demand from the creative sector that requests for people who can 

combine technical and creative skills, as demonstrated from our experience with the industries linked with the MAT Doctoral


Training Centre - http://www.mat.qmul.ac.uk/ 

The Creative Industries form some 7% of the UK economy, similar in size to the financial services industry, with export of services 

of nearly £15bn in 2005 (DCMS, Creative Industries Economic Estimates Statistical Bulletin, October 2007). During 1997-2005 they 

grew by 6%, double the overall UK economic growth, making them important not just to the UK Digital Economy, but to the UK 

economy as a whole. Yet the Creative Industries are unlike almost every other industry, with a small number of large players 

complemented by a very large number of small businesses, micro-businesses, and individuals. Training students with the skills to 

maintain the UK’s position as a world leader in the Creative Industries will be a particularly important challenge - which the 

Doctoral Training Centre in Media and Arts Technology has already started addressing at graduate level. We want now to 

naturally complete our training provision with this undergraduate programme. 

Students will have access to QMUL's state-of-the art research and performance facilities including the Augmented Human 

Interaction Laboratory as well as extensive resources offered by industrial and public sector partners. In addition, students will 

also make use of the Media and Arts Studios including the Listening Room, Control Room and performance Laboratory as well as 

the full range of computing resources offered by the School of Electronic Engineering and Computer Science, including several 

clusters. 

The Industrial Placement Year will give students the opportunity to utilise in a practical, workplace based context the skills and 

theoretical knowledge already acquired through the programme of study. This will will have a direct positive impact on student 

employability and career development. 



This programme covers fundamental aspects of the digital economy, creative multimedia production, computer-driven 

animation, multimedia scripting, interactive multimedia design, 3D graphics, web-based advertisement production, and 

management and planning of media assets. Graduates from this programme will effectively combine technical and creative skills. 

The programme aims to emphasise computer systems, digital installations and software with a special focus on new media 

creation; to provide a core knowledge of media production, multimedia system design; to focus on the increasingly important 

area of 3D graphics and computer-driven animation; to emphasise scripting and production aspects of media creation; to equip 

the students with the practical skills needed to modify and test a piece of software and hardware; to enable the students to 

develop the written and oral communication skills needed to present information, both in written and multimedia form, 

effectively. 

The career opportunities for the graduates from this programme are in the (interactive) media production, music and game 

industry, internet, communications and consumer industries. The blending of technical courses with business and arts courses 

will equip the graduates with the skills that are necessary to understand and to contribute to the modern arts and media sectors 

of the digital economy. Opinions of relevant external key players are reported below: 

Steff Ungerer, Burst Tv and Newoperahero -- http://www.burst-tv.net/ -- http://www.newoperahero.com/ - “We wholeheartedly 

support any moves by Queen Mary University to create courses that are designed to teach students to work in new media 

industries. Seeing the graduates who approach our company straight out of university we realised that there is a need for a 

better understanding of the professional application of their knowledge and an understanding of how different disciplines can 

be connected to achieve better results. We are hopeful that these new courses at Queen Mary university will enable students to 

come closer to the requirements of their future workplace. We are happy to support any efforts in the direction.” 

Evelyn Wilson, Senior Manager LCACE (London Centre for Arts and Cultural Exchange) www.lcace.org.uk “Given the success of 

the recently established DTC, this proposal seems like a valuable and logical addition to QMUL's current offer. In this time of 

recession when public support is likely to significantly shrink in the coming years, a course such as this, that recognises the need 

for a plural approach to learning and that furthermore identifies that the 'creative industries' is not an entity fixed in scale, scope 

or nature seems like a very good addition to the department's offer. The proposed framework of encouraging students to work 

across the sciences, the arts, humanities AND social sciences will also surely chime positively in the near future where more 

joined up approaches to teaching and research resources may be not just encouraged but essential” 

Martyn Ware, Illustrious - http://www.illustriouscompany.co.uk/ - “I absolutely support the need for such a course, I think it's not 

only an excellent and logical next step but will create a virtuous circle and potential candidates for the doctorate course. Of


course the PHD students can pass on their knowledge also.” 

Richard Jacobs, BT - http://www.btplc.com/innovation/index.cfm - “Happy to support the proposal from a personal perspective. It 

looks comprehensive and relevant to the growing media industries.” 

Tim Jones, Executive Director, MOTIROTI - http://www.motiroti.com/ - “We would fully support this move to create what we're 

confident would be a popular course, and a positive step to respond to the huge potential of a growth area that is currently 

lacking sufficient programmes reflecting industry needs and innovation potential. As a natural addition to the existing phd 

programme, it will enhance both areas by further diversifying the options available.” 








A1 

A2 

A3 

A4 

Audio/Video data capture and processing, and an appreciation of how these systems can be used creatively for audiovisual 

and computer-based content production 

Principles of operation, limitations, and potential and effective use of electronic media and their associated tools and 

technologies 

Design, project and people management principles and techniques 

The student's role and how it relates to the work of the employing organisation (from the placement) 


B 1 

B 2 

B 3 

B 4 

Analyse information and experiences, formulate independent judgements, and articulate reasoned arguments through 

reflection, review and evaluation 

Source, navigate, select, retrieve, evaluate, manipulate and manage information from a variety of sources 

Formulate reasoned responses to the critical judgements of others 

Reflect on their experience and evaluate their performance (from the placement) 


C 1 

C 2 

Design, plan, manage, implement, evaluate and report a significant individual project in electronic media design and 

technology 

Make effective use of enabling computer technologies for post production and compositing


C 3 

C 4 

Apply technical knowledge, understanding and skills in new situations 

Make a clear connection between theory and practice (from the placement) 


D 1 

D 2 

D 3 

D 4 

Work independently on a practical or research-based project under supervision 

Work effectively as part of a team, identifying tasks and roles, and managing time, resources and progress appropriately 

Analyse complex, novel and diverse situations, and identify appropriate methods of working and communicating 

Identify, reflect on and plan for their own personal and professional development needs (from the placement) 






The BSc(Eng) Multimedia and Arts Technology will be a single programme with three pathways as electives: creative production 

pathway, society and geopolitics pathway and advanced programming pathway. The programme includes a number of modules 

that bridge the gap between creative arts and technology to cater to the current industrial demand. The BSc(Eng) Multimedia 

and Arts Technology will contain compulsory and elective modules as specified below. 

Six new modules are proposed: 

Arts Application Programming (level 4) 

Bridging Arts and Technology (level 4) 

Introduction to Digital Audio (level 4) 

Creating Interactive Objects (level 5) 

Sound Design (level 5) 

Creative Group Project (level 5) 

The programme structure is as follows, all modules being worth 15 credits except where otherwise indicated: 

YEAR 1, SEMESTER 1: EECSx Arts Application Programming (new); EECSy Bridging Arts and Technology (new); ELE105 

Introduction to Multimedia; DCS111 Computer Architecture 

YEAR 1, SEMESTER 2: ELE104 Professional Applications; ELE207 Website Design and Authoring Tools; DCS150 Fundamentals of 

Web Technology; EECSa Introduction to Digital Audio (new) 

YEAR 2, SEMESTER 1: EECSz Creating Interactive Objects (new); EECSw Creative Group Project (new); EECSb Sound Design (new); 

plus one of ELE161 Programming Fundamentals; FLM104 Scriptwriting: Creativity and Technique; GEG5110 Society, Culture and 

Space (30 credits) 

YEAR 2, SEMESTER 2: DCS224 Graphical User Interfaces; ELE403 Internet Protocols; DCS237 Business Information Systems; plus 

one of DCS104 Object-Oriented Programming; FLM016 Production Skills; GEG5110 Society, Culture and Space contd (30 credits) 

YEAR 3 - DCS250 Industrial Placement Project 

YEAR 4, SEMESTER 1: ELE540 Emergent Multimedia Applications and Technology; ELE402 Enterprise Management; ELE521 BSc 

Project (30 credits); plus one of DCS339 C++ for Image Processing; FLM204 Directing Drama; FLM305 Creative Production (30 

credits); GEG6113 Urbanism, Culture and Modernity 

YEAR 4, SEMESTER 2: ELE606 Product Development; DCS318 Interaction Design; ELE521 BSc Project contd (30 credits); plus one of 

ELE405 3D Graphics Programming Tools; FLM205 Scriptwriting: Adaptation and Original Script; FLM305 Creative Production 

contd (30 credits); GEG6116 The Geopolitics of Life


The Industrial Placement Year takes place in the 3rd year and counts as 30 credits at Level 5. Students must pass the Industrial 

Placement Year in order to qualify for the award. Students who do not pass the Industrial Placement Year are transferred onto the 

equivalent programme without Industrial Experience. 

Module Title 

Arts application programming 

Bridging arts and technology 

Introduction to Multimedia 

Computer architecture 

Professional applications 

Fundamentals of web technology 

Business information systems 

Introduction to digital audio 

Creating interactive objects 

Sound design 

Website design and authoring tools 

Graphical user interfaces 

Internet protocols 

Creative group project 

Industrial Placement Year 

Emergent multimedia applications 

and technology 

Enterprise management 

Product development 

Module 

Code 

Credits 

Level 

Module 

Selection 

Status 


Year of Study 

Semester 

EECSx 15 4 Compulsory 1 Semester 1 

EECSy 15 4 Compulsory 1 Semester 1 






EECSa 15 4 Compulsory 1 Semester 2 

EECSz 15 5 Compulsory 2 Semester 1 

EECSb 15 5 Compulsory 2 Semester 1 




EECSw 15 5 Compulsory 2 Semester 1 

DCS250 30 5 Core 3 Semesters 1-3 



ELE606 15 6 Compulsory 4 Semester 2


Interaction design 

BSc project 


ELE521 30 6 Compulsory 4 Semesters 1 & 2 

Scriptwriting: Creativity and technique FLM104 15 4 Elective 2 Semester 1 

Production skills 

Creative production 

Directing drama 

Scriptwriting: Adaptation and original 

script 

Society, culture and space 

Urbanism, culture and modernity 

The geopolitics of life 

Programming fundamentals 

Object-oriented programming 

C++ for image processing 

3D graphics programming tools 


FLM305 30 6 Elective 4 Semesters 1 & 2 



GEG5110 30 5 Elective 2 Semesters 1 & 2 













The teaching, learning and assessment strategies will be tailored to the learning outcomes of the different modules. These will 

include lectures, practical and library-based research, presentations, group work and knowledge transfer activities. Lectures are 

used to introduce principles and methods and also to illustrate how they can be applied in practice. Practical and library-based 

research allows students to develop skills in review, investigative methods and critical analysis. Presentations and group work 

enhance students' team-working and communication skills. Knowledge transfer activities increase students' awareness of the 

broader context of their discipline and supports them in translating their knowledge, understanding and skills to that broader 

context. 

Taught modules will be assessed through a combination of examinations (EXM), coursework (CWK), portfolio and performance 

(PRA), as appropriate for the content and focus of each individual module. Project modules (DIS) will be examined on the basis of 

a final written report, a formal oral presentation, and a demonstration of the software / hardware / installation developed by the 

No


student. The Industrial Placement Year module is assessed through a combination of written report (60%), viva (5%), learning 

journal (5%) and employer evaluations (2 x 15%). 









falls under the remit of the Electronic Engineering Undergraduate Subject Examination Board. This board will consider and 

approve candidates for progression. 








N/A 





regular weekly meetings to monitor their progress and help coordinate any further interaction that may be necessary between 

the student and other members of staff. In addition to the tutors, students will be assigned supervisors for their (individual and 

group) projects who will meet regularly during the period of the related module to ensure progress is made and the students are 

acquiring the necessary transferable skills. The school handbook will be provided (and made accessible at all times) to students, 

where all the channels of support will be outlined. These include the support channels within the school and also those available 

at the University level. The Industrial Placements Manager provides dedicated support, documentation, etc for students out on 

Industrial Placement during their third year. 



To be advised on a case-by-case basis in conjunction with the Disability & Dyslexia Service. 



The academic staff currently delivering the existing QMUL modules (from EECS, Film and Geography) will be teaching in the 

programme. The rationalisation of the current EECS programmes following the curriculum review will free-up time of lecturers 

who, together with the academics who will fill the new approved EECS positions, will teach the new modules. Visiting Lecturers 

will be invited to complement the teaching provision for Creating Interactive Objects and to teach in Bridging Art and 

Technology.






N/A 




Electronic Engineering Undergraduate SEB 







In addition to the opinions of relevant external key players from the industry reported above in box 2 we are providing as 

attachment to this document a letter by Prof. Atau Tanaka, Director of the Culture Lab at Newcastle University 

http://www.ncl.ac.uk/culturelab/people/profile/atau.tanaka 



Address for Correspondence 

Atau Tanaka 

Professor and Director of the Culture Lab 

Culture Lab, Newcastle University, Grand Assembly Rooms, King's Walk, 

Newcastle upon Tyne, NE1 7RU 

Telephone Number 0191 246 4640 Email Address atau.tanaka@ncl.ac.uk 




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






Yes 




computing resources). 


Head(s) of 


Head(s) of 


Head(s) of 



Approval Board

Professor Andrea Cavallaro 


Queen Mary University of London 

Professor Atau Tanaka, DMA 

Chair of Digital Media 

Director, Culture Lab 

Newcastle University 

Newcastle upon Tyne 

NE1 7RU United Kingdom 

http://www.ncl.ac.uk/culturelab/ 

atau.tanaka@ncl.ac.uk 

+44-7896-306-994 

31 January 2011 

Culture Lab is an interdisciplinary research facility at Newcastle University at the 

intersection of art and science. Since it’s opening in 2006, Culture Lab has hosted 

cutting edge research in areas of interactive media, pervasive computing, funded by 

UK and EC research councils. We promote socially and economically compelling 

synergies with artists, creative industries, and cultural and scientific institutions. As 

Director, I bring an intellectual vision to the facility, and work directly with University 

senior management to develop Culture Lab as a leading vehicle for research, 

teaching, and engagement. As Chair of Digital Media, I occupy the first senior 

academic post at Newcastle University created to respond to the growing demand to 

create post-graduate curricula bridging art and technology in a practice-based 

research context. In my own research, I am a researcher and practitioner in the area 

of new media and interactive music. I have helped to nurture the area of interactive 

media art and performance, helping to establish international conferences in the field 

such as the ACM Digital Library archived New Interfaces for Musical Expression 

(NIME). 

The new programme being proposed, BSc in Multimedia and Arts Technology, 

responds, at an undergraduate level, to the same needs as we at Newcastle 

addressed in 2008 in creating a Master of Research in Digital Media. An area 

pioneered by the MIT Media Lab, and the New York University (NYU) Interactive 

Telecommunications Programme (ITP), and in the UK by the RCA’s Design 

Interactions programme, this hi-lights the development of the creative and cultural 

industries in the UK and indeed worldwide. The arrival of a digital society and the 

assimilation of interactive technologies in activities of everyday life have created the 

need for robust training, now at the undergraduate level, of students in technical 

disciplines as applied to culture and creativity. 

With the massive take up in all aspects of society of digital media, in culture, in 

entertainment, in information distribution, in communication, digital technologies have 

had a rapid and profound impact on human activity and social interaction. Whether it

e for the BBC delivering on their full digital switchover, the music industry entering a 

post-CD era, the take up of human-centric design in engineering industries, or the 

applications of social media and Web 2.0 to facilitate work and leisure activities, there 

is a clear demand for qualified students to enter the work place. Students entering 

university today are digital natives who have grown up with the World Wide Web, do 

not see traditional disciplinary boundaries in the same way that traditional institutional 

silos are currently still organised, and will choose universities that will offer for them 

what is second nature. 

The proposed programme’s rationale and aims respond to this new landscape in a 

robust and academically rigorous way. In responding to needs arising from the 

commercial sector, it is nonetheless crucial not to conceive of a purely vocational 

course of study. The inclusion of modules from humanities disciplines (from areas 

such as Drama where Queen Mary’s excellence is recognised) demonstrates an 

understanding of the need to transmit to students a deeper view of the meaning of 

technological development in society. By drawing on the MAT Digital Economy 

Doctoral Training Centre, Queen Mary builds on academic excellence and the 

success of integrating creative disciplines in a school of engineering. 

The new modules designed for the curriculum fit the format of similar offerings we 

have conceived at Newcastle and that are offered at a post-graduate level at 

Goldsmiths. The challenge of teaching computer programming in an applied, creative 

way is today a clear trend, and facilitated by the high level multimedia languages like 

Processing available today. To connect the algorithmic world to the real world through 

interactive objects is the area of Physical Computing pioneered at NYU and that is 

today broadly practiced on the Arduino platform. The group project module hi-lights 

the practice-based nature of all this work, and teach students not just real world 

applications, but the need to conceive and design realisable, feasible projects, and 

teach project management skills. Finally, the Bridging Arts and Technology module 

addresses the fundamental theoretical debate at the heart of this area of study, and 

of this thrust in contemporary societal change, the increasing integration of the 

technological and the cultural. 

The appropriateness of the new programme is therefore clear. The reputation and 

track record of EECS and their stature in this area, with the Centre for Digital Music 

and the MAT DTC attest to the viability and intellectual rigour of the new programme. 

Faithfully,


Module Proposal Form 

Sections 1 and 2 must be completed in full. 

Sections 3 and 4 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 (section 4) 


Section 1 - Summary Information 

Module Title Arts Application Programming 

Module Code 

Credit Value 15 Level 4 Module Type MOD Scheme Undergraduate 

Start Date September 2012 

Proposed JACS Code 1 

G620 Programming 



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



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 

Subject Exam Board 

responsible for the module 


Anticipated Student Registrations 

Year of Student Entry Anticipated Student Intake Minimum Student Intake Maximum Student Intake 

2012/13 10 6 20 

2013/14 15 6 25 

2014/15 20 6 30


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 

The rationale is to provide a programming module that focuses on the applications that can be created, rather than on gradually 

building up a detailed knowledge of programming. Students will be encouraged to build and decompose applications using 

processing (visual applications) and Java (music API). The rationale is that the structures and notation can be explained in the 

context of each application, thus getting students to focus on how programming can be used to generate creative applications. 

It is a compulsory module on the BSc(Eng) Multimedia and Arts Technology [needed prior to the 2nd year 'creative group project' 

module]. 

This module could also be offered to students from non-technical departments who want to understand how to create artsbased 

applications. No prior programming experience needed. Prerequisite modules: none. 

Resource Requirements 

By school responsible for module 

Open source software and development environments 

By any other Queen Mary school or 

collaborative institution 

Section 2 - Module Specification 

Module Title Arts Application Programming 

Module Code 

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

Module Organiser 

Dr Karen Shoop 

Pre-requisite modules Co-requisite modules Overlapping modules 

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 module will introduce programming to students through designing and building arts applications. Students will learn to 

build graphics-based applications using Processing and audio applications using Java. By focussing on the range of applications 

that can be built, students will learn programming skills. The focus on this module is as much on the creativity of ideas as on how 

to write code to realise these ideas.


2) Module Aims 

Specify the aims of the module, i.e. the broad educational purposes for offering this module. 

The aim of this module is to focus on what computer programmes can do - i.e. the applications that can be developed - and use 

this to extract key structures and features of the chosen programming language (Java). This will encourage an exploratory 

approach as students see how modifying arts applications results in different outputs. Programmes will be built using a topdown 

approach, with a focus on what the application needs or should do, rather than by gradually developing programming 

skills. The aim is by stressing creativity of development students will become aware of what underpins the applications. Students 

will be encouraged to develop their own ideas for projects, being judged on an imaginative approach as much as on their correct 

coding. 


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 



A1 

A2 

A3 

Core computer programming (Java) 

Complexity of program design 

A range of Application Programming Interfaces that aid creative development 


B 1 

B 2 

B 3 

Apply programming skills to address a given problem 

Critically evaluate and test: analyse the extent to which a computer programme meets the criteria defined for its current use 

(and future development) 

Engage in computational thinking including its relevance to creative practice 


C 1 

C 2 

C 3 

Specify, design and construct computer programmes (in Java) 

Translate a creative idea into a set of patterns 

Apply standard techniques to solve problems (debugging)



D 1 

D 2 

D 3 

Translate creative ideas into precise ordered development steps 

Develop project proposals and specifications 

Work autonomously on a given problem or scenario 

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. 

- Head First Java (2nd edition), Kathy Sierra and Bert Bates, O'Reilly, ISBN 0-596-00920-8 

- Processing: A Programming Handbook for Visual Designers and Artists - Casey Reas, Ben Fry, and John Maeda, MIT Press 

- Processing: Creative Coding and Computational Art - Ira Greenberg 

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. 

lectures: 22 hours 

tutorials: 8 hours 

programming labs: 20 hours 

2. Student independent learning time 

Specify an indicative number of independent hours 

of study a student undertaking this module would 

be expected to undertake. 

100 hours 

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. 

150 hours


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? 

Coding Project Coursework 5 weeks 30 No 30% 

Qualifying 

Mark 

Examination Examination 2.5 hours 70 Yes 30% 

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 


Duration / Length of Examination / 

Coursework 

Examination Examination 2.5 hours 

Approval of New Module Proposal 





Head(s) of 


Head(s) of 


Head(s) of 



Approval Board


Section 3 - Alternative Assessment Arrangements for Associate Students 

This section must be completed if the module will be made available to associate students in Semester A, 

includes an examination in the May/June examination period and alternative assessment arrangements are 

therefore required. 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 4 - Half Module for Associate Students 

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. 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'.









Module Title Bridging Arts and Technology 

Module Code 






G450 Multi-media Computing Science 

G490 Computing Science not elsewhere classified 

W990 Creative Arts and Design not elsewhere classified 












2012/13 10 6 20 

2013/14 15 6 25 

2014/15 20 6 30





This module has three key aims: to encourage students to think creatively and use this to explore ideas of systems; to contrast 

how narrative and artworks discuss and use communication technologies and what these technologies actually do; to develop 

student writing skills. This module focuses on an engagement with artistic methods that can be used to inform and develop 

computing technologies. Students will be encouraged to use drawing, construction and performance to explore technologies 

and to express their ideas for potential communication applications. Students will also explore various narratives of technology 

as an introduction to what culture promises about technology. This will be compared and contrasted to what technology actually 

does and how it works with an introduction to algorithms, data structures and communication protocols. These discussions will 

be developed in student writings, both to explore creative narratives and to develop critical writing skills. 

This module will be compulsory on the BSc(Eng) Multimedia and Arts Technology (MAT) programme and can be offered to 

students from non-technical departments. No prior programming experience needed. Prerequisite modules: none. 



Interactive screens (and related software), ideally interactive tables. Ideally this 

module would have all these in a 'fabrication lab' that would also allow students 

to explore that ideas through basic construction 




Module Title Bridging Arts and Technology 

Module Code 



Dr Karen Shoop 





This module investigates the relevance of creativity to computers and their applications. Students will develop ideas through a 

range of artistic practices to see how creativity informs technological development. Student writing will be developed through 

exploring narratives of technology, such as science fiction, using this as a springboard to understand the protocols and 

algorithms that underpin the technologies used in the digital world.




The aim of this module is to remove the perceived barrier between technology and creativity. Students will be encouraged to 

explore how visual (e.g. drawing), performance and narrative skills can inform and enhance the creation of technologies. 

Students will use a range of art practice to break down assumptions of what technology should do and look like. Core writing 

skills (creative and essay skills) will also be developed through investigating narratives of technology, e.g. science fiction, and 

contrasting this with factors, such as protocols and algorithms, that underpin the technologies we use. The aim is to enable 

students to be as confident drawing their ideas as discussing flows of information in protocols, or the appropriate data structures 

to store their data. 








A1 

A2 

A3 

Art practice as systems 

Computer protocols 

Importance of algorithms and data structures 


B 1 

B 2 

B 3 

Apply given tools/methods accurately and carefully to a well defined problem and appreciate the complexity of the related 

issues. 

Reflect and communicate: present succinctly (orally, electronically or in writing) rational and reasoned arguments that 

address a given information handling problem or opportunity, including assessment of the impact of new technologies. 

Computational thinking including its relevance to everyday life. 


C 1 

C 2 

Use creative skills to structure applications and communicate intention 

Evaluate systems in terms of general quality attributes and possible trade-offs presented within the given problem.


C 3 

Deploy effectively a range of tools used for the construction and documentation of computer applications 


D 1 

D 2 

D 3 

Explore a more reflective attitude towards methods of learning 

Manage one's own learning and development including time management and organisational skills 

Numeracy and literacy in both understanding and presenting cases involving a quantitative and qualitative dimension 




- "Science Fiction", Roger Luckhurst 

- "Information is Beautiful", David McCandless 

- "Protocol: how control exists after decentralization", Alexander R. Galloway 

- Leonardo (Journal of the International Society for the Arts, Sciences and Technology, ISAST)











22 hours lectures 

8 hours tutorials 

10 hours practical sessions 





110 hours 







150 hours 




Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Final element 


Qualifying 

Mark 

creative assignment Practical 5 weeks 50% No 30% on C/W 

algorithms/protocols (probably 

class test) 

technology writing project 

(development of writing skills) 

Coursework 2 hours 20% No 30% on C/W 

Coursework 5 weeks 30% Yes 30% 

Reassessment 




Synoptic Reassessment






Coursework 







Head(s) of 


Head(s) of 


Head(s) of 



Approval Board 



















Module Title Creating Interactive Objects 

Module Code 







H600 Electronic and Electrical Engineering 

G400 Computer Science 












2013/14 10 6 20 

2014/15 15 6 25 

2015/16 20 6 30





The module provides students with skills to design and develop interactive objects which form a core part of the Multimedia and 

Arts Technology skillset. It will be a compulsory module on the BSc(Eng) Multimedia and Arts Technology programme. 

This module could also be offered to students from non-technical departments of QMUL, subject to completion of the 

appropriate prerequisite module (‘Arts Application Programming’). 



Teaching room with computers for students and data projector and whiteboard 

facilities for lecturer. Two Arduino development kits per student, with a selection 

of small electronic items such as resistors, motors, sensors, LEDs, prototyping 

breadboards, and so on, as would be found in an undergraduate Electronics 

laboratory. Access to suitable equipment such as soldering irons, solder, wire, 

and prototyping materials such as wood, plastic, screws, glue, nails, hammers, 

etc. and suitable safety equipment such as goggles and gloves. 

Also required are a selection of more advanced components for Arduino 

including external LCD and LED displays, stepper motors, microphones, 

speakers, InfraRed LEDs, Ethernet cards, Bluetooth cards, Wifi cards. 




Module Title Creating Interactive Objects 

Module Code 



Dr. N. Bryan-Kinns 


Arts Application Programming 




Interactive objects are physical devices controlled by microcontrollers using simple sensors and actuators. The module provides 

students with skills, knowledge, and experience of designing and prototyping interactive physical objects using contemporary 

microcontrollers. The module covers basic electronics, control circuits, sensors (analogue and digital), output (analogue and 

digital), microcontrollers, simple networking, and microcontroller programming using the popular Arduino open-source 

platform. It additionally touches on topics of interaction design and evaluation to provide a framework in which students can


prototype and understand interactive objects. 



Interactive objects are increasingly appearing in computing and interactive art domains including tangible computing and 

embedded objects. Understanding of the underlying principles and design of the interactive artefacts will stand students in good 

stead for producing innovative and engaging pieces of interactive physical objects. After successfully completing the module 

students will be able to create interactive physical objects that use sensors and actuators to interact with the real world 

autonomously or networked with other devices and controllers. 








A 1 

A 2 

A 3 

A 4 

Basic electronics including dc, resistors, diodes, parallel and serial circuit configurations. 

Programming micro-controllers, specifically using the Arduino platform. 

Using sensors in Interactive Objects 

Design and evaluation of Interactive Objects in terms of enticement and engagement frameworks 

Intellectual skills - able to: 

B 1 

B 2 

B 3 

Apply models of enticement and engagement to the design and evaluation of Interactive Objects. 

Design and build simple interactive microcontroller software using a variety of input and output. 

Translate technologies into applicable creative media


Transferable skills - able to: 

C 1 

C 2 

C 3 

Physically prototype Interactive Objects. This may include building small objects from wood, plastic, etc. using glue, 

screws, etc. and may include transferable skills such as soldering. 

Solve problems analytically and creatively 

Report and present results in an intuitive and concise form 


D 1 

D 2 

D 3 

Critique and reflect upon design decisions using frameworks for understanding enticement and engagement 

Prepare for and deliver oral and visual presentations 

Assess individual stress management and time management 




- Massimo Banzi, Getting Started with Arduino, O'Reilly Media / Make 

- Tom Igoe, Making Things Talk: Practical Methods for Connecting Physical Objects, O'Reilly Media / Make, 2007











The module is delivered as a combination of lectures and hands-on 

lab session. Lab work is essential. 

Lectures: 2 hours per week 

Lab: 4 hours per week 

= 72 hours 





6.5 hours per week 

= 78 hours 







150 hours 




Assessment 

Interactive Object Design and 

Evaluation 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Final element 


Coursework 2 weeks 10 30% 

Qualifying 

Mark 

Interactive Object Build Coursework 6 weeks 50 30% 

Theories of design and evaluation Examination Standard exam 40 Yes 30% 

Reassessment 










Coursework 






Head(s) of 


Head(s) of 


Head(s) of 






















Module Title Creative group project 

Module Code 

Credit Value 15 Level 5 Module Type DPM Scheme Undergraduate 





G920 Others in Computing Sciences 






n/a 



n/a 






2014/15 10 6 20 

2015/16 15 6 25 

2016/17 20 6 30





This module intends to provide students with hands-on knowledge and experience to work as successful modern digital 

multimedia engineers. Students will apply knowledge gained in prior modules to produce a system that can be used creatively 

for audio-visual and computer-based content production or interactive installations, objects or tools. 

The module will help prepare students with knowledge of audio and video factors for the multimedia industries, ranging from 

interactive web design and gaming to audio and video production. The achievements in the project will form an important part 

in the portfolio of the students. In addition students will gain experience in team working, time management and project 

development. The module will give students the chance to demonstrate what they have learned in the taught part of 

programme in order to produce original work. 

The module will be compulsory on the BSc(Eng) Multimedia Arts Technology (MAT) undergraduate degree and can be offered to 

students from non-technical departments, subject to completion of the appropriate prerequisite module (‘Bridging Arts and 

Technology’). 



Students will make use of existing research and performance facilities within 

EECS. This includes the listening room and the augmented human interaction 

laboratory . Hardware prototyping platforms (such as for example Arduino) and 

the electronics laboratory will be used in projects involving creation of 

interactive objects. 




Module Title Creative group project 

Module Code 



Prof Andrea Cavallaro 


Bridging Arts and Technology 




The module will be practice-based where students work in a team to produce a creative system for audio-visual content 

production or interactivity. Students will work in a team to identify the elements in a product development cycle; develop an 

audio, video, multimedia product with particular attention to its aesthetics, usability and marketability; analyse and present 

results in qualitative and quantitative measures; report and present findings in a clear and coherent manner.




The principal aims of the module are 

- To apply creativity in product development 

- To equip students with a detailed understanding of a product development cycle 

- To provide students with the experience of critically and artistically creating and examining multimedia content 

- To equip students with the necessary practical skills for conducting a major project 








A1 

A2 

A3 

Creative design for audiovisual content development 

Tools available for content production 

Translating multimedia technologies into applicable creative media 


B 1 

B 2 

B 3 

Critically assess a wide range of media 

Understand and apply the principles underlying team working and group problem solving tasks 

Design, analyse and evaluate alternative solutions to novel problems 


C 1 

Prepare for and deliver oral and visual presentations


C 2 

C 3 

Assess individual stress management and time management skills 

Report and present results in an intuitive and concise form 


D 1 

D 2 

D 3 

Solve problems analytically and creatively 

Manage conflict and negotiation within a team 

Make oral and written presentations 




- P. Trott, Innovation Management and New Product Development, 2008, Prentice Hall 

- S. Rogerson, Project Skills Handbook, 1998, Chartwell-Bratt 

- T De Marco The Deadline: A Novel About Project Management, 1997, Dorset House











The module will be largely practical involving team work with 

regular meetings with the assigned supervisor 

Meeting with supervisor: 2 hours per week 

= 24 hours 





Group meetings (involving planning, discussion 

and integration): 3 hours per week 

Working individually or with the team: 7.5 hours per week 

= 126 hours 







150 hours 




Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Final element 


Mid-project review Coursework 3,000 words 30 No 30% 

Qualifying 

Mark 

Final project assessment Dissertation 10,000 words 70 Yes 30% 

Reassessment 





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





Coursework 

Final project assessment Dissertation 10,000 words 






Head(s) of 


Head(s) of 


Head(s) of 






















Module Title Introduction to Digital Audio 

Module Code 







H341 Acoustics 

H610 Electronic Engineering 







None 





2011/12 10 5 20 

2012/13 15 5 25 

2013/14 20 8 35





The module provides students with the theoretical knowledge to understand the principles and concepts of digital audio, and 

the practical skills to analyse and create digital audio themselves. It will expand the existing suite of multimedia modules within 

the School, providing greater choice for the students, and offer tailored and better preparation for existing audio-related 

modules at levels 6 and 7. 

The module will be compulsory in the BEng Audio Systems Engineering and MEng Digital Audio and Music Systems Engineering, 

and an optional module in the BSc(Eng) Multimedia and Arts Technology. 



Teaching room with data projector, whiteboard facilities and stereo audio 

playback. Laboratory facilities with computers and headphones. Portable audio 

recorders. Access to C4DM's studio facilities. 




Module Title Introduction to Digital Audio 

Module Code 



Dr. Josh Reiss 


None None None 




This course covers the entire field of digital audio, including some depth in the subfields and related subjects. It is concerned with 

the creation, representation, modification and evaluation of digital audio. It introduces the basics of sound, and the key concepts 

of acoustics that are required to understand how sound is created, represented, transmitted and perceived. The important 

characteristics of sound are described, such as the intensity, frequency, pitch and timbre. It gives students the knowledge to 

understand how sound may be accurately represented digitally. Different representations, such as wav, midi and mp3 are 

introduced. The students are also taught critical listening skills, including the ability to properly create, record and discern 

sounds, identify subtle problems, identify frequencies, and hear hidden distortions.




An understanding of digital audio is essential for anyone pursuing music technology or audio engineering, and is a highly useful 

skill for anyone studying multimedia. 

This module aims to provide students with; 

- knowledge of the fundamentals of acoustics and sound 

- understanding of digital audio and its representations 

- the ability to create and edit audio 

- critical listening skills 








A 1 

A 2 

A 3 

A 4 

Digital representations of sound 

Critical listening skills 

Audio formats and their usage 

Software and hardware tools for creating and manipulating audio 


B 1 

B 2 

B 3 

Listen critically to audio and identify possible problem issues 

Evaluate the quality of multimedia resources 

Transfer and apply knowledge and understanding gained in other media to an audio context 


C 1 

C 2 

Critique and reflect upon alternative design choices 

Translate creative ideas into precise ordered development steps


C 3 

Demonstrate numeracy and literacy skills in understanding and presenting quantitative and qualitative data and 

explanations appropriately 


D 1 

D 2 

D 3 

Make principled design decisions using frameworks for understanding enticement and engagement 

Record, edit and playback audio using standard hardware and software tools 

Create and manipulate multimedia objects 




Howard and Angus, Acoustics and Psychoacoustics 

Everest, Critical Listening Skills for Audio Professionals 

Ken C Pohlmann, Principles of Digital Audio












lab session. Lab work is essenial. 



= 72 hours 






= 78 hours 







150 hours 




Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Final element 


Qualifying 

Mark 

MCQ Coursework 2 hours 15 No 30% on C/W 

Lab assignments/field work Practical 6 weeks 25 No 30% on C/W 

Final exam Examination 2.5 hours 60 Yes 30% 

Reassessment 










Coursework 






Head(s) of 


Head(s) of 


Head(s) of 






















Module Title Sound Design 

Module Code 







H341 Acoustics 

H610 Electronic Engineering 







None 





2011/12 10 5 20 

2012/13 15 5 25 

2013/14 20 8 35





Synthesis, DSP and software development are increasingly required in the discipline of Sound Design, a part of film, radio, 

television, theatre and computer game development. Stand alone, embedded or mobile audio applications are increasingly 

popular. Within film production the role of "technical sound designer" and within games development the role of "Audio 

programmer/implementor" has been identified. Demand continues to grow. The art and science of "sound design" intersects, to 

some degree, with subjects in the JACS codes listed below. 

G440 Human-computer Interaction 

G150 Mathematical Modelling 

G330 Stochastic Processes 

G610 Software Design 

H674 Virtual Reality Engineering 

W613 Film & Sound Recording 

W614 Visual and Audio Effects 

W280 Interactive and Electronic Design 

W212 Multimedia Design 

W430 Producing for Theatre 

F380 Acoustics (in architectural context) K120 Interior Architecture 

H341 Acoustics (in engineering context) 

H342 Vibration 

F321 Solid state Physics 

C850 Cognitive Psychology 

G710 Speech and Natural Language Processing 

H713 Production Processes 

N562 Corporate Image (branding) 

P132 Archive studies 

P300 Media studies 

Q131 Phonetics 

Q130 Phonetics and Phonology 

B110 Anatomy 

W810 Scriptwriting 

This module is aimed at those who wish to gain a basic understanding of sound synthesis, signal processing as it relates to sound 

design. Those seeking supporting knowledge for software design of DAW, plugins, sequencers, and sound analysis applications 

would also be served. 

It will be compulsory on the BEng Audio Systems Engineering and the BSc(Eng) Multimedia and Arts Technology. It could also be 

an optional and widely available interdisciplinary module for others outside the school. 

Resource Requirements



A quiet teaching room with data projector, whiteboard facilities and good 

quality stereo audio playback with small mixer at teachers desk. Adequate 

internet access with unencumbered internal networking at an adequate 

bandwidth for network audio work. A webspace with CGI run permissions for 

instructors to put coursework, examples and interactive materials. 


Students to maintain laptops with: 

Pure Data 

Csound 

CCRMA-SND or Spear analysis programs 

gcc/g++ compiler and audio libraries 

Audacity sound editor 

Lecture room to have adequate power outlets for student laptops while 

meeting safety requirements (eg not all in one place with trailing cables). 

Laboratory facilities with computers, audio editing and sequencing 

software, and headphones. Portable audio recorders. Access to C4DM's studio 

facilities. 




Module Title Sound Design 

Module Code 



Dr. Josh Reiss 


None (there will be recommended 

modules including Basic Physics, 

Maths to pre calculus, at least 1 year 

programming experience, but none 

required) 

None 

None, although this would be 

excellent to study alongside 

Computer Game development, 

Audio production for film, radio or 

TV 




This module covers fundamental technical and creative aspects of sound production, for both standalone audio projects and 

audio for film, games or music. It introduces topics such as skills in sound design; fundamental technical and creative aspects of 

sound production; fundamentals of computer audio; aesthetic and interpretive subjects; and the natural basis of sound.




To learn basic sound design for film, theatre, games and music. 

To understand the main tools and technologies in sound design and production. 

To introduce the basic principles of sound synthesis. 

To develop concepts in sound design. 

To introduce the potential for sound design through software programming environments. 

On completion of the module, students should be able to: 

1. Demonstrate an understanding of sound and music composition and editing, including a practical and theoretical 

approach. 

2. Apply understanding of simple sound synthesis. 

3. Understand and use sequencers, mixers, digital audio workstations, mixing consoles and other forms of audio editors. 

4. Use programming methods to build sound objects and sound scenes in a digital audio workstation environment. 








A 1 

A 2 

A 3 

A 4 

Basic Sound Design 

Electronic music 

Synthesisers and samplers 

Software and hardware tools for sound design 


B 1 

B 2 

B 3 

Critique and analyse composed sound 

Evaluate alternative design decisions using formal frameworks 

Analyse, compare and contrast the nature and quality of diverse multimedia resources 

Transferable skills - able to:


C 1 

C 2 

C 3 

Use fundamental knowledge to investigate new and emerging technologies 

Translate creative ideas into precise ordered development steps 

Demonstrate numeracy and literacy skills in understanding and presenting quantitative and qualitative data and 

explanations appropriately 


D 1 

D 2 

D 3 

Create and manipulate multimedia objects 

Create original sound content 

Manipulate multichannel audio 




Designing Sound, Andy Farnell, MIT Press 

Sound for Picture: An Inside Look at Audio Producction for Film and Television. eds. Jeff Forlenza and Terri Stone. Hal Leonard 

Publishing Corporation, 1993. 

Sound Theory, Sound Practice: Ed. Rick Altman, AFI FIlm Readers/ Routledge, NY. 1992 

Sound Design: The Expressive Power of Music, Voice and Sound Effects in Cinema. David Sonnenschein., Michael Weise 

Productions, 2001












lab session. Lab work is essential. 



= 72 hours 






= 78 hours 







150 hours 




Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Final element 


Qualifying 

Mark 

Fieldwork (submitted project) Practical 2 weeks 25 No 30% on C/W 

Lab assignments Coursework 6 weeks 25 No 30% on C/W 

Examination Examination 2.5 hours 50 Yes 30% 

Reassessment 










Coursework 






Head(s) of 


Head(s) of 


Head(s) of 























Proposed Programme Title Electronic Engineering & Computing with Industrial 

Experience 

Programme Code IH16 


Mode of study 

Programme 

Duration 

Bachelor of Engineering (BEng) FT with Placement 4 Academic Years 






Programme Organiser Dr John Schormans 




The proposed programme develops the existing programme BEng Electronic Engineering & Computing by adding an Industrial 

Experience year, following the model successfully established in Computer Science. This will give students the opportunity to 

utilise in a practical, workplace based context the skills and theoretical knowledge already acquired through the programme of 

study. This will have a direct positive impact on student employability and career development.




The Electronic Engineering accredited degrees form a group of programmes with the same broad aims and objectives; the 

difference being that they address different technical flavours of the broad spectrum of the subject area. 

Skill-based aims and objectives are, therefore, common across the family, but the instantiation of these objectives may make use 

of different technical aspects within the family. 

Context-based aims and objectives describe the differences between the programmes and Level-based aims and objectives 

between the BEng and MEng degrees. 

Skill-based aims and objectives: 

At the end of his/her degree, each student should be able to demonstrate the following abilities: 

• the ability to recall factual knowledge and the ability to apply it in familiar and unfamiliar situations; 

• the ability to apply scientific, mathematical and software ‘tools’ to a familiar or unfamiliar situation; 

• the ability to use Information Technology as a key tool pervading all aspects of Electronic Engineering; 

• the ability to understand practical issues concerning real systems (whether hardware or software); 

• the ability to recognise insufficient existing knowledge and the ability to search for the necessary scientific, mathematical and 

software ‘tools’ relevant to that particular issue; 

• the ability to work as part of a team; 

• the ability to manage time effectively; 

• the ability to appreciate the financial background against which decisions are made in industry; 

• the ability to show a certain level of reflection on the role of engineering in society; 

and the following skills: 

• the perceptive skills needed to understand information presented in the form of technical circuit-diagrams, flow-charts and 

high-level languages; 

• the practical skills needed to implement a piece of hardware or software and to use laboratory test equipment; 

• the analytical skills needed to verify the correct behaviour of a hardware or software system or component and to be able to 

identify faults; 

• the design skills needed to synthesise a design (in hardware and/or software) from a specification (including the choice of the 

best option from a range of 

alternatives), to implement the design and to evaluate the design against the original specification; 

• the written and oral communication skills needed to present information, in particular written information, effectively; 

• the critical reasoning skills needed to appraise a particular topic. 

Context-based aims and objectives 

• To emphasise computer systems and software; 

• To focus in particular on the increasingly important area of artificial intelligence and network computing. 

An industrial placement during the programme supports student learning about the application of Electronic Engineering & 

Computing in an organisational context. The aims of the placement year are to: 

• Ground the taught components of the programme in practical experience at a scale not possible within the College 

• Improve career preparation, giving students a better understanding of future career options, improving their career prospects. 







Knowledge and understanding of:


A 1 

A 2 

A 3 

A 4 

A 5 

Information Technology as a key tool pervading all aspects of Electronic Engineering 

practical issues concerning real systems (whether hardware or software) 

artificial intelligence and network computing 

the financial background against which decisions are made in industry 

the student's role and how it relates to the work of the employing organisation (from the placement) 


B 1 

B 2 

B 3 

B 4 

recognise insufficient existing knowledge and search for the necessary scientific, mathematical and software ‘tools’ 

relevant to that particular issue 

reflect on the role of engineering in society 

synthesise a design (in hardware and/or software) from a specification (including the choice of the best option from a 

range of alternatives), implement the design and evaluate the design against the original specification 

reflect on their experience and to evaluate their performance (from the placement) 


C 1 

C 2 

C 3 

C 4 

recall factual knowledge and the ability to apply it in familiar and unfamiliar situations 

apply scientific, mathematical and software ‘tools’ to a familiar or unfamiliar situation 

apply critical reasoning skills needed to appraise a particular topic 

make a clearer connection between theory and practice (from the placement) 


D 1 

D 2 

D 3 

D 4 

implement a piece of hardware or software and to use laboratory test equipment 

understand information presented in the form of technical circuit-diagrams, flow-charts and high-level languages 

communicate effectively both in writing and orally, with particular emphasis on written information 

identify, reflect on and plan for their own personal and professional development needs (from the placement)







Students must complete 120 credits in each developmental year. All modules are 15 credits with the exception of the Industrial 

Placement Year (30 credits) and the BEng Project (30 credits). 




X 

Module Title 

Telecommunications & Internet 

Fundamentals 

Module 

Code 

Credits 

Level 

Module 

Selection 

Status 


Year of 

Study 

Semester 


X Programming Fundamentals ELE161 15 4 Compulsory 1 Semester 1 

X Introduction to Electronic Systems ELE102 15 4 Compulsory 1 Semester 1 

X Engineering Mathematics MAE111 15 4 Compulsory 1 Semester 1 

X Java Programming ELE201 15 4 Compulsory 1 Semester 2 

X Professional Applications ELE104 15 4 Compulsory 1 Semester 2 

X Fundamentals of Web Technology ELE205 15 4 Compulsory 1 Semester 2 

X Digital Circuit Design ELE202 15 4 Compulsory 1 Semester 2 

X Software Engineering ELE304 15 5 Compulsory 2 Semester 1 

X Digital Systems Design ELE335 15 5 Compulsory 2 Semester 1 

X Signals & Systems Theory ELE374 15 5 Compulsory 2 Semester 1 

X Internet Applications ELE404 15 5 Compulsory 2 Semester 1 

X Design & Build Project ELE490 15 5 Compulsory 2 Semester 2


X Microprocessor Systems Design ELE465 15 5 Compulsory 2 Semester 2 

X Internet Protocols ELE403 15 5 Compulsory 2 Semester 2 

X Network Programming ELE406 15 5 Compulsory 2 Semester 2 

X Industrial Placement Year DCS250 30 5 Core 3 Semesters 1-3 

X BEng Project ELE521 30 6 Compulsory 4 Semesters 1 & 2 

X Digital Signal Processing ELE502 15 6 Compulsory 4 Semester 1 

X Software Tools for Engineers ELE595 15 6 Compulsory 4 Semester 1 

X Enterprise Management ELE402 15 6 Compulsory 4 Semester 1 

X Artificial Intelligence ELE611 15 6 Compulsory 4 Semester 2 

X Product Development ELE606 15 6 Compulsory 4 Semester 2 

X Multimedia Systems ELE006 15 6 Compulsory 4 Semester 2 







Each non-project-based course unit involves lectures, problem solving coursework and practical sessions. Lectures are used to 

introduce principles and methods and also to illustrate how they can be applied in practice. Coursework allows students to 

develop their skills in problem solving and to gain practical experience. Practical sessions provide students with the guidance 

and help while solving a problem. These lessons take the form of exercise classes and programming laboratories that allow the 

students to learn-by-doing in order to complement the lectures. 

The assessment of the taught course units takes place through a written examination and practical coursework. The final year 

project is examined on the basis of a written report, a formal oral presentation, and a demonstration of the piece of software or 

hardware developed by the student. In addition to the final year project, other modules introduce project and group working 

skills. 

The Industrial Placement year is assessed through a 5000 word report (60%), a learning log (5%), a viva (5%), and two employer 

evaluation forms (30%). 

No










falls under the remit of the Electronic Engineering Examination Board. This board will consider and approve candidates for 

progression. 








None 





regular weekly or weekly meetings to monitor their progress and help coordinate any further interaction that may be necessary 

between the student and other members of staff. In addition to the tutors, students will be assigned supervisors for their 

(individual and group) projects who will meet regularly during the period of the related module to ensure progress is made and 

the students are acquiring the necessary transferable skills. The school handbook will be provided (and made accessible at all 

times) to students, where all the channels of support will be outlined. These include the support channels within the school and 

also those available at the University level. 

During the Industrial Placement Year the School's Industrial Placement Manager maintains contact with the student and 

monitors the placement. 



None 



The academic staff currently delivering the existing QMUL modules will be teaching in the programme.






N/A 






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 suffcient detail on the 

appropriateness and viability of the proposed programme (s). For further guidance regarding the selection 

criteria, role and expectations of External Advisors please refer to the External Advisor Guidelines. 

External advisor comments were submitted with a previous related Part I programme proposal. 



Address for Correspondence (and email) 




> Have module proposal forms for each new module been submitted with the Part 2? N/A



> Is there evidence of support from at least one external adviser? N/A 



Yes 






Head(s) of 


Head(s) of 


Head(s) of 



Approval Board










Proposed Programme Title BEng Electronic Engineering & Telecommunications with 


Programme Code H692 


Mode of study 

Programme 

Duration 

Bachelor of Engineering (BEng) FT with Placement 4 Academic Years 










The proposed programme develops the existing programme BEng Electronic Engineering & Telecommunications by adding an 

Industrial Experience year, following the model successfully established in Computer Science. This will give students the 

opportunity to utilise in a practical, workplace based context the skills and theoretical knowledge already acquired through the 

programme of study. This will have a direct positive impact on student employability and career development.




The Electronic Engineering accredited degrees form a group of programmes with the same broad aims and objectives; the 

difference being that they address different technical flavours of the broad spectrum of the subject area. 

Skill-based aims and objectives are, therefore, common across the family, but the instantiation of these objectives may make use 

of different technical aspects within the family. 

Context-based aims and objectives describe the differences between the programmes and Level-based aims and objectives 

between the BEng and MEng degrees. 




• the ability to apply scientific, mathematical and software ‘tools’ to a familiar or unfamiliar situation; 

• the ability to use Information Technology as a key tool pervading all aspects of Electronic Engineering; 

• the ability to understand practical issues concerning real systems (whether hardware or software); 

• the ability to recognise insufficient existing knowledge and the ability to search for the necessary scientific, mathematical and 

software ‘tools’ relevant to that particular issue; 






• the perceptive skills needed to understand information presented in the form of technical circuit-diagrams, flow-charts and 

high-level languages; 

• the practical skills needed to implement a piece of hardware or software and to use laboratory test equipment; 

• the analytical skills needed to verify the correct behaviour of a hardware or software system or component and to be able to 

identify faults; 

• the design skills needed to synthesise a design (in hardware and/or software) from a specification (including the choice of the 

best option from a range of 

alternatives), to implement the design and to evaluate the design against the original specification; 


• the critical reasoning skills needed to appraise a particular topic. 


• To emphasise computer systems and software; 

• To focus in particular on the increasingly important area of artificial intelligence and network computing. 

An industrial placement during the programme supports student learning about the application of Electronic Engineering & 

Telecommunications in an organisational context. The aims of the placement year are to: 











A 1 

A 2 

A 3 

A 4 

A 5 



artificial intelligence and network computing 




B 1 

B 2 

B 3 

B 4 








C 1 

C 2 

C 3 

C 4 






D 1 

D 2 

D 3 

D 4 


understand information presented in the form of technical circuit-diagrams, flow-charts and high-level languages 














X 

Module Title 


Fundamentals 

Module 

Code 

Credits 

Level 

Module 

Selection 

Status 


Year of 

Study 

Semester 



X Introduction to Electronic Systems ELE102 15 4 Compulsory 1 Semester 1 

X Engineering Mathematics MAE111 15 4 Compulsory 1 Semester 1 



X Electric & Magnetic Fields ELE210 15 4 Compulsory 1 Semester 2 

X Digital Circuit Design ELE202 15 4 Compulsory 1 Semester 2 

X Telecoms Systems ELE302 15 5 Compulsory 2 Semester 1 

X Digital Systems Design ELE335 15 5 Compulsory 2 Semester 1 

X Signals & Systems Theory ELE374 15 5 Compulsory 2 Semester 1 

X Electronic Devices & Applications ELE303 15 5 Compulsory 2 Semester 1 



X Microwave & Optical Transmission ELE366 15 5 Compulsory 2 Semester 2 




X BEng Project ELE521 30 6 Compulsory 4 Semesters 1 & 2 

X Digital Signal Processing ELE503 15 6 Compulsory 4 Semester 1 

X Operational Financial Management MAT402 15 6 Compulsory 4 Semester 1 

X Microwave Electronics ELE569 15 6 Compulsory 4 Semester 1 

X Communication Systems Electronics ELE444 15 6 Compulsory 4 Semester 2 

X Product Development ELE606 15 6 Compulsory 4 Semester 2 

X Wireless Networks ELE025 15 6 Compulsory 4 Semester 2 















skills. 







Academic coherence will be maintained via internal curriculum reviews undertaken within the department and governed by






progression. 








None 















None 



The academic staff currently delivering the existing QMUL modules will be teaching in the programme. 





N/A



















> Have module proposal forms for each new module been submitted with the Part 2? N/A 


> Is there evidence of support from at least one external adviser? N/A




Yes 






Head(s) of 


Head(s) of 


Head(s) of 



Approval Board










Proposed Programme Title Computing & ICT with Industrial Experience 

Programme Code II19 


Mode of study 

Programme 

Duration 











The proposed programme develops the existing programme BScs(Eng) Computing & ICT by adding an Industrial Experience 

year, following the model successfully established in Computer Science. This will give students the opportunity to utilise in a 

practical, workplace based context the skills and theoretical knowledge already acquired through the programme of study. This 

will have a direct positive impact on student employability and career development.




The course will enable students to study cutting edge technologies in the areas of Internet Computing, e-Commerce, 

Engineering and Communications. Students are given the opportunity to add options from other subject areas such as 

languages. 



• the ability to appreciate the broad needs of a business 


• the ability to use Information Communications Technology as a key tool to design “solutions” which will meet business needs 

using best practice in terms of software and business principles; 

• the ability to understand practical issues concerning real systems; 






• the perceptive skills needed to understand information presented in the form of flow-charts and high-level languages; 

• the practical skills needed to implement software; 

• the analytical skills needed to verify the correct behaviour of a software system or component and to be able to identify faults; 

• the design skills needed to synthesise a design in software from a specification (including the choice of the best option from a 

range of alternatives), to implement the design and to evaluate the design against the original specification; 


• the critical reasoning skills needed to appraise a particular topic; 

• the skill to manage systems to give corporate advantage to employers. 


• To combine technical aspects of ICT and real situations in business, commerce and industry, as well as providing a thorough 

grounding in key business areas. 

An industrial placement during the programme supports student learning about the application of Computing & ICT in an 

organisational context. The aims of the placement year are to: 










A 1 

A 2 

A 3 



the broad needs of a business


A 4 

A 5 




B 1 

B 2 

B 3 

B 4 








C 1 

C 2 

C 3 

C 4 

C 5 

C 6 




work as part of a team 

make a clear connection between theory and practice (from the placement) 

manage time effectively 


D 1 

D 2 

D 3 

D 4 


verify the correct behaviour of a software system or component and to be able to identify faults 














X 

Module Title 


Fundamentals 

Module 

Code 

Credits 

Level 

Module 

Selection 

Status 


Year of 

Study 

Semester 



X Fundamentals of Management BUS001 15 4 Compulsory 1 Semester 1 

X Discrete Techniques for Computing MAE113 15 4 Compulsory 1 Semester 1 



X Internet Programming ELE205 15 4 Compulsory 1 Semester 2 

X Business Economics BUS017 15 4 Compulsory 1 Semester 2 



X Accounting for Business BUS006 15 5 Compulsory 2 Semester 1 

X Internet Applications ELE404 15 5 Compulsory 2 Semester 1 





X Marketing BUS011 15 5 Compulsory 2 Semester 2 


X ICT Project ELE521 30 6 Compulsory 4 Semesters 1 & 2 

X Information Systems Management ELE610 15 6 Compulsory 4 Semester 1 

X Fundamentals of Strategy BUS004 15 6 Compulsory 4 Semester 1 

X Internet Databases ELE012 15 6 Compulsory 4 Semester 1 

X Multimedia Systems ELE006 15 6 Compulsory 4 Semester 2 

X Artificial Intelligence ELE611 15 6 Compulsory 4 Semester 2 

X Human Resource Management BUS014 15 6 Compulsory 4 Semester 2 















skills. 



No











progression. 








None 















None 









N/A 
























Yes 






Head(s) of 


Head(s) of 


Head(s) of 



Approval Board










Proposed Programme Title Computing & ICT with Business Management with 


Programme Code INC1 


Mode of study 

Programme 

Duration 











The proposed programme develops the existing programme BSc (Eng) Electronic Engineering & ICT with Business Management 

by adding an Industrial Experience year, following the model successfully established in Computer Science. This will give 

students the opportunity to utilise in a practical, workplace based context the skills and theoretical knowledge already acquired 

through the programme of study. This will have a direct positive impact on student employability and career development.




The course will enable students to study cutting edge technologies in the areas of Internet Computing, eCommerce Engineering 

and Communications. Students are given the opportunity to add options from other subject areas such as languages. 


At the end of his/her degree, each student should be able to demonstrate the following 

abilities: 

• the ability to appreciate the broad needs of a business 

• the ability to recall factual knowledge and the ability to apply it in familiar and 

unfamiliar situations; 

• the ability to use Information Communications Technology as a key tool to 

design “solutions” which will meet business needs using best practice in terms 

of software and business principles; 

• the ability to understand practical issues concerning real systems; 



• the ability to appreciate the financial background against which decisions are 

made in industry; 

• the ability to show a certain level of reflection on the role of engineering in 

society; 


• the perceptive skills needed to understand information presented in the form of 

flow-charts and high-level languages; 

• the practical skills needed to implement software; 

• the analytical skills needed to verify the correct behaviour of a software 

system or component and to be able to identify faults; 

• the design skills needed to synthesise a design in software from a specification 

(including the choice of the best option from a range of alternatives), to 

implement the design and to evaluate the design against the original 

specification; 

• the written and oral communication skills needed to present information, in 

particular written information, effectively; 

• the critical reasoning skills needed to appraise a particular topic; 

• the skill to manage systems to give corporate advantage to employers. 


• To combine technical aspects of ICT and real situations in business, commerce 

and industry, as well as providing a thorough grounding in key business areas; 

• To provide enhanced business and financial skills. 









A 1 

A 2 

A 3 

A 4 

A 5 



the broad needs of a business 




B 1 

B 2 

B 3 

B 4 








C 1 

C 2 

C 3 

C 4 

C 5 

C 6 




ability to work as part of a team 


manage time effectively 


D 1 

D 2 

D 3 

D 4 


verify the correct behaviour of a software system or component and to be able to identify faults 




D 5 

manage systems to give corporate advantage to employers 











X 

Module Title 


Fundamentals 

Module 

Code 

Credits 

Level 

Module 

Selection 

Status 


Year of 

Study 

Semester 



X Fundamentals of Management BUS001 15 4 Compulsory 1 Semester 1 

X Discrete Techniques for Computing MAE113 15 4 Compulsory 1 Semester 1 



X Fundamentals of Web Technology DCS150 15 4 Compulsory 1 Semester 2 

X Economics for Business BUS017 15 4 Compulsory 1 Semester 2 



X Financial Accounting BUS021 15 5 Compulsory 2 Semester 1 

X Internet Applications ELE404 15 5 Compulsory 2 Semester 1


X Design & Build Project ELE490 15 5 Compulsory 2 Semester 2 



X Marketing BUS011 15 5 Compulsory 2 Semester 2 


X Strategy BUS204 15 6 Compulsory 4 Semester 1 

X Information Systems Management ELE610 15 6 Compulsory 4 Semester 1 

X Coordination and Social Dynamics BUS206 15 6 Compulsory 4 Semester 1 

X Internet Databases ELE012 15 6 Compulsory 4 Semester 2 

X ICT Project ELE521 30 6 Compulsory 4 Semesters 1 & 2 

X International Business BUS304 15 6 Compulsory 4 Semester 2 

X Human Resource Management BUS324 15 6 Compulsory 4 Semester 2 















skills. 



No











progression. 








None 















None 









N/A 
























Yes 






Head(s) of 


Head(s) of 


Head(s) of 



Approval Board




Institute 



Programme Proposal(s) 

School of Mathematical Sciences 

MSc Mathematical Finance (Part1) 













The programme will be run jointly by the SMS and SEF. The 

potential pool of applications will be science and engineering 

graduates. This is different from the masters programmes in 

the SEF which are open to economics graduates, thus 

avoiding the direct competition between the two Programmes. 

SMS will have to recruit staff to deliver the advanced aspects 

of mathematical modelling as applied to finance. The 

corresponding recruitment plan was submitted by the School 

as part of its Autumn 2010 PAR submission. 

The proposal is significantly detailed and outlines a clear 

rationale for expanding student number in this area. Student 

surveys,marketing information and employer feedback 

areprovided. 

If the programme is going to be offered in FT and PT mode of 

study this should be indicated in the summary information 

section of the form.






If this proposed programme was not included in the School's planning round submission for this academic 

session, a signed Confirmation of Resources form must be attached. 



Proposed Programme Title MSc in Mathematical Finance 


Mode of study 

Programme 

Duration 

Master of Science (MSc) Full Time 1 Calendar Year 

Proposed Start Date Sept 2012 Is this a closed / restricted programme? No 

Anticipated Student Numbers 25-30 students in 2012-13, increasing to 60 in 2013-14; overseas up to 80% of intake 




G150 Mathematical Modelling 

L111 Financial Economics 

N321 Investment 


Responsible Cost Centre 



School of Economics and Finance 


Will the programme be funded by another EC public source? 

Will the programme be funded by another source which is not an EC public source? 

Online application process required (for postgraduate programmes only)? 

No 

No 

Yes


Programme Organiser Prof. Boris Khoruzhenko 

UK/EU Tuitition Fee Non-standard Fee Proposed Non-standard UK/EU Fee (£) £9,000.00 

Overseas Tuition Fee Other (please specify) Proposed Overseas Fee (£) £15,000.00 

Non-standard fees must be approved by the Costing and Pricing Group and the Fees Office should be notified 

when any non-standard fee is agreed. 




The School of Mathematical Sciences (SMS) currently offers two PGT programmes: MSc in Mathematics and MSc in Astrophysics, 

with an annual intake of about 25 students in total. These two programmes are traditional in that they aim at preparing students 

for independent study in the subject area. There is not much potential for expansion of these programmes. In contrast, the 

School's undergraduate (UG) programme underwent a period of unprecedented growth of intake and entry qualifications which 

was helped, amongst other factors, by the popularity of the School's UG programmes involving mathematics and finance. Last 

year, BSc in Mathematics with Finance and Accounting, one of ten UG programmes offered by the SMS, accounted for more than 

30% of applications. The popularity of the mathematical finance diet of the UG module provision in the SMS goes beyond 

specialised study programmes, with more than two-thirds of mathematics undergraduate taking at least one module from this 

diet. 

The School of Economics and Finance (SEF) operates a very successful and popular Masters programmes in finance with an 

annual intake of about 300 students in total. The SEF is one of the best Economics departments nationally with an excellent 

reputations and vast expertise in financial economics. 

The aim of this proposal is to capitalise on the popularity of mathematical finance locally and nationwide. The proposed 

programme will provide a thorough grounding in the core principles of mathematics as applied to finance along with the core 

principles of finance. This would open to students a host of career opportunities in the banking sector, public services, industry 

and commerce that require specialist knowledge and skills. It is expected that the proposed programme will be popular thus 

enabling the SMS to expand the PGT numbers in accordance with the Queen Mary Strategic Plan. It is also expected that the 

programme will provide financial underpinning of the SMS growth in terms of its core research activities, as well as additional 

significant income for the College. 

The programme will be run jointly by the SMS and SEF making use of the SEF's reputation and expertise in provision of masters 

programmes in finance. The SMS will deliver mathematical modelling aspects of the programme (four or five new level 7 

modules will have to be developed) whilst the SEF will deliver core aspects of finance by making available their existing level 7 

finance modules. The potential pool of applications for the proposed Mathematical Finance programme will be science and 

engineering graduates. This is different from the masters programmes in the SEF which are open to economics graduates, thus 

avoiding the direct competition between the two Programmes. 

Currently, the SMS does not have expertise to deliver the advanced aspects of mathematical modelling as applied to finance and 

will have to recruit staff for that purpose. The corresponding recruitment plan was submitted by the School as part of its Autumn 

2010 PAR submission. 

2) Marketing Information 

Evidence of student demand for the proposed programme (further guidance and information should be sought 

from Corporate Affairs). This could include relevant A level trends and UCAS or HESA data; relevant UK, EU 

and international economic data; relevant regional, national or sector-specific data. Consideration should also 

be given to whether the market is UK-wide, EU or international (consult International Office). 

There is a large demand, UK/EU wide and internationally, for MSc courses in Mathematical Finance due to the excellent career 

prospects for students. London is one of the world biggest financial centres making it an attractive choice of location for 

postgraduate study in finances and the location of Queen Mary close to the City makes it a natural place to offer postgraduate 

training in this subject area.


As much as 230 students of our current undergraduate finalists took the first course in mathematical finance. 133 of these 

students were surveyed in October 2010. More than 85% of these were interested in working in the finance/banking sector and 

more than 50% of the surveyed students expressed interest in an MSc programme in Mathematical Finance at QMUL should this 

be offered. A question on the fee level was also included in the survey. Students were asked where they think Queen Mary 

should stand. The majority of students indicated a figure between £10K and £15K, with mean about £13K. 

Following the recent financial crisis, there is a bigger appreciation of the importance of understanding of the theories underlining 

various financial instruments to the point where leading banks offer their employees CPD courses in mathematical finance. This 

will filter into the recruitment cycle with a greater demand for new recruits with specialists mathematics knowledge. 

3) Competitor Provision (where applicable) 

A brief summary including programme titles, length of time programmes have been offered, numbers of 

applicants and registered students should be included. 

MSc in Financial Mathematics/Mathematical Finance are offered by IC, LSE, KCL and City (Cass) in London and by Oxford, 

Warwick, Manchester, Birmingham, Leeds, York, Edinburgh, Leicester and Exeter outside London. Official data on the number of 

applications and registered students is not available. There is strong competition but also strong demand. The fee level varies 

from £7-10K Home and £12-15K Overseas (Exeter, Leeds, Leicester, Edinburgh, Birmingham, Manchester) to £20-24K Home and 

Overseas (LSE, KCL, City, Oxford IC). 

4) Employer Feedback 

What is the demand for graduates with this/these qualifications? Feedback from employers (named 

individuals); Feedback from Professional or Statutory Regulatory Bodies; Comments from leaders in the field 

etc. Consult the Careers Service for any relevant data. 

The demand for quantitative analysts and the likes from the banking industry is very high and MSc graduates in Mathematical 

Finance have excellent career prospects. For example, a job search at http://www.quantfinancejobs.com/jobs/masters.asp on Jan 

7th, 2011, shows 96 jobs offers at masters level upwards. According the feedback from one of graduate recruiters in the finance 

sector received by our Careers "... we have a number of risk programmes that students from this course may be interested in 

applying for." 

5) Prospective, Current and Former Students' views 

Feedback from prospective, current and former students studying or who have studied in cognate areas - via 

questionnaire or focus groups. 

A questionnaire given to the current undergraduate students registered for 'Introduction to Mathematical Finance' 

showed that 21% of them are seriously interested in an MSc in Mathematical Finance should that be offered by QMUL in the 

future. The detailed statistics of the student responses are below: 

Introduction to Mathematical Finance survey (28 Oct 2010 by Dr Hugo Touchette) 

133 responses, the table below shows percentages of responses 

Strongly disagree 1 2 3 4 5 Strongly agree 

Question 1 2 3 4 5 

---------------------------------------------------------------------------------------------- 

a) I’m considering doing an MSc in the future 19 13 28 18 22 

b) Interested in Financial Maths 17 19 26 24 14 

c) Interested in MSc in Financial Maths at QMUL 26 20 33 13 8 

d) Interested in working in finance/banking sector 8 5 18 34 35 

e) IMF useful for employability 7 2 24 42 24 

f) IMF is an easy module 11 27 39 18 5 

g) I took IMF to work finance/banking sector 10 15 27 24 24 

h) I'll take Further Topics in Mathematical Finance 20 7 19 19 36


6) Entry Requirements 

Provide the entry requirements for the proposed programme, including the level of English Language 

proficiency (IELTS / TOEFL) required for International applicants. 

A good degree (at least 2.i or equivalent) in a subject with substantial mathematics component (e.g., Mathematics, Statistics, 

Physics, Economics, Computer Science, Engineering). 

IELTS/ TOEFL standard requirements. 

7) Programme Description 

Provide a programme description for the proposed programme (this will appear in marketing material). 

The MSc in Mathematical Finance is a specialist masters programme aiming at providing graduate students and professionals 

with a rigorous training and strong analytical and quantitative skills in finance . The intensive programme introduces students to 

the mathematics used by the practitioners in the field and covers wide range of analytical tools applied in quantitative asset 

pricing and financial derivatives. 

The programme is designed for high caliber science and engineering graduates who aim to pursue careers as quantitative 

analysts in the private sector, government or financial institutions. Students will learn about financial modelling, asset pricing 

theory, and financial risk management, as well as more theoretical subjects such as the theory of stochastic processes and 

stochastic analysis. Scientific computing and programming is an important element of this programme. 

The programme is run jointly by the School of Mathematical Sciences and the School of Economics and Finance and is offered full 

time (one year) and part-time (two years). Full time students will take four modules per semester, followed by a 10,000 word 

dissertation. There are also two pre-sessional modules in probability & statistics and financial markets and economics providing a 

good opportunity for students to enhance the necessary prerequisite knowledge. 



This programme is designed to prepare science and engineering graduates for a quantitative analyst career in the financial and 

banking industry. It also aims to meet regional and national need for taught mathematical finance at the postgraduate level. The 

programme provides a thorough foundation of mathematical models and techniques as applied to finance and covers the main 

concepts and analytical tools of financial engineering including asset pricing and financial derivatives. It also provides a wide 

range of transferable skills in preparation for career paths in banking, industry, and commerce.









A 1 

A 2 

A 3 

A 4 

A 5 

financial markets and institutions 

asset valuation, measures of risk and portfolio analysis through analytic study 

theory and practice of pricing and hedging derivative securities 

mathematics underpinning financial modelling in the context of asset pricing and risk management 

techniques and tools of financial modelling 


B 1 

B 2 

B 3 

B 4 

B 5 

conduct independent enquiry and explain and argue conclusions clearly and concisely 

connect mathematical techniques and economic theory and methods and apply these to financial modelling and risk 

analysis 

learn and synthesise new knowledge relevant to financial modelling 

critically evaluate own progress and analyse work of others 

approach problem solving and decision making through analytic study 


C 1 

C 2 

C 3 

C 4 

work independently and in collaboration with others 

use quantitative financial data confidently and competently 

communicate in a clear and effective way and use communication technologies competently 

engage critically with knowledge 

Practical skills - able to:


D 1 

D 2 

D 3 

D 4 

D 5 

use competently probabilistic models and stochastic calculus for pricing derivative securities 

give quantitative estimates of risks and design an optimal investment portfolio 

solve stochastic differential equations 

use competently programming languages C and C++ 

perform numerical computations and simulations 

10) Indicative Curriculum 

The indicative curriculum for the proposed programme in terms of proposed modules to be studied in each 

academic year of study (which will appear in marketing material 'subject to approval'). Please be clear which 

modules are new and which modules already exist and have been approved. 

The study programme consists of 6 core modules and two electives with an even split between semesters, and a summer 

dissertation project. Students will also be offered two pre-sessional modules. Three core mathematics modules, to be developed 

by the School of Mathematical Sciences (SMS), will cover the most important mathematical techniques used in mathematical 

finance. These modules will have to be approved. Three core economics modules will cover the relevant financial instruments. 

These modules already exist and are offered within the Masters Programme run by the School of Economics and Finance (SEF). 

Two specialist electives in financial mathematics will have to be developed by the SMS, the rest of electives are existing modules 

offered by the SMS and SEF. 

Module Title Credits Level 

Module 

Selection 

Status 


Year of 

Study 

Semester 

X Computational Methods in Finance (new, SMS) 15 7 Core 1 Semester 1 

X 

Foundations of Mathematical Modelling in 

Finance (new, SMS) 

15 7 Core 1 Semester 1 

X ECOM043 Quantitative Asset Pricing (SEF) 15 7 Core 1 Semester 1 

X ECOM014 Time Series Analysis (SEF) 15 7 Elective 1 Semester 1 

X MTHM736 Mathematical Statistics (SMS) 15 7 Elective 1 Semester 1 

X ECOM050 Investment Management (SEF) 15 7 Elective 1 Semester 1 

X MTHM007 Measure Theory and Probability (SMS) 15 7 Elective 1 Semester 1 

X 

Stochastic Calculus and Black Scholes Theory 

(new, SMS) 

15 7 Core 1 Semester 2 

X ECOM044 Advanced Asset Pricing (SEF) 15 7 Core 1 Semester 2


X ECOM 026 Financial Derivatives (SEF) 15 7 Core 1 Semester 2 

X Advanced Computing in Finance (new, SMS) 15 7 Elective 1 Semester 2 

X ECOM055 Risk Management in Banking (SEF) 15 7 Elective 1 Semester 2 

X 

Portfolio Theory and Risk Management (new, 

SMS) 

15 7 Elective 1 Semester 2 

X MTHM042 Bayesian Statistics (SMS) 15 7 Elective 1 Semester 2 

X MSc Dissertation (10 000 words) 60 7 Core 1 Semester 3 

X Pre-sessional Probability and Statistics (new, SMS) TBC 7 Study only 1 Semester 1 

X 

Pre-sessional Financial Instruments and Markets 

(new, SMS) 

TBC 7 Study only 1 Semester 1 

X ECOM003 Econometric A (SEF) 15 7 Elective 1 Semester 1 

X ECOM025 Financial Econometrics (SEF) 15 7 Elective 1 Semester 2 

11) Assessment 

Provide a brief outline of the assessment methods for the proposed programme (which will appear in 

marketing material 'subject to approval'). Assessment methods should take due consideration of the approved 

assessment methods as defined in the Academic Regulations. 

Assessment is by a variety of methods including formal written examinations, in-class tests, coursework of various forms, 

presentations, and independent dissertation in line with the regulations for projects/dissertations at Masters level. 

12) Professional Accreditation 

Specify the accrediting body (if applicable) and the nature of the accreditation: e.g. qualification to practice, 

exemption from professional exams, membership of a profesisonal body). 

not applicable 

13) Career Opportunities 

Specify how this programme may contribute to/enhance students' career prospects. This could include 

consideration of how students are supported in exploring their career options (e.g Career Liaison Tutor, 

specific personal tutor session, specific careers events, industrial visits, notification of careers events). Consult 

the Careers Service for any relevant data. 

The programme will prepare students for a wide range of careers, especially in the banking and finance sector, 

as well as marketing, public services, consultancy, industry and commerce. Special tutor sessions on composing CVs and 

projective the positive image during interviews are planned. Also planned are guest lectures by practitioners in the field. The 

possibility of industrial visits and summer project industry placements will be investigated. 

Also the college Careers Office provides 

- use of 1-2-1 careers discussions with a career adviser to aid in choosing a career path:


- support in job applications and PhD applications through the careers service 

- in-department careers events, such as employer talks or alumni networking 

- notification of all relevant careers events for maths students, for example from 2010: IT & Technology Fair, Focus on Finance 

week with talks from city employers and networking with alumni working in the finance sector. 






David 

Arrowsmith 

Digitally signed by David Arrowsmith 

DN: cn=David Arrowsmith, o=Queen Mary, 

ou=School of Mathematical Sciences, 

email=d.k.arrowsmith@qmul.ac.uk, c=GB 

Date: 2011.02.14 12:20:57 Z 

Head(s) of 


Head(s) of 


Digitally signed by George Kapetanios 

DN: cn=George Kapetanios, o=Queen 

Mary, UoL, ou=School of Economics 

and Finance, 

email=g.kapetanios@qmul.ac.uk, c=GB 

Date: 2011.02.15 10:16:44 Z 

Head(s) of 




Once a programme has passed Part 1 approval it can now be marketed. In order to publicise a new 

programme the School administering the programme (through the programme proposer) should liaise 

directly with Corporate Affairs to ensure that all the neccessary information required to market the 

programme is provided.




Institute 



Programme Proposal(s) 

Barts and The London SMD 

MSc Endodontic Practice (Part 2) and the following 

associated module proposals: 

Advanced sciences in relation to Endodotology and 

integrated clinical endodontics 

Audit Project in Endodontic Practice 

Basic Sciences in relation to Endodontology 

Clinical skills in Endodontics 

Literature Review in relation to Endodontic Practice 

Preclinical Endodontic Skills 













The Board may wish to consider the programme duration in 

part-time mode of study for the MSc Endodontic Practice, 

which is stated as 3 calendar years. 

Support and comments from an independent external advisor 

are to follow.










Proposed Programme Title Endodontic Practice 

Programme Code 


Mode of study 

Programme 

Duration 

Master of Science (MSc) Part Time 3 Calendar Years 

Postgraduate Diploma (PG Dip) Part Time (Calendar Year) 2 Calendar Years 



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


n/a 


n/a 

Programme Organiser Dr Sharan Sidhu 




As people live longer they also expect to be able to retain their teeth for longer. Current practice is to save teeth by endodontic 

(advanced restorative) treatment wherever possible. There is limited experience in endodontic practice provided in most dental 

undergraduate courses which is often insufficient to deal with the many advanced restorative problems encountered in general 

dental practice. As a result, a large number of cases that could be treated in the General Dental Services are referred to the Barts 

and The London Dental Institute, leading to unnecessarily long waiting times and a delayed delivery of service. In addition, the 

high referral rate for such treatment has given rise to a need for dentists with a special interest in endodontics to provide the 

relevant treatment. The course will not only fit within the existing taught postgraduate portfolio of the Institute of Dentistry,


emphasising its role as a leading educational provider of postgraduate training in the region, but also help to expand and 

diversify the recruitment base of the school. The number of applications from current dentists for the Diploma level course 

indicates the demand for advanced education and training whilst feedback from current students supports the need to offer the 

opportunity for the Diploma to be upgraded to Masters level. 

This three year part-time programme is uniquely structured to allow dental practitioners to enhance their knowledge and clinical 

ability in this field, thus offering an appropriate response to national trends. The programme will provide an in-depth approach 

for exploring current concepts in clinical endodontics, offering deeper knowledge and understanding of the subject, improving 

clinical skills and leading to increased job satisfaction. It will also facilitate the exposure of each dental practitioner to their peers, 

encouraging a synergistic exchange of ideas and experience and contribute to and enhance participants’ career options by 

allowing them access to current endodontic concepts and research. It can be part of a dentist's Personal Development Plan. 



This programme aims to: 

• meet the local, regional and national need for more dentists with a special interest in endodontics 

• enhance students' knowledge of advanced aspects of endodontics and enable them to apply it to their clinical work 

• foster appropriate advanced clinical skills in endodontic practice 

• promote a critical approach to evaluating relevant literature so as to be able to establish evidence-based practice in clinical 

endodontics 

• enhance understanding and the impact of clinical governance and clinical effectiveness 

• encourage the pursuit of independent study and audit. 








A 1 

A 2 

A 3 

The critical review and analysis of aspects of endodontic disease and its management 

The methods of measuring clinical outcomes 

The process of undertaking, with critical awareness, analysis of complex, complex, 'cutting edge' or contradictory 

areas of clinical and scientific knowledge 


B 1 

B 2 

B 3 

Self-reflect on endodontic outcome and analysis of research 

Evaluate advanced scholarship critically in evidence based endodontic disease, make a case for alternative approaches 

and explore scientific clinical research in order to be able to audit practice scientific clinical research in order to be able 

to audit current practice 

Critique and evaluate the different approaches to collecting and analysing data and communicate it coherently



C 1 

C 2 

C 3 

Appraise and investigate cases and literature so that an evidence-based approach is undertaken 

Recognise cases when referral to tertiary care is required 

Promote endodontic treatment as part of comprehensive oral care 


D 1 

D 2 

D 3 

Perform non-surgical endodontic treatment on all teeth 

Manage endodontic emergencies and dental trauma 

Manage the endodontic aspect of multi-disciplinary dental cases 






The course will be offered on a part-time basis only, either as a two year postgraduate diploma or a three year MSc. The 

postgraduate diploma will consist of 4 x30 credit modules listed below: 

• Module 1 Basic Sciences in relation to Endodontology: 38 seminars, each of 2 hours' duration 

• Module 2 Advanced Sciences in relation to Endodontology: 38 seminars, each of 2 hours' duration 

• Module 3 Preclinical Endodontic Skills: 22 pre-clinical laboratory practice sessions of 3 hours each on simulators 

• Module 4 Clinical Skills in Endodontics: 24 clinical practice sessions of 3 hours each for patient treatment 

Students seeking to upgrade their Diploma to an MSc will complete two further modules listed below: 

• Module 5: Audit Project in Endodontic Practice (15 credits) 

• Module 6: Literature review in relation to Endodontic Practice (45 credits) 

Requirements: 

• Attendance at all sessions is compulsory. 

• Students will need to read and critically review at least 5 essential research papers and 5 additional papers of relevance, as 

suggested by the course organisers. 

• Students will need to demonstrate a satisfactory level of ability by passing a practical test of competence (Gateway Test) before 

being allowed to do clinical practice. 

• During clinical sessions the student is expected to treat 5 - 7 patients in total, to a satisfactory standard. 

The progression threshold mark from the Diploma to the Masters will normally be an average of 60% achieved across Modules 

1-4, with no individual module mark being less than 50%.


X 

Module Title 

Basic Sciences in relation to 

Endodontology 

Module 

Code 

Credits 

Level 

Module 

Selection 

Status 


Year of 

Study 

Semester 

30 7 Core 1 Semesters 1 & 2 

X 

Advanced Sciences in relation to 

Endodontology 


X Preclinical Endodontic Skills 30 7 Core 1 Semesters 1 & 2 

X Clinical Skills in Endodontics 30 7 Core 2 Semesters 1 & 2 

X Audit Project in Endodontic Practice 15 7 Core 3 Semesters 1 & 2 

X 

Literature review in relation to 

Endodontic Practice 








A variety of teaching and learning methods will be employed including: 

• Formal 2-hour seminars given by experts in their field on topics relevant to the study of Endodontics 

• Pre-clinical laboratory practice sessions: demonstrations, “hands-on” practical exercises, discussion of outcomes 

• Clinical practice sessions: treating patients under supervision, discussion of outcomes 

• Self-directed learning: critical review of at least two scientific papers nominated by the programme organisers and at least two 

more papers selected by the students themselves 

• One–to-one tutorials with those students needing additional guidance 

• Case presentations: discussion on what was carried out, how, and why it was carried out, reflecting on shortcomings and how it 

could be improved the next time 

• reading lists of books and journal papers 

Assessment strategies will include: 

• Formative assessment: regular informal verbal feedback to individual students regarding their performance and achievement of 

the learning objectives. 

• Assessment of competency: There will be a competency-based Practical Test at the end of the Pre-clinical Laboratory-based 

Practice Module. The student must pass this “Gateway Test” before being allowed to progress to the Clinical Practice sessions 

treating patients. Those who fail will be required to undertake additional practical sessions before taking the “Gateway Test” 

again. 

• Summative assessment: assessment of each module by written papers, practical skills tests, essay questions, viva voce, clinical 

case reports, literature review report and audit presentation. 





Taught postgraduate programmes in the Institute 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. Progression will be managed 

throughthe Subject Examination Board. 

- Staff-Student Liaison Committee meetings: There are periodic meetings of the Staff-Student Liaison Committee to give the 

No


students ample opportunity to raise issues concerning the programme. 

- Student feedback mechanisms: Clinical programmes facilitate the provision of two way informal feedback. This process will be 

adopted and developed 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 NSS content. 

- Personal tutor arrangements: The programme organisers will act as personal tutors to the students. 




N/A 



Programme induction: There will be a formal induction to the programme at the start with the programme organisers and the 

tutors present, to welcome the students and to introduce the various components of the programme. There will also be a tour of 

the facilities. In addition to the programme lead who will have oversight of the whole cohort's progression students will also be 

assigned a personal tutor for the research element (audit and literature review) of the programme. 





Drs Sharan Sidhu, Nectaria Polycarpou and R Thomson provide the core academic staff. 





N/A












Letter attached from Professor WP Saunders. 



Professor WP Saunders 

Dean/Head of Department, University of Dundee Dental School 

Address for Correspondence Park Place, Dundee DD1 4HN 

Telephone Number 01382 635952 Email Address w.p.saunders@dundee.ac.uk 




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




regulation structure) been clearly documented and/or appended?







Farida 

Fortune 

Digitally signed by Farida Fortune 

DN: cn=Farida Fortune, o=QMUL, 

ou=Institute of Dentistry, 

email=dental.dean@qmul.ac.uk, 

c=GB 

Date: 2011.03.16 14:30:06 Z 

Head(s) of 


Head(s) of 


Head(s) of 



Approval Board




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) 



Module Title Advanced sciences in relation to Endodotology and integrated clinical endodontics 

Module Code 

Credit Value 30 Level 7 Module Type MOD Scheme Taught Postgraduate 


Proposed JACS Code 

A400 Clinical Dentistry 



Barts and The London School of Medicine and Dentistry 








Year of Registration Anticipated Student Intake Minimum Student Intake Maximum Student Intake 

2012/13 10 8 10 

2013/14 10 8 10 

2014/15 10 8 10





This is a core module designed to ensure that all students have the knowledge and understanding of the clinical basis of 

endodontics. 



Institute of Dentistry: 

• Seminar room 

• AV facilities 

• Library access 

• IT facilities and support 

• USB Memory devices (encrypted) 

• Administration support 

• External speakers 

• 4 members of staff who are specialists in endodontics 




Module Title Advanced sciences in relation to Endodotology and integrated clinical endodontics 

Module Code 

Credit Value 30 Level 7 Mode of Delivery On Campus Semester Semesters 1 & 2 


Nectaria Polycarpou/ / Rachel Tomson/ Dr S K Sidhu 


Basic Sciences in relation to 

Endodontology 

n/a 

n/a 




This module is an academic module focussing primarily on the clinical basis of endodontics and the interface with other aspects 

of dentistry. It will be conducted in the form of 38 seminars of 2 hours duration each, on alternate Wednesdays, covering: 

• Advances in pulp therapy 

• Outcome of endodontic treatment 

• Endodontic surgery 

• Inter-relationship of endodontics with periodontics, prosthodontics, orthodontics and paedodontics


• Adult dental trauma 

• Dental resorption 

• Odontogenic and non-odotogenic pain 



The aims of this module are to: 

• Develop key learning from the introductory module (Basic Sciences in relation to Endodontology) 

• Describe and discuss the academic aspects of endodontic practice with particular reference to root canal preparation and 

obturation 

• Develop this knowledge and understanding to facilitate appropriate endodontic treatment planning within the context of 

overall patient care 

• Develop knowledge of the interface between endodontics and other clinical dental modalities 

• Develop systematic problem solving strategies 

• Highlight strengths and limitations of available research. 








A 1 

A 2 

• The role of endodontics within complex treatment plans and other alternative treatment modalities 

• The assessment and summary of the strengths and weaknesses of the current research literature and clinical 

guidelines concerning evidence based endodontic practice, such as the Cochrane Library and the European 

Endodontic guidelines 

A 3 


B 1 

B 2 

B 3 

• Debate and analyse recent advances in pulp therapy, including outcomes of endodontic treatment, endodontic 

surgery, adult dental trauma, dental resorption and odontogenic and non-odontogenic pain 

• Develop and apply strategies to criticise and evaluate the current endodontic literature 

• Demonstrate a commitment to continuing professional development 



C 1 

C 2 

C 3 

• Participate collaboratively with the “classroom” process 

• Demonstrate communication skills appropriate to varying levels such as to individual patients, colleague groups and 

conferences 

• Select and apply appropriate media to support presentations to individual patients, colleagues and groups and 

conferences 


D 1 

• Apply this theoretical evidence base to both laboratory and clinic activity 

D 2 

D 3 




• Pathways of the Pulp 

Authors: Stephen Cohen, Kenneth M Hargreaves 

Publisher: Mosby 

Publication date: May 2010 

ISBN 10: 0323064892 ISBN 13: 9780323064897 

• Practical Clinical Endodontics 

Authors: Phillip Lumley, Nick Adams, Phillip Tomson 

Publisher: Elsevier Health Sciences Churchill Livingstone 

Publication date: 31 Jan 2006 

ISBN10: 0443074828 ISBN13: 9780443074820 

• Endodontics 

Authors: Christopher J R Stock, Kishor Gulabivala, Richard T Walker 


Edition: 3rd Revised edition 


ISBN10: 0723432031 ISBN13: 9780723432036 

• Seltzer and Bender’s Dental Pulp 

Editors:Kenneth M Hargreaves, Harold E Goodis 

Publisher: Quintessence Publishing Co, 


ISBN:9780867154153 

• Essential Endodontology: Prevention And Treatment Of Apical Periodontitis 

Authors: Dag Orstavik, Thomas Pitt Ford 

Publisher: Blackwell Munksgaard 

Publishing Date: Nov 2007


Edition: 2nd Edition 

ISBN: 1405149760 

• Roane J.B., Sabala C.L. and Duncanson M.G. (1985): The balanced force concept for instrumentation of curved canals. Journal of 

Endodontics 11: 203-211. 

• Saunders WP, Saunders EM. (1994) Comparison of three instruments in the preparation of the curved root canal using the 

modified double-flared technique. Journal of Endodontics 20(9):440-4. 

• Pettiette MT et al (2001) Evaluation of success rate of endodontic treatment performed by students with stainless steel K-files 

and nickel titanium hand files. Journal of Endodontics 27: 124-127. 

• Lumley, P (2000) Cleaning efficiency of two apical preparation regimens following shaping with hand file of greater taper. 

International Endodontic Journal 33:262-5 

• Lussi A. et al (1993) A novel non-instrumented technique for cleansing the root canal system. Journal of Endodontics 19 

(11):549-53 

• Glosson C R et al (1995) A comparison of root canal preparations using Ni-Ti hand, Ni-Ti engine-driven and K-Flex endodontic 

instruments. Journal of Endodontics 21(3) P.146-151 

• Saunders E.M. (1990) In vivo findings associated with heat generation during thermomechanical compaction of Gutta Percha. 

Part 1 - Temperature levels at the external surface of the root. International Endodontic Journal 23(5): 263-267. 

Part 2 - Histological response to temperature elevation on the external surface of the root. International Endodontic Journal 13(5): 

268-274. 

• Buchanan LS (1998) Continuous wave of condensation technique. Endodontic Practice 1: 7-10 

• Friedman S, Stabholz A and Tamse A (1990) Endodontic retreatment - case selection and technique Part 3. Retreatment 

techniques. Journal of Endodontics 16 543-549. 

• Peterson J, Gutmann JL (2001) The outcome of endodontic resurgery: a systemic review. I International Endodontic Journal 34: 

169-175. 

• Walton R, Fouad A (1992) Endodontic inter-appointment flare-ups: a prospective study of incidence and related factors. Journal 

of Endodontics 18 (4) : 172 - 7. 7.











76 hours student seminars 





228 hours independent student study hours 







304 hours 




Assessment 

4 literature reviews with given 

titles 

Written paper (A choice of 3 

questions out of 4) 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 

Final element Mark for 

of assessment? Individual 

Assessment 

Coursework 2,000 words each 60% No n/a 

Examination 2.5 hours 40% Yes n/a 

Reassessment 










Coursework 






Farida 

Fortune 





c=GB 

Date: 2011.03.16 14:24:14 Z 

Head(s) of 


Head(s) of 


Head(s) of 





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) 


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'. 

Section 4b - Half Module for Associate Students (for a half module to be taught in Semester B) 


available to single-semester associate students in a half-credit format in Semester B. Modules worth less than 


module please click 'Add Half Module'.









Module Title Audit Project in Endodontic Practice 

Module Code 
















2013/14 10 8 10 

2014/15 10 8 10 

2015/16 10 8 10





This core module aims to build on students’ basic undergraduate competencies in clinical audit to a managerial level of audit 

skills. Students will have the opportunity of learning how clinical audit fits into the wider issue of clinical governance which is a 

key component of the NHS framework. In this core module of the Master of Science in Endodontic Practice, students will progress 

from understanding the key components of clinical audit to its role in the process of quality improvement to enhance patient 

care and outcomes. The purpose of the audit project is to provide an opportunity to investigate current practice in a chosen area 

of endodontic practice. The audit project will not only give the student real insight into the philosophy of audit but also the 

practical experience in managing the process of completing a piece of original work. 



Access to classroom facilities and supervisors, library facilities and librarian 

support, audio-visual support for preparing and giving presentations 




Module Title Audit Project in Endodontic Practice 

Module Code 





n/a n/a n/a 




In this module, students will build on the principles of audit and clinical governance using current norms and protocols. The 

students will select an area of clinical endodontic practice, design a strategy for audit, collect the relevant data and analyse the 

findings. At the end of this module, the students will be required to produce a structured audit report of their project (minimum 

of 2,000 words), including recommendations for improvement of the clinical service and plans for re-audit. They will also be 

required to summarise their project in a PowerPoint presentation of 10-15 minutes’ duration, at a local, national or international 

meeting in endodontology or restorative dentistry. It is intended that the students will be guided throughout this process.




The audit project represents the culmination of the programme and, in line with the QMUL Academic Credit Framework Level 7 

expectations, with the aims to: 

• Enhance the understanding of clinical governance and clinical audit 

• Develop the ability to highlight problems in clinical service 

• Investigate current practice in a chosen area of endodontics 

• Develop skills in conducting a successful audit project 

• To carry out independent learning and problem-solving 

• Use clinical audit to ensure that clinical standards are being met to improve patient care 

• Improve team working and communication 

• Develop skills in oral and written presentations. 








A 1 

A 2 

• The importance of clinical audit and its different stages 

• The process of problem identification in clinical service and the setting of standard criteria 


B 1 

• Evaluate the evidence available on an aspect of endodontic practice by critical appraisal of the relevant scientific and 

clinical literature 


C 1 

C 2 

C 3 

•Develop a systematic approach to the process of data collection and analysis 

• Present a report which provides insight into an audited aspect of endodontic practice 

• Demonstrate team working and communication


C 4 

• Self-reflection leading to the identification of training needs and personal strengths and weaknesses 


D 1 

D 2 

D 3 

• Design an audit protocol and implement the audit to provide information about the effectiveness of a clinical service 

• Give effective oral presentations 

• Promote good clinical practice leading to the improvement of patient care 




Clinical Audit for Doctors 2009, Robert Ghosh 

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











No more than 30 hours student supervision 





At least 120 hours independent student study 







150 hours 




Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

Written report Dissertation 2,000 words 60% Yes n/a 

Presentation of the project and 

summary of the project as an 

interim assessment 

Coursework 30 minutes 20% No n/a 

Viva on audit project Coursework 30 minutes 20% Yes n/a 

Reassessment 










Coursework 






Farida 

Fortune 





c=GB 

Date: 2011.03.16 14:26:02 Z 

Head(s) of 


Head(s) of 


Head(s) of 




















Programme & Module Approval Board Paper Code: PMAB2010 - 116









Module Title Basic Sciences in relation to Endodontology 

Module Code 
















2011/12 10 8 10 

2012/13 10 8 10 

2013/14 10 8 10





This is a core module designed to ensure that all students have the knowledge and understanding of the scientific basis of 

endodontolgy and the principles underpinning endodontic therapy. 




• Seminar room 

• AV facilities 

• Library access 

• IT facilities and support 

• USB Memory devices (encrypted) 

• Administration support 

• External speakers 

• 4 members of staff who are specialists in endodontics 




Module Title Basic Sciences in relation to Endodontology 

Module Code 





n/a n/a n/a 




This module is an academic module focussing primarily on the basic science of endodontology. It will be conducted in the form 

of 38 sessions of 2 hours duration each, on alternate Wednesdays, covering: 

• Critical reading of literature 

• Diagnosis of pulpal and periapical disease 

• Access in relation to root canal anatomy and morphology 

• Endodontic instrumentation: rationale and techniques


• Obturation of the root canal system: rationale and techniques 

• Acute endodontic problems 

• Root canal re-treatment: rationale and techniques 



The aims of this course module are to: 

• Reinforce the science associated with the pulp and periapical tissues 

• Develop a deeper understanding of the knowledge of the science associated with pulpal and periapical disease, scientific 

background of endodontics and the principles associated with endodontic treatment 

• Upgrade contemporary philosophies and research relating to endodontic treatment 








A 1 

A 2 

• The anatomy of the pulp-dentinal complex and periapical tissues during health and disease 

• The various pathological processes, their impact on the pulpal and periapical tissues and the implications for 

endodontic treatment 


B 1 

B 2 

• Evaluate and discuss the importance of evidence based dentistry 

• Develop and apply strategies to criticise and evaluate the current endodontic literature 


C 1 

C 2 

• Demonstrate collaborative communication principles at appropriate levels for various audiences (Lay and 

professional) 

• Demonstrate skills of systematic analysis, synthesis and critical evaluation of their own research or advanced 

scholarship.



D 1 

• Employ appropriate media to support group presentations 








ISBN 10: 0323064892 ISBN 13: 9780323064897 





ISBN10: 0443074828 ISBN13: 9780443074820 






ISBN10: 0723432031 ISBN13: 9780723432036 





ISBN:9780867154153 




Publishing Date: Nov 2007 


ISBN: 1405149760 

• Oral Histology: Development, Structure, and Function 

Authors: Ten Cate AR. 

Publisher: Saint Louis: Mosby-Year Book 

Publishing Date: 1998 

Edition: 5th Edition 

ISBN 0-8151-2952-1. 

• Peters OA, Laib A, Ruegsegger P, Barbakow F (2000) Three-dimensional analysis of root canal geometry by high-resolution 

computed microtomography. Journal of Dental Research 79(6): 1405-1409.


• Vertucci FJ (2005) Root canal morphology and its relationship to endodontic procedures. Endodontic Topics 10: 3-29 

• Dummer PMH, McGinn JH, Rees DG (1984) The position and topography of the apical canal constriction and apical foramen. 

International Endodontic Journal 17(4): 192-198 

• Klevant FJH, Eggink CO (1983) The effect of canal preparation on periapical disease. International Endodontic Journal 68-75. 

• Bystrom A and Sundqvist G (1981) Bacteriologic evaluation of the efficacy of mechanical root canal instrumentation in 

endodontic therapy. Scandinavian Journal of Dental Research 89 321-328. 

• Bystrom A and Sundqvist G (1983) Bacteriologic evaluation of the effect of 0.5% NaoCl in endodontic therapy. Oral Surgery 55(3) 

307-312. 

• Bystrom A and Sundqvist G (1985) The antibacterial actions of sodium hypochlorite and EDTA in 60 cases of endodontic 

therapy. International Endodontic Journal 18 35-40. 

• Nair PNR, Henry S, Cano V, Vera J (2005) Microbial status of apical root canal system of human mandibular first molars with 

primary apical periodontitis after “one-visit” endodontic treatment. Oral surgery,Oral medicine, Oral Pathology,Oral Radiology 

and Endodontology 99, 231-52 

• Kakehashi S, Stanley HR and Fitzgerald RJ (1965) The effects of surgical exposures 

dental pulps in germ free and conventional laboratory rats. Oral Surgery 20(3); 340-349. 

• Stashenko S, Teles R, D’Souza R (1998) Periapical inflammatory responses and their modulation. Critical Review of Oral Biology 

and Medicine 9 (4), 498-521.











76 hours student seminars 












304 hours 




Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

6 Timed essays with given titles Coursework 1 hour each 40% No n/a 

Written paper (A choice of 3 

questions out of 4) 

Examination 2.5 hours 60% Yes n/a 

Reassessment 










Coursework 






Farida 

Fortune 





c=GB 

Date: 2011.03.16 14:27:26 Z 

Head(s) of 


Head(s) of 


Head(s) of 




























Module Title Clinical skills in Endodontics 

Module Code 
















2012/13 10 8 10 

2013/14 10 8 10 

2014/15 10 8 10





This is a core module to give students exposure to a wide range of clinical cases including diagnosis, treatment planning, 

endodontic management and trouble-shooting. 




• 5 fully operational dental chairs/bays 

• Materials and equipment as required 

• Nursing (4 nurses per clinic session) 

• administrative support for the course and clinics 

• testing and maintenance of equipment 

• 4 specialist endodontists for appropriate of clinical supervision and expertise 




Module Title Clinical skills in Endodontics 

Module Code 





Preclinical Endodontic Skills n/a n/a 




This core module comprises of 25 clinical sessions of 4 hours duration each, allowing for 2 hours per patient resulting in 

treatment of approximately 8-10 patients in total by the end of this component.





• Develop clinical experience in the comprehensive management of patients including diagnosis, vital pulp therapy, non-surgical 

root canal treatment and re-treatment, non-vital bleaching and procedures related to coronal restorations by means of post and/ 

or cores involving the root canal space 

• Encourage discussion of cases with the relevant supervising staff prior to the clinical session to devise a plan of treatment for 

that session 

• Encourage problem identification and solving 

• Encourage a team approach by working in pairs to assist each other, to maximise learning potential and to generate discussion 

on a broader range of ideas 








A 1 

• The analyis and review of clinical governance measures and methods of quality of care assurance 


B 1 

B 2 

B 3 

• Reflect upon and organise the practical skills gained in the laboratory for application to clinical situations 

• Recognise the need to identify instances where multidisciplinary planning and management of treatment is 

indicated so that clinical endodontic skills are provided within comprehensive oral care 

• Demonstrate self-awareness of and limits of personal expertise and when to seek support and advice from 

specialists, such as referral to a secondary/tertiary care centre (e.g. Barts & The London) 


C 1 

C 2 

• Appreciate ethical dilemmas in treatment planning and evaluating alternative treatment approaches 

• Display professional attributes in relationships with patients and colleagues



D 1 

D 2 

D 3 

• Demonstrate and apply sound, evidence based diagnostic and treatment planning skills to the provision of 

treatment plans and clinical care provided precisely and effectively 

• Provide patient based descriptions of root canal treatment and its range of outcomes 

• Assess an individual patient's tooth prognosis and strategic significance given local and systemic factors 








ISBN 10: 0323064892 ISBN 13: 9780323064897 





ISBN10: 0443074828 ISBN13: 9780443074820 






ISBN10: 0723432031 ISBN13: 9780723432036 





ISBN:9780867154153 






ISBN: 1405149760 

• Harty’s Endodontics in clinical practice 

Edited by: T R Pitt Ford 

Publisher: Wright (Elsevier science) 

Publishing Date: 2004 

Edition: , 5th edition 

ISBN: 0723610894


• Textbook and color atlas of traumatic injuries to the teeth 

Edited by: J O Andreasen, Frances M Andreasen, Lars Andersson 

Publisher: Wiley Blackwell 

Publishing Date: May 2007 

Edition:5tthedition 

ISBN: 978-1-4051-2954-1 

• Color atlas of microsurgery in endodontics, 

Author: Syngcuk Kim , Gabriele Pecora, Richard A. Rubinstein 

Publisher:Saunders Company, W. B. 

Publishing date 2001 

Edition: 1st edition 

ISBN: 0-7216-4851-7 

• Guidelines for the management of traumatic dental injuries. I. Fractures and luxations of permanent teeth.Flores MT, Andersson 

L, Andreasen JO, Bakland LK, Malmgren B, Barnett F, Bourguignon C, DiAngelis A, Hicks L, Sigurdsson A, Trope M, Tsukiboshi M, 

von Arx T; International Association of Dental Traumatology.Dental Traumatology 2007 Apr;23(2):66-71 

• Guidelines for the management of traumatic dental injuries. II. Avulsion of permanent teeth. 

Flores MT, Andersson L, Andreasen JO, Bakland LK, Malmgren B, Barnett F, Bourguignon C, DiAngelis A, Hicks L, Sigurdsson A, 

Trope M, Tsukiboshi M, von Arx T; International Association of Dental Traumatology..Dental Traumatology. 2007 Jun;23(3):130-6 

• Wesselink PR (2000) Pulp capping with adhesive resin-based composite vs. calcium hydroxide: a review. Endodontics and Dental 

Traumatology 16: 240-50. 

• Outcome of secondary root canal treatment: a systematic review of the literature. Ng YL, Mann V, Gulabivala K..International 

Endodontic Journal. 2008 Dec;41(12):1026-46. Review. 

• Outcome of primary root canal treatment: systematic review of the literature - part 1. Effects of study characteristics on 

probability of success.Ng YL, Mann V, Rahbaran S, Lewsey J, Gulabivala K.. International Endodontic Journal. 2007 Dec;40 

(12):921-39. 

• Carnevale G, Pontoriero R, Febo G (1998) Long-term effects of resective therapy in furcation involved molars. Clinical 

Periodontology. 25, 209-14. 

• Hamilton RS, Gutman JL (1999) Endodontic - orthodontic relationships: a review of intergrated treatment planning challenges. 

International Endodontic Journal 32, 343-360. 

• Sjogren U, Hagglund, Sundqvist G and Wing K (1990) Factors affecting the long-term results of endodontic treatment. Journal of 


• Cvek M. and Lundberg M.:(1983) Histological Appearance of pulps after exposure by a crown fracture, partial pulpotomy and 

clinical diagnosis of healing. J. Endo. 9: 8-11 . 6. 

• Nayyar A, Walton RE & Leonard LA (1980) An amalgam coronal-radicular dowel and core technique for endodontically treated 

posterior teeth. Journal of Prosthetic Dentistry 43(5): 511-515. 

• Sorensen J and Engelman MJ (1990) Ferrule design and fracture resistance of endodontically treated teeth. Journal of Prosthetic 

Dentistry 63(5): 529-535. 

• Ray HA, Trope M (1995) Periapical status of endodontically treated teeth in relation to the technical quality of the root filling and 

the coronal restoration. International Endodontic Journal 28: 12-18. 

• Saunders WP, Saunders EM (1994) Coronal leakage as a cause of failure in root canal therapy. A review. Endodontics and Dental 

Traumatology 10: 105-108.


• Sorensen JA, Martinoff JT (1985) Endodontically treated teeth as abutments. Journal of Prosthetic Dentistry 53: 631-636. 










100 hours supervised student clinical work 












300 hours 




Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

Patient case report Coursework 2,000 words 30% No n/a 

Patient case report viva Examination 30 minutes 20% Yes n/a 

Unseen case (simulated) Examination 30 minutes 30% Yes n/a 

Logbook of all patient cases Coursework Over 1 year 20% No n/a


Reassessment 









Coursework 






Farida 

Fortune 





c=GB 

Date: 2011.03.16 14:28:36 Z 

Head(s) of 


Head(s) of 


Head(s) of 





























Module Title Literature Review in relation to Endodontic Practice 

Module Code 
















2013/14 10 8 10 

2014/15 10 8 10 

2015/16 10 8 10





This is a core module of the Master of Science in Endodontic Practice offered by the Institute of Dentistry. 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. In this module, the students will build on their competencies in searching, evaluating 

and critically appraising the scientific literature to identify weaknesses and strengths as well as contrasting the views of different 

authors. This will be with particular reference to the literature in a selected relevant aspect of the subject. At the end of this 

module, students will be required to produce a well-structured, unbiased and comprehensive literature review of current 

knowledge in the chosen area with the use of appropriate references. The purpose of the report is to provide an opportunity to 

investigate current practice in a chosen area of endodontics. The formulation of the report will encourage independent learning, 

an understanding of experimental methods and data interpretation, as well as enhance critical thinking and writing skills. It will 

provide practical experience in the process of completing a piece of original work, for possible publication or conference 

presentation. 



Access to classroom facilities and supervisors, library facilities and librarian 

support 




Module Title Literature Review in relation to Endodontic Practice 

Module Code 





n/a n/a n/a 




In this module, the students will build on skills in conducting a detailed literature search and critical appraisal of the literature. It is 

intended that the subject for the report will be chosen by the students in a topic relevant to endodontic practice and is approved 

by the programme coordinator and/or a supervisory member of the academic or clinical staff at the institution. The students will 

be supported, advised and supervised throughout this module by a named supervisor. Guidance will be provided through 

tutorials and seminars, and presentations at journal club meetings. Students will be required to make a short presentation of the 

project in the course of the module as an interim assessment. At the end of this module, students will be required to use 

appropriate references to produce a well-structured, unbiased and comprehensive literature review report of no less than 10,000 

words.




The broad aims of this module are to: 

• Develop enhanced skills in conducting a detailed library-based research of the literature in a subject relevant to endodontic 

practice 

• Foster independent learning and problem-solving 

• Enhance understanding of experimental methods and data interpretation 

• Build on the ability to critically appraise the scientific and clinical literature in endodontic practice 

• Enhance the students’ ability to use the literature to support independent clinical practice by comparing and contrasting the 

views of different authors to arrive at an independent and unbiased conclusion 

• Reinforce writing skills and presentation skills 








A 1 

• the current literature on a topic within clinical endodontics 


B 1 

B 2 

B 3 

• Evaluate the evidence available on an aspect of endodontic practice by critical appraisal of the relevant scientific and 

clinical literature 

• Synthesise information and rank the clinical evidence that is available 

• Present a clear, coherent, unbiased summary, discussion and conclusion of the current literature on a clinical 

endodontics topic 


C 1 

C 2 

C 3 

• Employ appropriate tools (search engines, web-based libraries, electronic documents etc) to conduct a detailed 

literature search 

• Present a well-written and reasoned report which provides an insight into the literature available in the selected 

topic 

• Work autonomously in planning and executing tasks at a professional level



D 1 

• Give effective oral presentations 




• Greenhalgh T. How to read a paper: the basics of evidence-based medicine 2006 Wiley-Blackwell 

• Sackett D et al. Evidence Based Medicine: How to practice and teach EBM. 2000. Churchill-Livingstone. 

• Hall GM. How to Write a Paper. 3rd Edition. 2003. Wiley Blackwell. 

• Journal of Evidence-based Dentistry. Nature communication. 










No more than 50 hours student supervision activity 





No less than 400 hours independent student study 







450 hours 


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



Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

Written report Dissertation 10,000 words 60% Yes n/a 

Coursework- assessment of 

presentations of two papers at 

journal club meetings 

Project presentation and content 

summary - an interim 

assessment 

Coursework 1 hour 20% No n/a 


Viva Coursework 30 minutes 10% Yes n/a 

Reassessment 









Coursework 






Farida 

Fortune 





c=GB 

Date: 2011.03.16 14:29:20 Z 

Head(s) of 


Head(s) of 


Head(s) of 



Approval Board


























Module Title Preclinical endodontic skills 

Module Code 
















2011/12 10 8 10 

2012/13 10 8 10 

2013/14 10 8 10





This is a coremodule to ensure that all students are competent in the practical skills necessary in carrying out endodontic 

treatment and managing endodontic problems. 




• Postgraduate preclinical skills laboratory 

• Maintenance of supply of teaching materials 

• Maintenance and testing of relevant equipment 

• AV equipment 

• Support staff to manage and maintain the teaching laboratory 




Module Title Preclinical endodontic skills 

Module Code 





n/a n/a n/a 




This module is a practical module essential for the development of the skills required for competency in endodontic techniques. 

Students will need to demonstrate satisfactory completion of this module as a pre-requisite for the clinical module which follows 

this module. This component comprises of 50 sessions of 2 hours duration each, on alternate Wednesdays, covering: 

• endodontic techniques in a simulated root canal in a plastic block 

• endodontic techniques on extracted teeth.





• Describe the principles of endodontic instrumentation and obturation 

• Demonstrate rationales for using various instruments, techniques and materials 

• Develop reflective tools to evaluate personal performance and identify ways of improvement 

• Reflect the current evidence base and principles in technical aspects of endodontics 

• Describe and discuss options and approaches to managing technical difficulties in endodontics 

• Identify operative techniques most appropriate to each patient 








A 1 

A 2 

• Methodologies for root canal preparation and obturation 

• Problem solving approaches to negotiating the complex anatomy of the root canal system, recognising the need for 

adaption of approaches to particular clinical situations and individual patient anatomy 

A 3 


B 1 

B 2 

B 3 

• Deliberate and resolve commonly occurring clinical problems 

• Critically evaluate their technical progress 

• Review and judge clinical evidence according to the quality of evidence. 


C 1 

C 2 

• Adopt problem solving approaches 

• Assess their personal skills development, acknowledging the need for continued practical skills development


C 3 

• Recognise their own scope of practice and the need for supervisory support 


D 1 

D 2 

D 3 

D 4 

• Identify and evaluate materials and equipment used for endodontic treatment 

• Consistently and competently practice safe, effective practical endodontic techniques applying as appropriate a 

range of manual (stainless steel/nickel titanium) and automated (stainless steel/nickel titanium) instruments for 

preparation of the root canal 

• Achieve consistency and competency in obturation of prepared curved canals using cold lateral condensation and 

warm vertical compaction 

• Demonstrate the skills of being able to assess and carry out root canal re-treatment cases 








ISBN 10: 0323064892 ISBN 13: 9780323064897 





ISBN10: 0443074828 ISBN13: 9780443074820 






ISBN10: 0723432031 ISBN13: 9780723432036 






ISBN: 1405149760 

• Harty’s Endodontics in clinical practice 

Edited by: T R Pitt Ford 

Publisher: Wright (Elsevier science) 

Publishing Date: 2004


Edition: , 5th edition 

ISBN: 0723610894 

• Weine F.S., Kelly R.F., Lio P.J.: The effect of preparation procedures on original canal shape and on apical foramen shape. Journal 

of Endodontics 1(8): 255-262 

• Mullaney T.P. (1979): Instrumentation of finely curved canals. Dental Clinics of North America. 12: 575-592. 

• Goerig A.C., Michelich R.J. and Shultz H.H (1982): Instrumentation of root canals in molar using the step down technique. Journal 

of Endodontics 8(12): 550-554. 

• Roane J.B., Sabala C.L. and Duncanson M.G. (1985): The balanced force concept for instrumentation of curved canals. Journal of 


• Schilder H (1967): Filling root canals in three dimensions. Dental Clinics of North America. 723-744. 

• Yared GM and Dagher FEB (1994) Influence of apical enlargement on bacterial infection during treatment of apical periodontitis. 

Journal of Endodontics 20 (11) 535-537. 

• Coldero LG, McHugh S, MacKenzie D, Saunders WP (2002) Reduction in intracanal bacteria during root canal preparation with 

and without apical enlargement. International Endodontic Journal 35, 437-446. 

• Dummer P.M.H. (1992): Quality of root fillings in teeth obturated by lateral condensation of Gutta Percha or Thermafil 

obturators. International Endodontic Journal 25(1): 34. 

• Lussi A et al (2002) In vivo performance of the new non-instrumentation technology (NIT) canal obturation. International 

Endodontic Journal 35: 352 

• Siqueira J et al (1999) Mechanical reduction of the bacterial population of the root canal by 3 intstrumentation techniques. 

Journal of Endodontics 25: 332-335











100 hours supervised student laboratory work 












300 hours 




Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

Practical test (de novo) Practical 3 hours 50% Yes n/a 

Practical test (retreatment) Practical 3 hours 50% Yes n/a 

Reassessment 










Coursework 






Farida 

Fortune 





c=GB 

Date: 2011.03.16 14:30:50 Z 

Head(s) of 


Head(s) of 


Head(s) of 























Institute 



Programme Amendment(s) 

School of Biological and Chemical Sciences 

Programme Amendments: 

BSc Zoology with Aquatic Biology (C3C1) – resubmission 

BSc Zoology (C300) – resubmission 

BSc Psychology (C800) - resubmission 

Associated new Modules: 


Advanced Aquatic Biology – resubmission 

The Psychology of Sociality and the Origins or Morality 












Three programme amendments :C3C1, C300 and C100 and 

one associated module Advanced Aquatic Biology have been 

resubmitted following concerns raised by some students at 

the February PMAB meeting, in relation to the withdrawal of 

two modules (Freshwater Biology and Aquatic Ecosystems: 

Science, Policy Management) to be replaced by Advanced 

Aquatic Biology. The Programme amendment and the 

associate new Module have been significantly revised to 

address the issues raised by incorporating material from the 

withdrawn modules into SBC212 and into the new Advanced 

Aquatic Biology one. A meeting with students was organised 

by the Programme Director to discuss the proposed changes 

and the External Examiner was also consulted. Learning 

Outcomes have also been improved and updated programme 

specifications have been provided. 

BSc Zoology with Aquatic Biology (C3C1) 

The proposed amendment date is specified as September 

2010. This requires clarification.


Programme Amendment Form 

This 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) Zoology with Aquatic Biology 

Programme Code(s) C3C1 


Mode of study 

Programme 

Duration 

Bachelor of Science (BSc) Full Time 3 Academic Years 


School of Biological & Chemical Sciences 

Schools who are also be involved in teaching part of the programme 


Programme Organiser Dr Jonathan Grey 

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. 

All modules in Level 5 will become compulsory. 

At Level 6, the following changes will be made: 

SBC316 Freshwater Biology will be withdrawn (withdrawal form submitted); 

SBC314 Aquatic Ecosystems: Science Policy & Management will be withdrawn from this programme; 

SBC611 Population & Chromosome Genetics, and SBS205 Parasites & Infectious Disease will be offered as elective modules; 

A new module SBC--- Advanced Aquatic Biology will be added to this programme (proposal form submitted);


SBS074 Investigative Project will be replaced by a new module SBS--- Aquatic Biology Investigative Project (proposal form 

submitted); 

SBS414 Zoology Research Project will be replaced by a new module SBS--- Aquatic Biology Research Project (proposal form 

submitted); 

If students do not elect to take the new Aquatic Biology Research Project, they must take SBC408 Turtles, Seals, Whales & 

Dolphins. 

SBS206 Project Skills in the Life Sciences will be removed as a level 6 elective. 

X 

Module Title 

Aquatic Biology Investigative 

Project 

Module 

Code 

SBC--- 

Credits 

Level 

Module 

Selection 

Status 


Year of 

Study 

Add / Remove 

Module from 

Programme 

15 6 Elective 3 Add Module 

X Aquatic Biology Research Project SBC--- 30 6 Elective 3 Add Module 

X Advanced Aquatic Biology SBC--- 15 6 Compulsory 3 Add Module 

X Freshwater Biology SBC316 15 6 Elective 3 Remove Module 

X 

Aquatic Ecosystems: Science Policy 

& Management 

SBC314 

15 6 Compulsory 3 Remove Module 

X Population & Chromosome Genetics SBC611 15 6 Elective 3 Add Module 

X Parasites & Infectious Disease SBS205 15 6 Elective 3 Add Module 

X Investigative Project SBS074 15 6 Elective 3 Remove Module 

X Zoology Research Project SBS414 30 6 Elective 3 Remove Module 

X Project Skills in the Life Sciences SBS206 30 6 Elective 3 Remove Module 

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 2010 

4) Rationale 

Detail the rationale for the proposed amendment(s). 

Due to a decline in student numbers, some programmes in the environmental area have now been withdrawn. 

In order to consolidate and increase teaching efficiency, material previously taught in SBC308 (module already withdrawn) and 

SBC316/SBC314 has already been incorporated into SBC212 and will be merged further into the new module Advanced Aquatic 

Biology. 

The merger will also make better use of the field course facilities.


The addition of projects in Aquatic Biology will be more appropriate for this programme of study. 

5) Resource Implications of Proposed Amendment(s) 

Are there any resource implications linked to the proposed amendment(s)? 

Usual teaching resources required, i.e. lecture rooms, teaching laboratories, computer rooms. 

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)? 

No significant changes. 

Students will have slightly more choice in their 3rd year of study, especially those students that cannot afford the residential 

based field-courses run out of semester in overseas locations. 

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 external examiner, Prof. Mal Jones, was happy with the proposed changes and commented that he was "pleased to see a 

continuation of Queen Mary's long and well-regarded teaching of aquatic biology". 

Students on the C3C1 programme were invited to a meeting on the 3rd March 2011 with the Programme Director (Dr. Jon Grey) 

and Prof. Alan Hildrew to discuss the proposed changes to the programme. There were no objections raised at this meeting. 

Furthermore, none of the students have lodged any objections to the proposal since this meeting occurred. 

A revised Programme Specification must accompany the Programme Amendment. Programme 

Amendments that are not accompanied by the necessary documentation will not be 


> If the programme amendment relates to the addition of previously unapproved 

modules, have module proposal forms for any new module(s) been submitted? 

Yes 

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

amendment? 

Yes


Approval of Programme Amendment 

Programme 

Organiser* 


Prof Peter 

Heathcote 

Digitally signed by Prof Peter 

Heathcote 

DN: cn=Prof Peter Heathcote, 

o=SBCS, ou=QMUL, email=sbcshead@qmul.ac.uk, 

c=GB 

Date: 2011.03.10 11:21:37 Z 

Head(s) of 


Head(s) of 


Head(s) of 


Head(s) of 



Approval Board









Module Title Advanced Aquatic Biology 

Module Code 





C100 Biology 

C300 Zoology 










School of Biological and Chemical Sciences 



2011/12 20 10 25





The School of Biological and Chemical Sciences has recently withdrawn from a full undergraduate degree in Marine & Freshwater 

Biology and substituted the new C3C1 Zoology with Aquatic Biology code, which has inevitably led to a net loss in purely aquatic 

modules. Rationalization in teaching for efficiency (with the recent retirement of several key members of staff and imminent 

retirement of a professor) has meant the loss of individual, specialised modules. Aspects of Marine Biology (SBS308) and 

Freshwater Biology (SBC316) have already been amalgamated into a holistic module encompassing the fundamentals of aquatic 

ecosystems at level 5: 'Aquatic Ecosystems: Structure and Function' (SBC212). To progress along the same vein, we wish to 

rationalise the remainder of SBC316 and 'Aquatic Ecosystems: Science, Policy & Management' (SBC314) with a new module. 

We propose a new 'Advanced Aquatic Biology' module designed specifically for students on the C3C1 (Zoology with Aquatic 

Biology) programme and which builds upon the fundamentals introduced via SBC212. Research and teaching of aquatic biology 

is perceived as a flagship specialization at QMUL, and we are proposing a cutting edge module with content reflecting hot topics 

of environmental and ecological issues in aquatic science. We will incorporate guest lectures from external environmental policy 

and management agencies, allowing direct contact with potential employers. Practical training will be via a week-long residential 

field-course. 

In addition to servicing C3C1, it will be offered as an optional module in programmes C100, C300, C1C8 and F850. 



Lecture rooms 



The field trip requires off-site accommodation and laboratory facilities as well as 

excellent access to marine and freshwater sites. This can be supplied by the Field 

Studies Council's centre at Dale Fort in Wales, which we have used for residential 

field courses of this nature many times before. 


Module Title Advanced Aquatic Biology 

Module Code 



Dr Andrew G. Hirst 


Aquatic Ecosystems: Structure and 

Function SBC212 




The module will address advanced aspects of aquatic environments and the organisms inhabiting these. It will identify the 

biological adaptations of aquatic taxa, factors controlling their community composition and ecosystem functioning. Global 

patterns of organismal and ecosystem rates (including the influence of body size, temperature and seasonality), and population 

processes of mortality, feeding and predator-prey size ratios will all be considered. There will be a compulsory one week-long 

field trip, which will give hands-on experience of sampling and studying the ecology of organisms in their environment. Aspects 

of environmental change, policy and management will also be considered.




The module aims to provide level 6 students with advanced knowledge of: 

1. the physical and biotic factors that govern the distribution and success of marine and freshwater organisms. 

2. the ecology of aquatic organisms with respect to productivity, seasonality and their physico-chemical environments. 

3. the adaptations organisms have across a range of aquatic habitats (including morphology, behaviour and life-cycle 

characteristics). 

4. how in freshwaters (i.e. lakes, groundwaters, rivers and streams) organisms are integrally linked to their general geological 

landscape. 

5. practical skills in surveying, field data collection and reporting and interpretation of environmental data from aquatic 

environments. 

6. how to access information on current policy making and management practice (with guest lectures from industry, agencies 

and potential employers), including an understanding of the European Water Framework Directive. 

The over-arching aim of this module is to provide the student with an advanced understanding of aquatic organisms within their 

environment, within an ecological and evolutionary context. 








A1 

A2 

A3 

A4 

A5 

A6 

the physical and biotic environment and its influence on the ecology of aquatic organisms. 

the primary principles underlying the distribution and production of aquatic organisms. 

the purpose of the European Water Framework Directive (WFD). 

differentiating between natural and modified landscapes and their respective interaction with the aquatic fauna and flora. 

contemporary issues of global concern in aquatic environments, specifically environmental change, pollution, ocean 

acidification and invasive species. 

how to choose appropriate sampling methods for different aquatic taxa and environments (e.g. nets versus water bottles, 

and the rise of modern technologies for environmental assessment). 

Intellectual (cognitive) skills - able to:


B 1 

B 2 

B 3 

design and implement a field based research project (i.e. be able to derive hypotheses, design methods to test these). 

produce critical scientific reports (based on a field based project) that are coherent, making reference to the most recent 

science literature, and following the presentation styles of rigorous scientific writing. 

to critically assess the science and policy driving the European Water Framework Directive (WFD) 


C 1 

C 2 

C 3 

identify aquatic animals and plants inhabiting a range of salinities. 

discuss and appraise the suitability of sampling techniques required for quantitatively assessing numbers, types of 

organisms and population differences across a range of aquatic environments. 

design an appropriate sampling programme when given a specific set of objectives in a field situation. 


D 1 

communicate complex scientific ideas in written and verbal forms. 




Marine: 

1. Miller, C.B. 2004. Biological Oceanography. 1st Edition. Blackwell Publishing. 

2. Kiorboe, T. 2008. A mechanistic approach to plankton ecology. 1st Edition. Princeton University Press. 

3. Longhurst A. 1998. Ecological geography of the sea. Academic Press. 

4. Barnes, R.D. & Ruppert, E.E. 1994. Invertebrate Zoology. 6th Edition. Saunders College Publishing. 

5. Campbell, A. 1996. Hamlyn Guide Seashores and Shallow Seas. 

Freshwater: 

1. Kalff, J. 2002. Limnology. Pearson Education, Prentice Hall, 592pp. 

2. Wetzel, R.G. 2001. Limnology. Academic Press, 1066. 

3. Jones, J.B. & Mulholland, P.J. 2000. Streams and Ground Waters. Academic Press, San Diego. 

Current literature will be consistently referred to in the lectures in order to provide cutting edge supplementary information and 

the latest policy and management documentation available from stakeholders/end users provided via the invited external 

speakers.











Lectures (22 hours), field trip (6 days - 8 hour days) 





80 hours 







150 hours 




Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Final element 


Examination by essay Examination 3 hours 75% Yes 35% 

Qualifying 

Mark 

Course work 

Coursework 

24 hours (field 

work) 

25% Yes 35% 

Reassessment 










Coursework 

Examination Examination 3 hours 






Prof Peter 

Heathcote 


Heathcote 



c=GB 

Date: 2011.03.10 11:15:43 Z 

Head(s) of 


Head(s) of 


Head(s) of 

























Programme Title(s) Zoology 

Programme Code(s) C300 


Mode of study 

Programme 

Duration 






Programme Organiser Prof Maurice Elphick 




specified. Further information regarding the module(s) to be added / removed from the programme(s) should 

be provided in the table below. 

Withdraw level 6 modules SBC314 Aquatic Ecosystems: Science, Policy & Management; SBC316 Freshwater Biology. 

Add level 6 module Advanced Aquatic Biology (module proposal submitted)


Module Title 

Module 

Code 

Credits 

Level 

Module 

Selection 

Status 


Year of 

Study 

Semester 

X Advanced Aquatic Biology SBC--- 15 6 Elective 3 Semester 2 

X 




4) Rationale 


Due to a decline in student numbers, some programmes in the environmental area have now been withdrawn. In order to 

consolidate and increase teaching efficiency, material previously taught in SBC308 (module already withdrawn) and SBC316/ 

SBC314 will be merged into the new module Advanced Aquatic Biology. The merger will also make better use of the field course 

facilities. 



No implications apart from appropriate lecture room facilities. 




No significant changes. Students will still be required to attend a field course prior to the beginning of their third year of study.










Yes 


amendment? 

Yes 


Programme 

Organiser* 

Maurice 

Elphick 

Digitally signed by Maurice Elphick 

DN: cn=Maurice Elphick, o=Queen Mary 

University of London, ou=School of 

Biolological and Chemical Sciences, 

email=M.R.Elphick@qmul.ac.uk, c=GB 

Date: 2010.11.12 11:37:13 Z 


Prof Peter 

Heathcote 


Heathcote 



c=GB 

Date: 2011.02.02 13:14:36 Z 

Head(s) of 


Head(s) of 


Head(s) of 


Head(s) of 



Approval Board












Programme Title(s) BSc Psychology 

Programme Code(s) C800 


Mode of study 

Programme 

Duration 






Institute of Health Sciences Education 



None 

Programme Organiser Dr Qazi Rahman 




specified. Further information regarding the module(s) to be added / removed from the programme(s) should 

be provided in the table below. 

We are proposing to enhance the coherence and subject-content of this programme by: 

- removing SBC343 Genes and Human Behaviour - see attached module withdrawal form


- adding a new module "The Psychology of Sociality and Origins of Morality" - see attached module proposal form. 

The spirit behind this change is to capitalise on the research expertise of new psychology staff in the SBCS to deliver research-led 

teaching at the final year of the degree programme. This amendment is in line with the College strategy to enhance research-led 

teaching. 

We are also requesting to move one module (Animal Cognition) from semester B to semester A of year 3 (see attached module 

update form). 

Module Title 

The Psychology of Sociality and 

Origins of Morality 

Module 

Code 

Credits 

Level 

Module 

Selection 

Status 


Year of Study 

Semester 

tbc 15 6 Elective 3 Semester 2 



N/A 


4) Rationale 


See above under section 1 



None





Students have been consulted and indicate approval of the changes 




The external psychology advisor (Prof. Verity Brown) has been consulted and supports the above changes. 






Yes 


amendment? 

Yes 


Programme 

Organiser* 

Qazi 

Rahman 

Digitally signed by Qazi Rahman 

DN: cn=Qazi Rahman, o=Queen 

Mary University of London, 

ou=SBCS, email=q.rahman@qmul. 

ac.uk, c=GB 

Date: 2011.02.22 15:31:30 Z 


Prof Peter 

Heathcote 


Heathcote 



c=GB 

Date: 2011.03.10 11:19:33 Z 

Head(s) of 


Head(s) of 


Head(s) of 


Head(s) of 

supporting School



Approval Board









Module Title The Psychology of Sociality and the Origins of Morality 

Module Code TBA 


Start Date January 2012 


C800, C820, C890 





None 



None 






2011/12 60 None None 

2012/13 60 None None





This will be an optional third year module for the BSc (Honours) Psychology programme. Module is not available to intercalating 

students. It will capitalize on the research expertise of new psychology staff in the SBCS, adding a new and exciting topic area to 

the programme, enhancing compliance with British Psychological Society (BPS) requirements for the teaching of developmental 

psychology, and allow research being conducted in the Biological and Experimental Psychology Group to feed directly into 

teaching of the psychology programme. 





Appropriate teaching and examination facilities are already present for SBCS 

programmes. 

None 


Module Title The Psychology of Sociality and the Origins of Morality 

Module Code TBA 



Dr Keith Jensen 





To provide psychology students with a scientific overview of sociality and morality. This supports the distinctiveness of QMUL 

psychology as a natural and experimental science with a strong evolutionary thrust to generating predictions about 

psychological phenomena. Furthermore, it will build on student knowledge of developmental, comparative and social 

psychology. Students will be introduced to empirical findings and theories and will critically evaluate these. Topics covered will 

include moral developmental, moral sentiments and emotions, moral reasoning, neurology and endocrinology of social decision 

making, economic and game theoretical approaches, evolution and the psychology of social living, as well as cultural and 

normative influences on social preferences and cultural group selection. Antisocial as well as prosocial aspects of human and 

animal sociality will be discussed.




1. To provide an overview of moral psychology and human sociality from an evolutionary perspective. 

2. To use developmental, comparative, economic and cross-cultural approaches to broaden our understanding of the essence of 

humanity. 

3. To challenge conventional (rational) views of social decision making and consider the role of emotions and social concerns. 

4. To provide experience with critically evaluating empirical and theoretically works and to present these ideas and discuss them 

with peers. 

5. To comply with BPS requirements to cover teaching of developmental psychology. 








A 1 

A 2 

how moral behaviour develops from classical (Piagetian, Vygotskian, Kohlbergian) perspectives, as well as modern 

ones. 

the role of emotions and moral sentiments in guiding social behaviour. 


B 1 

B 2 

B 3 

B 4 

consider the role of evolution and culture in shaping fundamentally important social behaviours. 

compare humans to other animals as a way of probing the nature of sociality. 

use game theoretical and economic approaches to make predictions about rational behaviour. 

critically evaluate the selective pressures that may have shaped a uniquely human cognitive ability. 


C 1 

C 2 

C 3 

critically appraise the empirical and theoretical literature, and thus develop skills of critique, evaluation and 

assessment of different sources of information. 

present and defend ideas to peers and thus enhance the development of presentation skills. 

sustain intellectual discussion, thus enhance the development of oral communication and argument formation and 

delivery skills.


C 4 

write coherent and integrated syntheses of a complex topic that transcends traditional disciplines. 


D 1 

None 




Doris, J. M. (2010). The Moral Psychology Handbook. Oxford: Oxford University Press. 

Hauser, M. (2006). Moral Minds: How Nature Designed Our Universal Sense of Right and Wrong. Ecco, NY: Harper Collins. 

Prinz, J. J. (2009). The Emotional Construction of Morals. Oxford: Oxford University Press. 










22 hours (lectures) 





128 hours 







150 hours





Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

Coursework essay Coursework N/A 20% Yes U40A 

Class participation activities Coursework N/A 20% Yes U40A 

Exam (3 out of 7 essay questions) Examination 3 hours 60% Yes U40A 

Reassessment 









Coursework 

Resit examination Examination 3 hours 






Prof Peter 

Heathcote 


Heathcote 



c=GB 

Date: 2011.03.10 11:16:33 Z 

Head(s) of 


Head(s) of 


Head(s) of 



Approval Board





















Institute 




School of Electronic Eng. and Computer Science 

BSc Computer Science & Mathematics (GG41) 













The programme amendment requires signature by the Head 

of School.












Programme Title(s) Computer Science & Mathematics 

Programme Code(s) GG41 


Mode of study 

Programme 

Duration 







Programme Organiser Dr Graham White 







Remove optional modules: 

- DCS235 Software Engineering and replace with DCS 234 “Software Engineering Theory” 

- DCS310 Systems Analysis from semesters 3 and 5 

- DCS219 Specification and Reasoning (this has not been offered since 2006)


Module Title 

Module 

Code 

Credits 

Level 

Module 

Selection 

Status 


Year of 

Study 

Add / Remove 

Module from 

Programme 

X Software Engineering DCS235 30 5 Elective 2 Remove Module 

X Systems Analysis DCS310 15 5 Elective 2 Remove Module 

X Specification and Reasoning DCS219 15 5 Elective 2 Remove Module 

X Software Engineering Theory DCS234 15 5 Elective 2 Add Module 




4) Rationale 


In response to a syllabus review by the School of Mathematical Sciences in the light of the Academic Credit Framework, we have 

reviewed the programme offered by EECS. Feedback and student results suggest that these joint programme students are 

inadequately prepared for the Software Engineering group project (semester 2 of the 30-credit DCS235 Software Engineering). 

However, we wish to continue to offer the students a basic understanding of Software Engineering through the 15-credit DCS234 

Software Engineering Theory, especially since this has been requested by several students this year. Since the students are no 

longer undertaking the full DCS235 Software Engineering, they do not need to take DCS310 Systems Analysis. The dropping of 

DCS219 Specification and Reasoning simply reflects a change in EECS core provision. 

We believe that these changes streamline the programme, which will be to the students' benefit. We continue to offer a sufficient 

variety of modules to ensure regulatory conformance with the programme title and meet the expectations of students and 

employers. 



None. 




No affect on study patterns. The students have not been formally consulted, although informal feedback suggests that the 

students are happy with the proposed changes relating to Software Engineering.





No. 






N/A 


amendment? 

Yes 


Programme 

Organiser* 


Head(s) of 


Head(s) of 


Head(s) of 


Head(s) of 



Approval Board




Institute 




Barts and The London SMD 

MSc Oral Biology and the following associated module 

proposals: 

Introduction to Oral Biology 

Use and Investigation of Dental Tissues 













Introduction to Oral Biology 

Total module notional study hours are specified as 162 hours. 

Typically a 15 credit module would comprise of 150 hours. 

The Board may wish to explore this. 

Use and Investigation of Dental Tissues 

Total module notional study hours are specified as 162 hours. 

Typically a 15 credit module would comprise of 150 hours. 

The Board may wish to explore this.












Programme Title(s) MSc Oral Biology 

Programme Code(s) 


Mode of study 

Programme 

Duration 

Master of Science (MSc) Full Time 1 Calendar Year 





Programme Organiser Dr Paul Anderson 







It is proposed to split the current 30 credit Module entitled Introduction to Oral Biology into two 15 credit modules. 

Thus the current 30 credit Introduction to Oral Biology Module is to be removed 

This will be replaced by: 

Introduction to Oral Biology (15 credit module) 

Use and Investigation of Dental Tissues (15 credit module)


Module Title 

Module 

Code 

Credits 

Level 

Module 

Selection 

Status 


Year of 

Study 

Add / Remove 

Module from 

Programme 

X Introduction to Oral Biology 30 7 Core 1 Remove Module 

X Introduction to Oral Biology 15 7 Core 1 Add Module 

X 

Use and Investigation of Dental 

Tissues 

15 7 Core 1 Add Module 



3) Proposed Date of Amendment Introduction Sep 2011 

4) Rationale 


The Introduction to Oral Biology Module is a core module in the MSc in Oral Biology. 

The rationale for splitting the 30 credit Introduction to Oral Biology module and create two 15 credit modules is to allow 

flexibility for use of the two modules by other MSc programs which may only require the new Introduction to Oral Biology 15 

credit module. The MSc in Oral Biology course will now have both the Introduction to Oral Biology , and Use and Investigation of 

Dental Tissues as core modules. 



The Introduction to Oral Biology Module will be taken by a larger number of students including the MSc in Oral Biology students 

(currently 21). The additional student numbers that take this module on other MSc programs will mean that a larger teaching 

space is required than that currently used. The host Dept. (Oral Growth and Development) does not have a sufficiently large 

teaching room to cope with more students. Therefore, a resource implication is teaching space. 

Use and Investigation of Dental Tissues module is unaffected. 




N/A





N/A 






Yes 


amendment? 

Yes 


Programme 

Organiser* 

Paul 

Anderson 

Digitally signed by Paul Anderson 

DN: cn=Paul Anderson, o=QMUL, 

ou=Dental Physical Sciences, 

email=p.anderson@qmul.ac.uk, 

c=GB 

Date: 2011.03.01 10:27:41 Z 


Farida 

Fortune 





c=GB 

Date: 2011.03.10 13:58:01 Z 

Head(s) of 


Head(s) of 


Head(s) of 


Head(s) of 



Approval Board









Module Title Introduction to Oral Biology 

Module Code 




A200 









Oral Biology 



2011/12 12 6 25 

2012/13 12 6 25 

2013/14 12 6 25





This module is a core module of the MSc in Oral Biology. The module is designed so that students have the basic knowledge of 

oral biology, both hard and soft tissues required for the later modules in the Oral Biology MSc and the Dental Materials MSc 

courses. 





Seminar Room, AV facilities. (SEMS) 


Module Title Introduction to Oral Biology 

Module Code 



Dr Sahar Mohsin and Dr Simon Rawlinson 





This module is an academic module focussing primarily on the introduction to the basic and clinical sciences of the dental hard 

and soft tissues and the biochemical processes processes relevant of Oral Biology. 

It will be conducted in the form of 12 seminars of 3 hour duration, and 6 research seminars. 

The major topics include: 

• Tooth development and mechanisms driving formation 

• Structure of enamel 

Structure of dentine 

Structure of bone 

Structure of the periodontal ligament 

Dental anomalies


Lecture List: 

1. Tooth Development & Signalling Pathways 

2. Enamel 

a. Structure 

b. Development 

c. In relation to Restorative Procedures 

3. Dentine and the Dentine-Pulp Complex 

a. Dentine Formation (Dentinogenesis) 

b. Dentine Structure 

c. Dental Pulp 

d. Clinical correlations of Dentine- Pulp Structure 

e. Root Development and Cementogenesis 

4. Bone and Bone Remodelling 

a. Bone Histology 

b. Reactions of Bone to stress 

c. The Cellular Basis of Bone Remodelling Diseases 

5. Periodontal Ligament 

a. Tooth Support Mechanisms 

b. Dentogingival Junction; Clinical Aspects 

6. Dental anomalies 



This module will:- 

a) provide an overview of the scope of oral biology and its role in the practice of dentistry. 

b) improve an understanding of the biological basis of oral phenomenon, whether normal or pathological. 

c) enhance an understanding of how oral biological knowledge is acquired and how growth of such knowledge leads to a high 

quality of dental care. 

d) demonstrate how Oral Biology forms the basis for preventive dentistry clinical procedures. 








A 1 

A 2 

Development of the structures of the oro-dental tissues. 

Histological and physiological aspects of bone remodelling 

A 3


A 4 


B 1 

B 2 

Understand how the microscopic structures enable the gross anatomical structure and function 

Develop and apply strategies to criticise and evaluate the current oral biology literature 

B 3 

B 4 


C 1 

C 2 

Evaluate and discuss the importance of evidence based dentistry 

Demonstrate collaborative communication principles at appropriate levels for various audiences (Lay and 

professional) 

C 3 


D 1 

D 2 

Employ appropriate media to support group presentations 

Demonstrate skills of systematic analysis, synthesis and critical evaluation of their own research or advanced 

scholarship 

D 3 




Oral BioSciences by DB Ferguson; Churchill Livingstone ISBN 0443053731. 

Oral Anatomy, Histology and Embryology by BKB Berkovitz, GR Holland, BJ Moxham. ISBN 0723431817 

~-~- 

-~ Master Dentistry Volume 3: Oral Biology BKB Berkovitz, BJ Moxham, R.W.A. Linden, A.J. Sloan ISBN 978-0-702-03122-9











All lectures ran as interactive seminars. Lecturer will introduce broad 

academic aims, then give examples of research related to those 

academic aims. Each lecture seminar lasts 3 hours. 

Total: 36 h 

In addition, there are 3 2h research seminars 

Total: 42 h 





Students to spend at 6 hours study per seminar. 

Total 72 hours 

In addition, students set 1 formative and 1 summative essays 

24 hours per essay. 

Total 120h 







162 h 




Assessment 

Written paper 

Section A 40 % 4 short questions 

Section B 60% 3 long questions 

out of choice of 6 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

Examination 2.5h 70 Yes 50 

1 Essay Coursework 2500 words 30 Yes 50 

Reassessment 










Coursework 






Farida 

Fortune 





c=GB 

Date: 2011.03.10 13:56:41 Z 

Head(s) of 


Head(s) of 


Head(s) of 




























Module Title Use and Investigation of Dental Tissues 

Module Code 




A200 Pre-clinical Dentistry 









Oral Biology 



2011/12 12 6 25 

2012/13 12 6 25 

2013/14 12 6 25





This module is a core module of the MSc in Oral Biology. The module is designed so that students have the basic knowledge of 

oral biology, both hard and soft tissues, and novel laboratory methods for their study, required for the later modules in the 

course. 



Seminar Room, AV facilities. 




Module Title Use and Investigation of Dental Tissues 

Module Code 



Dr Sahar Mohsin and Dr Simon Rawlinson 





This module is an academic module focussing primarily on the introduction to the basic sciences and biochemical processes of 

the oral soft tissues, salivary glands,, the structures of the skull relevant t o Oral Biology how the hard and soft tissues are 

involved in mastication, and finally an introduction to a wide variety of advanced laboratory methods used in modern Oral 

Biology research 

It will be conducted in the form of 12 seminars of 3 hour duration, and 6 research seminars. 

The major topics include: 

• Oral mucosa development, and pathology 

Salivary glands


Lecture List 

1. Oral Mucosa 

Pathophysiology of oral diseases 

2. Salivary Glands 

a. Structure & Function 

b. Salivary Secretion & autonomic control 

c. Formation of Saliva 

3. Osteology Skull 

a. Skull, Neurocranium, Base 

b. Maxilla & Mandible 

c. Face & Palate 

4. Mastication 

5. Introduction to Investigative Techniques in Oral Biology 

a: NMR/ESR Nuclear Magnetic Resonance/ Electron Spin Resonance 

b: Synchrotron techniques 

c. X-Ray Diffraction 

d: Imaging 

e: Chemical analyses 

f: Electron Microscopy 

g: optical microscopies including confocal microscopy 

h: biochemical methods 

i: Cell culture techniques 

j: microtomography 

k: scanning microradiography 

(12 lectures) 



This module will:- 

a) provide an overview of the scope of oral biology and its role in the practice of dentistry. 

b) improve an understanding of the biological basis of oral phenomenon, whether normal or pathological. 

c) enhance an understanding of how oral biological knowledge is acquired and how growth of such knowledge leads to a high 

quality of dental care. 

d) demonstrate how oral biology forms the basis for preventive dentistry clinical procedures. 

e) introduce methods for Oral Biology research 









A 1 

A 2 

A 3 

A 4 

Structure of the skull supporting the dentition 

Salivary glands structure and salivary secretion 

Anatomy and physiology of mastication 

Modern laboratory techniques in Oral Biology research 


B 1 

B 2 

Understand how the microscopic structures enable the gross anatomical structure and function 

Develop and apply strategies to criticise and evaluate the current oral biology literature 

B 3 

B 4 


C 1 

C 2 

Discuss options for the use modern laboratory techniques in Oral Biology research 

Demonstrate collaborative communication principles at appropriate levels for various audiences (Lay and professiona 

C 3 


D 1 

D 2 

Employ appropriate media to support group presentations 

Demonstrate skills of systematic analysis, synthesis and critical evaluation of their own research or advanced 

scholarship 

D 3 




Oral BioSciences by DB Ferguson; Churchill Livingstone ISBN 0443053731. 

Oral Anatomy, Histology and Embryology by BKB Berkovitz, GR Holland, BJ Moxham. ISBN 0723431817 

Master Dentistry Volume 3: Oral Biology BKB Berkovitz, BJ Moxham, R.W.A. Linden, A.J. Sloan ISBN 978-0-702-03122-9











All lectures ran as interactive seminars. Lecturer will introduce broad 

academic aims, then give examples of research related to those 

academic aims. Each lecture seminar lasts 3 hours. 

Total: 36 h 

In addition, there are 3 research seminars Total: 6 h 





Students to spend at 6 hours study per seminar. 

Total 72 hours 

In addition, students set 1 formative and 1 summative essays 

24 hours per essay. Total 48h 







162 h 




Assessment 

Written paper 

Section A 40 % 4 short questions 

Section B 60% 3 long questions 

out of choice of 6 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

Examination 2.5h 70 Yes 50 

1 Essay Coursework 2500 words 30 Yes 50 

Reassessment 










Coursework 






Farida 

Fortune 





c=GB 

Date: 2011.03.10 13:58:39 Z 

Head(s) of 


Head(s) of 


Head(s) of 
























Institute 



Module Proposal 


Econometrics C 













The duration of the midterm test(s) is specified as TBA. Can 

this be clarified?









Module Title Econometrics C 

Module Code ECOM033 




L140 Econometrics 





N/A 



N/A 



Economics PG 



2011/12 12 3 30





The module is being introduced to provide an advanced econometrics track in Semester 2 for MSc students intending to pursue 

doctoral study. That is to say, Econometrics A in Semester 1 can be followed by either Econometrics B (an existing module) or 

Econometrics C (the new module). 

Econometrics C will be compulsory for students on the MSc Economics (L1S1/L1SP) programme, and an option for students on 

the Finance and Economics (L1T3/L1T4) and Finance and Econometrics (L1S5/L1S9) programmes. 



One teaching room and one lecturer to teach. 



N/A 


Module Title Econometrics C 

Module Code ECOM033 



Professor Emmanuel Guerre 


ECOM003 Econometrics A 

ECOM032 Econometrics B 




The purpose of this module is to equip students with the probabilistic and statistical tools necessary to undertake research in 

econometrics and to cover a number of important topics in this field. The module starts with a review of large sample theory, and 

then proceeds to analyze the asymptotic behavior of extremum estimators, including maximum likelihood and generalized 

methods of moments. Some important efficiency results will be covered. Finally, the module will deal with panel data, limited 

dependent variables, unit roots, and cointegration.




The purpose of the module is to provide a rigorous foundation in econometrics for students wishing to undertake theoretical or 

applied research in this field. 








A 1 

A 2 

A 3 

A 4 

A 5 

advanced estimation methods 

the construction and critical evaluation of statistical tests 

the analysis and critical evaluation of panel data models 

the analysis and critical evaluation of models with limited dependent variables 

unit roots, cointegration, and other advanced topics in time-series econometrics. 


B 1 

B 2 

B 3 

propose and study estimators derived from general estimation principles 

construct tests derived from general testing principles 

elaborate on standard econometric models dealing with time series, limited dependent variables, unit root and 

cointegration 


C 1 

understand and interpret the numerical outcomes of econometric procedures



D 1 

D 2 

specify an estimation or testing method appropriate for a model 

read theoretical and applied articles in econometric journals 




Hayashi, F. (2000). Econometrics. Princeton University Press. 

Newey, W.K. & D. Mc Fadden (1994). Large Sample Estimation and Hypothesis Testing. Chap. 36, Handbook of Econometrics, 

Volume 4, Elsevier. 

W. H. Greene (2003). Econometric Analysis, Prentice Hall, Fifth Edition. 










lecture 2 hours/week 

seminar 1 hour/week 

3 hours/week total instructional time 

11 weeks in Semester 2 

33 hours total instructional time 





7 hours/week learning time 

11 weeks in Semester 2 

77 hours total learning time 

40 hours total revision time 

117 hours total independent learning time 







33 hours total instructional time 

117 hours total independent learning time 

150 total module notional study hours





Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

midterm test(s) Coursework TBA 25% No none 

final examination Examination 2.5 hours 75% Yes none 

Reassessment 









Coursework 






Digitally signed by George Kapetanios 

DN: cn=George Kapetanios, o=Queen 

Mary, UoL, ou=School of Economics and 

Finance, 

email=g.kapetanios@qmul.ac.uk, c=GB 

Date: 2011.02.01 12:03:34 Z 

Head(s) of 


Head(s) of 


Head(s) of 



Approval Board





















Institute 




School of Law 

Medical Law & The Family 













No significant issues identified.









Module Title Medical Law & The Family 

Module Code 




M260 Medical Law 



School of Law 






LLM 



2011/12 30 5 n/a





The rationale of this module is to introduce law students to the gradual attention of medical lawyers, legislators and the courts to 

familial aspects and influences on various health care issues. Therefore, this course will explore in detail the relationship between 

medicine, law and the family. The course aims to explain the complex issues surrounding the doctor-patient-family relationship 

and analyze the different moral and legal arguments in this complicated area. Students seeking to be involved in the practice of 

medical law and family law needs to understand the relevant issues which arise as a result of the developments of medical 

technologies and this module meets these needs. Students interested in research will acquire knowledge and skills which enable 

them in their studies in medical law, bioethics and family law. This module broadens the scope of the legal analysis taught in the 

department of law in the above three areas and complements courses currently taught in these areas in the department of law. 

This course will be offered as an optional module in the LLM programme. 



Department of law, School of Law 




Module Title Medical Law & The Family 

Module Code 



Dr. Roy Gilbar 


None 




The family has gradually gained the attention of medical lawyer, legislators and the courts on various health care issues. 

Therefore, this course will explore the relationship between medicine, law and the family. It will concentrate on: (1) the impact of 

medical technologies on the formation of the family and its perception in society; (2) the involvement of the family when 

decisions about the patient’s medical treatment are considered; and (3) the impact of medicine on the relationship between 

family members.




(i) To deepen the knowledge on the subject, particularly the understanding and appreciation of the relationship between 

medicine, law and the family. 

(ii) To engender a critical appreciation of the dynamic nature of this area and how it has developed in response to sociological, 

philosophical and medical influences. 

(iii) To foster a great appreciation of the disparate judicial, law reform, academic and participant views that influence 

developments in this area. 








A 1 

A 2 

A 3 

the relationship between law, medicine and the family 

the legal, bioethical and practical aspects of the doctor-patient-family relationship 

the impact of medical technologies on the formation and perception of the family in law and society 


B 1 

B 2 

B 3 

produce a critical evaluation of the relevant arguments and principles used by the legislator, the courts and 

professional bodies and assess their potential strength and shortcomings in their application 

apply different perceptions of leading legal principles to relevant cases 

improve their ability to provide critical analysis when facing relevant cases in practice and research 


C 1 

C 2 

C 3 

identify conflicting moral and legal arguments when facing relevant cases in practice 

apply relevant knowledge in legal analysis and study 

provide a critical analysis of the relevant principles in medical law and family law generally



D 1 

D 2 

D 3 

deal with complicated medico-legal issues and make informed judgements 

apply knowledge when facing relevant cases in practice and research 

present different conflicting views in medical law, bioethics and family law 




The lecturer's handouts 

Relevant books on the subject are: 

Lindemann Nelson H., Lindemann-Nelson J., The Patient in the Family (Routledge, 1995) 

Hardwig J., Is There a Duty to Die: And other essays in Medical Ethics (Routledge, 2000) 

Mackenzie C., Stoljar N., Relational Autonomy: Feminist perspectives on autonomy, agency and the social self (OUP, 2000) 

Gilbar R., The Status the Family in Law & Bioethics: The genetic context (Ashgate, 2005) 

Mclean S., Autonomy, Consent and the Law (Routledge-Cavendish, 2010) 

Morris A., Jones M., Blackstone’s Statutes on Medical Law (6th edn., 2009). 

Periodical literature 

- Gilbar R., Family involvement, independence and patient autonomy in practice (2011) 19 Medical Law Review (forthcoming) 

- O’Donovan K., Gilbar R., The loved ones: Families, intimates and patient autonomy (2003) 23 (2) Legal Studies 332-358 

- Hardwig J., What about the family? (1990) 20 Hastings Center Report 5-10 

- Cassell E., Unanswered questions: Bioethics and human relationships (2007) 37 (5) Hastings Center Report 20-23 

- Minow M., Who’s the patient? (1994) 53 Maryland Law Review 1173-1192 

- Brazier M., Do no harm- do patients have responsibilities too? (2006) 65 (2) Cambridge Law Journal 397-422 

- Lindemann-Nelson H., Lindemann-Nelson J., The romance of the family (2008) 38 (4) Hastings Center 

- Murray T., What are families for? Getting an ethics of reproductive technology (2002) 32 (3) The Hastings Center Report 41 

- Gilbar R., Between unconditional acceptance and responsibility: Should family ethics limit the scope of reproductive autonomy? 

(2009) 21 (3) the Child & Family Law Quarterly 309-335 

Relevant case law











weekly seminars/lectures = 44 hours 





weekly reading, 8 hours= 200 hours 

revision for the exam= 206 hours 







45 hours = 450 notional study hours 




Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

final exam Examination 3 hours 100% Yes N/A 

Reassessment 









Coursework







Peter 

Alldridge 

Digitally signed by Peter Alldridge 

DN: cn=Peter Alldridge, o=Queen 

Mary, ou=Department of Law, 

email=p.w.alldridge@qmul.ac.uk, 

c=GB 

Date: 2011.03.08 12:56:14 Z 

Head(s) of 


Head(s) of 


Head(s) of 























Institute 




Module Proposal(s) 

School of English and Drama 

Mapping the Nation, 1707-1801 

James Joyce's Finnegans Wake 

Feminist Thought: History, Criticism and Theory 

Milton: Revolutions in Writing 

Performance and Celebrity 

Renaissance Performance and the Lyric Voice 

Staging the UK 

The Court of Henry Viii: Then and Now 

The crisis of culture: literature and politics, 1918-1948 

Writing Seventeenth-Century Lives 












Staging the UK 

This module is to be made available to associate 

students. Will they do exactly the same assessment as 

QM students? 

Writing Seventeenth-Century Lives 

This module is to be made available to associate 

students. Will they do exactly the same assessment as 

QM students?









Module Title Mapping the Nation, 1707-1801 

Module Code ESH7101 




Q320 English Literature 



School of English & Drama 


n/a 



n/a 



English 



2011/12 10 5 12 

2012/13 10 5 12 

2013/14 10 5 12





This optional module may be taken by students on the MA Writing and Society 1700-1820, and other MA programmes in English. 

Its concern with national and regional identity complements the emphasis on space and location found in existing historicising 

modules on the MA (such as Panoramas of London, Metro-Intellectuals, and Sociability), and supplements their metropolitan 

focus with attention to regional and national landscapes. The module's engagement with questions of patriotism, tourism, and 

the emergence of national infrastructures complements many of the issues explored in the Primitivism and Progress module,and 

also addresses geographical and aesthetic texts concerning landscapes that are not elsewhere examined on the MA. 





Students will be expected to purchase some texts, and the VLE will be used. 

Copies of set texts (listed below), and recommended secondary texts, should be 

purchased by the library. The module will also require 2 hours per week of staff 

teaching time, plus admin support. 

n/a 


Module Title Mapping the Nation, 1707-1801 




Dr. Chris Reid 






This module will examine texts concerned with British/UK national identity and the representation of landscape, between the 

Anglo-Scottish Union of 1707 and the Anglo-Irish Union of 1800-1801 (and its immediate legacy). We will use a range of 

theoretical, historiographical and methodological approaches to consider how authors responded to the constitutional and 

cultural emergence of ‘Great Britain’ and the ‘United Kingdom’. Through the consultation of contemporary essays, novels, travelliterature, 

journalism, guide-books, poetry, philosophical texts and visual material, we will explore how attitudes to national and 

regional identity were expressed through representations of the national landscape. Related questions of patriotism, cultural 

nationalism, landscape aesthetics, radical ideology, tourism, the liberty of the press, and the relationship between politics and 

culture will be addressed through readings of printed literary, political and geographical texts, and supplementary secondary and 

theoretical texts. In addition, students will be encouraged and guided to consult manuscript sources relevant to the module's 

concerns.




1. To introduce students to a range of texts published between 1707 and 1801, and subsequently, that reflect upon the period's 

legacy in the history of nationhood and landscape. 

2. To develop students’ capacity for the analysis and interpretation of a range of genres and sources from the eighteenth century. 

3. To explore connections between literary texts, non-fictional texts (including, but not limited to, guide-books, travel-writing, 

newspapers, and letters) and non-textual artefacts (including, but not limited to, paintings and maps). 

4. To develop students' skills in the evaluation of both printed and manuscript primary source material, in relation to 

contemporary scholarly debates. 

5. To enable students to use and evaluate a range of research aids (including, but not limited to, printed and electronic aids) to 

locate relevant printed and manuscript sources, as part of the students' independent and insightful research into literature of the 

British Isles in the long eighteenth century. 








A 1 

A 2 

A 3 

a range of texts published between 1707 and 1801, and subsequently, that reflect upon the period's legacy in terms of 

the history of nationhood and landscape. 

the geo-historical, political, biographical and cultural contexts relevant to the study of selected literary, political, 

geographical, and philosophical texts on the reading list. 

circumstances pertaining to the production, dissemination and reception of the textual and non-textual artefacts 

consulted during the module. 


B 1 

B 2 

B 3 

conduct perceptive and historically-informed readings of texts across a number of genres from the long eighteenth 

century. 

evaluate the propriety and relevance of a range of theoretical and methodological approaches to research. 

evaluate the relative importance of evidence, arguments and resources derived from primary and secondary material. 


C 1 

develop initiative in structuring independent research, including the use of research aids to locate relevant sources.


C 2 

C 3 

enhance skills in working individually and collectively, in a range of environments including (but not limited to) 

independent research, presentation, essay-writing and seminar discussion. 

adapt and transfer the critical methods that will be introduced in the module to a variety of working environments 


D 1 

D 2 

D 3 

use research aids (including, but not limited to, printed and electronic aids) to locate relevant printed and manuscript 

sources, as part of the students' independent and insightful research into literature of the British Isles in the long 

eighteenth century. 

develop skills in comparing texts and artefacts across a range of genres; and connecting ideas within the field of study. 

use writing for learning and reflection, and in doing so, develop skills in researching and constructing original and 

perceptive essays. 




Week 1: The 1707 Anglo-Scottish Union and its Legacy 

Daniel Defoe: essays concerning the Union (1706-1707); and Tour Through the Whole Island of Great Britain (1724-6): selections 

Tobias Smollett, The Expedition of Humphrey Clinker (1771) 

Week 2: The Spirit of Patriotism 

Lord Bolingbroke, Letters on the Spirit of Patriotism (1749) 

Essays by Tobias Smollett and John Wilkes from The Briton and The North Briton (1762-3) 

Week 3: The British Landscape I: The Politics of the Prospect 

James Thomson, The Seasons (1728-30) 

John Dyer, 'Grongar Hill' (1726) 

Week 4: The British Landscape II: The Politics of the Sublime and Picturesque 

Edmund Burke, A Philosophical Inquiry into the Sublime and the Beautiful (1757) 

Immanuel Kant, Critique of Judgement (1790): selections 

William Gilpin, Observations on the River Wye (1789) and Three Essays (1792): selections 

William Wordsworth, Guide to the Lakes (1810-1835): selections 

Week 5: 'The Country and the City': the Centre and the Margin? 

Raymond Williams, The Country and the City (1973) 

Gilbert White, The Natural History and Antiquities of Selborne (1789): selections 

William Wordsworth, The Prelude (1805/1850): selections 

Week 6: Celtic and Gaelic Landscapes 

James MacPherson, Fragments of Ancient Poetry (1760-63) and The Works of Ossian (1765): selections 

Iolo Morganwg (AKA Edward Williams), Poems, Lyric and Pastoral (1794) and Barddoniaeth Dafydd ab Gwilym (1789): selections 

Walter Scott, Waverley (1814) 

Week 8: Visual Landscapes: How to See the Nation 

Peter de Bolla, The Education of the Eye (2003) 

A selection of texts concerning the foundation of the Royal Academy of Art 

William Wordsworth's 'Inscription: Written with a Slate Pencil on the Side of the Mountain of Black Combe' and 'View from the 

Top of Black Combe' (1815) 

Week 9: Whose Nation?: Revolutionary Landscapes


Richard Payne Knight, The Landscape, a Didactic Poem (1794) 

Uvedale Price, An Essay on the Picturesque (1794) 

John Clare, Poems Descriptive of Rural Life and Scenery (1820): selections 

Week 10: Satirising the Nation 

Tobias Smollett, The History and Adventures of an Atom (1769) 

Visual material: a selection of satirical prints from the British Museum Catalogue of Prints 

Week 11: The Land at War: Military Landscapes 

Henry Fielding, The History of Tom Jones, A Foundling (1749): selections 

Visual material: William Roy's Military Survey of Scotland (1747-1755) and selection of Paul Sandby's landscape watercolours from 

catalogue of Royal Academy exhibition 2010 

Jane Austen, Pride and Prejudice (1813) 

Week 12: The 1801 Anglo-Irish Union: a United kingdom? 

Maria Edgeworth, The Absentee (1812) 

Sydney Owenson, The Wild Irish Girl: A National Tale (1806) 










2 hours of structured seminar contact per week. Tutor will also be 

available for 1 scheduled office hour per week, over the 11 weeks of 

the module. 





278 hours (standard notional time on all MA English modules, 

covering library research, primary and secondary reading, class 

preparation and preparation for final assessment). 







300 hours. 





Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

Essay Coursework 4000 words 100% Yes 50 

Reassessment 









Coursework 






Chris Reid 

Digitally signed by Chris Reid 

DN: cn=Chris Reid, o=Queen Mary, 

ou=School of English and Drama, 

email=c.g.p.reid@qmul.ac.uk, c=GB 

Date: 2011.03.08 11:05:41 Z 

Head(s) of 


Head(s) of 


Head(s) of 









please click 'Add Alternative Assessment'.




















Module Title James Joyce's Finnegans Wake 





Q322 English Literature by author 









English 



2011/12 10 5 12 

2012/13 10 5 12 

2013/14 10 5 12





This module will be offered as an option to students taking the MA in English Literature and the MA in Writing in the Modern Age. 

It will supplement naturally a number of other modules currently available, including Freud and Proust, Modernism and Ireland, 

Modernism, Secularism and Religion, and Postcolonialism, Language and Identity. 



lecturing staff 




Module Title James Joyce's Finnegans Wake 




Katie Fleming 





Finnegans Wake has a reputation as the most difficult work of fiction ever written in the English (?) language. This course will 

offer students the opportunity to judge this for themselves in the context of a supportive and collaborative tutor-led seminar. 

Each week we will cover a couple of chapters and explore the text from a number of critical and theoretical perspectives, from 

psychoanalysis to postcolonial theory. Experience of studying Joyce or Modernism is desirable but not required, and it would be 

helpful if students could read Ulysses in advance of the course.




This module aims to offer students the opportunity to read this notoriously difficult and under-read yet theoretically and 

historically important book from within the context of a supportive and collaborative seminar. It will allow students to develop 

their close reading and analytical skills, and to become familiar with, and fluent in the application of, a wide variety of critical and 

theoretical perspectives. 








A 1 

A 2 

A 3 

one of the most difficult works of fiction ever written in the English language 

the linguistic, literary, cultural and socio-historical contexts in which Finnegans Wake was written and read 

knowledge of useful and precise critical and theoretical terminology 


B 1 

B 2 

B 3 

articulate knowledge and understanding of Finnegans Wake and the concepts and theories relating to it 

demonstrate critical skills in the close reading, description, analysis, or production of Finnegans Wake 

demonstrate rhetorical skills of effective communication and argument, both oral and written 


C 1 

C 2 

C 3 

demonstrate advanced literacy and communication skills and the ability to apply these in appropriate contexts, 

including the ability to present sustained and persuasive written and oral arguments cogently and coherently 

the capacity to analyse and critically examine diverse forms of discourse 

demonstrate the capacity for independent thought and judgement demonstrated through critical practice



D 1 

D 2 

D 3 

demonstrate competence in the planning and execution of essays, presentations, and other writing and project work 

show time management and organisational skills, as shown by the ability to plan and present conclusions effectively. 

use information technology (IT) skills broadly understood and demonstrate the ability to access, work with and 

evaluate electronic resources (such as hypertext, conferencing, e-publishing, blogs and wikis) 




Finnegans Wake - seminar plan 

Seminar 1– Introduction – Beyond Ulysses 

Close reading: Detailed group reading of the first page. 

Seminar 2- Falling into Joyce 

Chapter 1 (3 – 29) 

Chapter 2 (30-47) 

Seminar 3 – The dangers of idle talk 

Chapter 3 (48 – 74) 

Chapter 4 (75 – 103) 

Seminar 4 – Reading Joyce Reading Us 

Chapter 5 (104 - 125) 

Chapter 6 (126 – 168) 

Seminar 5 – Writing and the self 

Chapter 7 (169 – 195) 

Chapter 8 (196 – 216) 

Seminar 6 – Deconstruction and the Wake? 

Chapter 9 (219 – 259) 

Seminar 7 – Sincerity and the Aesthetics of Chaosmos 

Chapter 10 (260 – 308) 

Seminar 8 - Technology and techno-poetics 

Chapter 11 (309 – 382) 

Seminar 9 – The Ondt and the Gracehoper 

Chapter 12 (383 – 399) 

Chapter 13 (403 – 428) 

Seminar 10 – (first half) Travelling the world 

Chapter 14 (429 – 473) 

Seminar 10 (second half) Trial, Confession and ethics. Politics and character in Finnegans Wake 

Chapter 15 (474 – 554) 

Seminar 11- Conclusions?


Chapter 16 (555 – 590) 

Chapter 17 (593 – 628) 










2 hour seminar (22 hours in total) 





16 hours reading per week (160 hours); 118 hours working on 

assessment 







300 notional study hours 




Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

Essay Coursework 4000 100 Yes 50 

Reassessment 










Coursework 






Chris Reid 





Date: 2011.03.08 11:06:30 Z 

Head(s) of 


Head(s) of 


Head(s) of 




























Module Title Feminist Thought: History, Criticism and Theory 





Q300 English studies 









English 



2011/12 30 10 36 

2012/13 40 10 54 

2013/14 40 10 54





This module would be offered as an option at Level 6, and would be aimed at 3rd year English joint and single honours 

undergraduates and Associate students in the Department of English. It is might also be of interest to students from History, Film 

and Politics departments. The installation of this module as a 3rd year option would complete a pathway that begins with the 

first year ESH102 Reading Theory and Interpretation course of study where students are briefly introduced to feminist criticism. It 

would also supplement Level 5 modules like ESH230 Women Writing in the Romantic Period and ESH243 Architexts, and its 

robust theoretical framework would usefully complement a range of Level 6 modules including ESH376 Gender, Race and Empire 

and ESH330 Virginia Woolf. The module is intended to address a long-standing deficiency in the provision of modules in the 

Department that deal with women’s writing generally, and it would further contribute to the good range of contemporary critical 

and theoretical modules available at Level 6. The module steers a course through the literary criticism, history and theory of 

feminism, running from the publication of Simone de Beauvoir’s The Second Sex in 1949, to the contemporary period. 



2 staff members; AV-equipped teaching room 




Module Title Feminist Thought: History, Criticism and Theory 




Katherine Fleming 





This module engages with contemporary feminist thought, steering a course though the literary criticism, history and theory of 

feminism from the publication of Simone de Beauvoir's 'The Second Sex' in 1949 onwards. It examines the significant debates 

and key concepts of feminist thought through a range of literary, political and philosophical texts and encourages students to 

develop their own critical understanding of gender and equality issues in the contemporary period. Students are invited to 

explore the impact of feminist approaches on literary criticism, to understand the critical feminist project in its own terms, and to 

examine feminism in relation to Marxism, psychoanalysis, sexuality, post-structuralism, neo-liberalism and international 

feminism.




The object of this module is to steer a course through the history, literary criticism and theory of feminist thought in the 

contemporary period. Students who undertake this module will have acquired knowledge of the modern history of women’s 

struggle, and have an in-depth understanding of the significant debates and key concepts of feminist thought. The module 

prompts students to trace these debates and concepts through a range of material of different genre, and to draw from the 

selected texts a theoretical understanding of gender and sexual difference. The course also encourages students to think 

conceptually and to develop their own independent and well-informed critical positions in relation to the material they read 

both here and elsewhere. 

As a third-year Level 6 module, this course of study completes a pathway through the QM undergraduate English degree that 

allows students to engage with writing about and/or by women. The module supplements a range of our pre-existing modules 

and the theoretical and conceptual thinking that it fosters should enhance the student’s critical approaches to the other modules 

they also take. 

The module will also further contribute to the Department's sense of English Studies as a broad, interdisciplinary, and farreaching 

domain. By offering a module especially concerned with issues of gender and equality, the School might also be seen 

to sanction feminist thought as a valuable component of its own intellectual culture. 








A 1 

A 2 

A 3 

a substantial number of authors and texts from across the periods of contemporary feminist 

history. 

useful and precise critical terminology of feminist thought. 

the literary, cultural and socio-historical contexts in which feminist thought is written and read. 


B 1 

B 2 

B 3 

demonstrate the critical skills of close reading, description, analysis of the key texts 

of feminist discourse. 

articulate knowledge and understanding of texts, concepts and theories relating to feminism and its critical and 

literary history. 

understand how feminist thought takes different forms according to different cultural contexts and conditions.



C 1 

C 2 

C 3 


including the ability to present sustained and persuasive written and oral arguments cogently and coherently. 

analyse and critically examine diverse forms of discourse. 

acquire substantial quantities of complex information in a structured and systematic way involving the use of the 

distinctive interpretative skills of the subject. 


D 1 

D 2 

D 3 

adapt and transfer the critical methods of the discipline to a variety of working environments. 

demonstrate competence in the planning and execution of essays, presentations, and other 

writing work. 

comprehend and develop intricate concepts in an open-ended way which involves an understanding of purpose and 

consequences. 




Indicative Reading List: 

Please note that the final selection of extracts and texts for each week will to be taken from (but not 

necessarily including all) the texts listed below. 

Week 1: The Second Sex: 

Selected extracts from: 

Simone de Beauvoir, The Second Sex, (1949) 

Camille Paglia, Sexual Personae, (1990) 

Nina Power, One Dimensional Woman (2009) 

Week 2: 1968 & the Women’s Movement 


Germaine Greer, The Female Eunuch (1970) 

Kate Millett, Sexual Politics (1968) 

Boston Women’s Collective, Our Bodies Ourselves (1973) 

Week 3: Women, Pacificism and War 


Lysistrata 

Virginia Woolf, Three Guineas (1938) 

Simone Weil, Gravity and Grace (1947/52) 

Week 4: ‘What women want’: Freud, Femininity & Psychoanalysis 


Sigmund Freud, 'Femininity', in New Introductory Lectures in Psychoanalysis (1932) 

Jacqueline Rose, 'Femininity and its Discontents', in Sexuality in the Field of Vision (1986)


Juliet Mitchell, Psychoanalysis & Feminism: Freud, Reich, Laing and Women (1974) 

H.D, Letters and Tribute to Freud (1956) 

Week 5: Politics of Pornography 


Andrea Dworkin, Intercourse (1987) 

Catherine MacKinnon, Pornography and Civil Rights: A New Day for Women's Equality (1988) 

Anais Nin, selected stories from Little Birds (1979) 

Week 6: Consuming and Producing Culture 

Laura Mulvey, ‘Visual Pleasure and Narrative Cinema’, in Screen (1975) 16 (3): 6–18 

Susan Sontag, On Photography (1977), selected extracts 

This week may incorporate a research trip to the Women’s Library to speak with contemporary artists who were commissioned to 

produce work for the libraries permanent collection in 2010, or a viewing and discussion of 'InThe Cut' (Campion, 2003). 

Week 7: Reading Week 

Week 8: French Feminism 

Luce Irigaray, Speculum of the Other, selected extracts 

Helène Cixous, ‘The Laugh of the Medusa’, (1976) 

Julia Kristeva, ‘Stabat Mater’, in The Kristeva Reader, ed. Toril Moi (1986) 

Jacques Derrida, ‘Women in the Beehive’ in differences (2005) 16 3, 139-15 

Week 9: Queerying Sexuality 


Shulamith Firestone, The Dialectics of Sex (1970) 

Judith Butler, Gender Trouble (1990) 

Eve Kosofsky Sedgwick, Tendencies (1993) 

Week 10: Prosthetic Goddesses 


Donna Haraway, ŒA Cyborg Manifesto: Science Technology and Socialist- Feminism in the Late 20th Century (1985) 

Naomi Wolf, The Beauty Myth (1991) 

Elizabeth Grosz, Volatile Bodies: Towards a Corporeal Feminism (1994) 

Joanna Zylinska, On Spiders, Cyborgs and Being Scared: the Feminine and the Sublime (2001) 

Week 11: International Feminisms 


Mahasweta Devi, Imaginary Maps (1995) 

Joumana Haddad, I Killed Scheherezade: Confessions of An Angry Arab Woman (2010) 

Ayaan Hirsi Ali, The Caged Virgin: A Muslim Woman's Cry for Reason (2006) 

Week 12: Feminism and neo-liberalism 

Michele Barrett and Mary McIntosh, The Anti-Social Family (1991) 

Selected extracts from contemporary women web-loggers, including Dooce.com, the F-Word blog, bitchmagazine.org and 

Broadsheet at www.salon.com 

General Reading: 

Cora Kaplan’s Sea Changes: Culture and Feminism (1986) 

Reina Lewis and Sara Mills (ed) Feminist Postcolonial Theory (2003) 

Catherine Stimpson, Where the Meanings are: Feminism and Cultural Spaces (1984) 

Toril Moi, Sexual/Textual Politics: Feminist Literary Theory (1985/ 2002)











2 hour seminars for 11 weeks (22 hours teaching in total per 

seminar group), with out of class hours assignment consultations. 

The module may also incorporate a research trip to the Women's 

Library in Aldgate. 





At least 6 hours reading per week (66 hours), plus approximately 65 

hours working on assessment 











Assessment 

Portfolio of 2 assignments from 

the selection below: 

1. Close reading of de Beauvoir, 

and 

2. Analysis of press cutting or 

image, or 

3. Selection and summary of 

critical feminist review article 

published after 1990 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

Coursework 2000 40 No N/A 

Critical Essay Coursework 3000 60 Yes N/A 

Reassessment 


reassessment or synoptic reassessment.








Coursework 






Chris Reid 





Date: 2011.03.08 11:08:25 Z 

Head(s) of 


Head(s) of 


Head(s) of 





























Module Title Milton: Revolutions in Writing 




Proposed JACS Code Q322 English Literature by author 





None 



None 



English 



2011/12 18 10 18 

2012/13 18 10 18 

2013/14 18 10 18





This option module will contribute significantly to the offerings in the Department at Level 6 in the Renaissance and Early 

Modern Subject Area Group. It responds specifically to requests made by students taking ESH224 Seventeenth-Century Literary 

Culture for further study of Milton and Paradise Lost. It will enable students to concentrate on the (extremely influential) writings 

of a single author at the highest undergraduate level, and will fill a gap in our offerings in the later seventeenth century. It will 

thus contribute to pathways of study in this historical period, while also linking to those in the early eighteenth century. In 

addition, it will provide an opportunity for students with an interest in poetry to develop this by means of an intensive reading of 

a single text in the epic tradition. However, the intensive reading will be carefully contextualised, both historically and formally: 

students will gain a sophisticated understanding of the literary, religious, and social politics of the mid to late seventeenth 

century, and consider what it might mean for an author to effect political change through writing in poetry and prose. It will be 

available to single and joint honours English students and Associates. 



1 staff member; AV-equipped teaching room 



None 


Module Title Milton: Revolutions in Writing 




Dr David Colclough 


None None ESH224, ESH267 




This module offers an intensive study of the writing and thought of John Milton: possibly the most important author of the 

seventeenth century. At its heart is a detailed reading and discussion of Milton’s great epic poem, Paradise Lost (1674). We will 

consider what Milton aimed to effect in writing and publishing Paradise Lost, and will study it in the context of the changes in 

society and religion that were taking place at the time. Milton was a political revolutionary; he was also a revolutionary writer, 

who attempted to carry out a thorough reform of English literature as well as of English society. In seminar discussions we will 

analyze Paradise Lost alongside some of Milton’s other revolutionary writings, including his plea for the freedom of the press, 

Areopagitica (1644).




This module aims to introduce students to one of the greatest poems in the English language, Paradise Lost. It aims to help 

students to build on their previous studies in developing the critical tools necessary to analyze such a complex piece of epic 

verse, and to guide them towards the sources of contextual information that will help them to understand it in its moment of 

composition and publication, as well as in the subsequent history of English literature. It aims further to encourage students to 

consider at a sophisticated level the relationship between writing and society at a time of rapid and intense social and political 

change, and to reflect on the ways in which writers past and present conceive of the place of the author in wider society. 








A 1 

A 2 

A 3 

A complex, long, and influential epic poem (Paradise Lost) and its historical contexts 

The critical tradition on Paradise Lost and the current state of scholarship on the text and its author 

Critical debates concerning the relationship between literary writing and society, both in the seventeenth century and 

today 


B 1 

B 2 

B 3 

Carefully analyze the form and arguments of long passages of verse in seventeenth-century English 

Set a work of literature in its historical context and select the most appropriate context through which to advance an 

interpretation of it 

Read and assess the usefulness of a wide range of critical writing on the text; engage with and debate the opinions of 

the best past and current scholarship 


C 1 

C 2 

C 3 

Research independently in primary and secondary literature and marshall evidence to produce an original argument 

Present opinions eloquently and in a well organised form to peers and teachers, both orally and in writing 

Reflect in a sophisticated manner on own performance and those of others, both in discussion and in writing



D 1 

D 2 

D 3 

Write in a fluent, sophisticated, and persuasive style at the highest level 

Confidently advance structured arguments in oral presentation 

Debate professionally and coherently with peers and teachers 




Week 1 Introduction: Milton – Writing Revolution / Revolutions in Writing 

Milton, ‘To the Lord General Cromwell’; selections from Of the Tenure of Kings and 

Magistrates. 

Gordon Campbell and Thomas N. Corns, John Milton: Life, Work, and Thought (Oxford: 

Oxford University Press, 2008). 

Week 2 Paradise Lost, Books 1 and 2 

AND 

Selections from Homer, Iliad and Odyssey; Virgil, Aeneid; Edmund Spenser, The Faerie Queen, ed. A.C. Hamilton, 2nd edn (Harlow, 

2006); The Putney Debates (1647) 


AND 

Selections from King James Bible (Romans; Genesis); Andrew Willett, Hexapla in Genesim (Cambridge, 1608) 


AND 

Selections from John Dod and Robert Cleaver, A godly form of household government for the ordering of private families, 

according to the direction of Gods word 

(1621); Mercurius Politicus and Mercurius Rusticus [Civil War newsbooks] 


AND 

Selections from King James Bible (Genesis); John Donne, Two Sermons Preached before King Charles, Upon the xxvi verse of the 

first Chapter of genesis (preached 1629); Thomas Aquinas, Summa theologica. 

Week 6 IN-CLASS TEST 

Week 7 R E A D I N G W E E K 


AND 

Selections from Aemelia Lanyer, Salve Deus Rex Judaeorum (1611); John Donne, Biathanatos (1648) 


AND 

Selections from St Augustine, The City of God; Jean Calvin, Institutes of the Christian Religion; [George Carleton], The Collegiat 

Svffrage of the Divines of Great Britaine, concerning the five articles controverted in the Low Countries (1619). 

Week 10 Paradise Regain’d 

AND


Selections from Milton, De Doctrina Christiana. 

Week 11 Areopagitica: Publishing Freedom 

AND 

Nigel Smith, ‘Areopagitica: voicing contexts, 1643-5’, in David Loewenstein and James Grantham Turner (eds), Politics, Poetics, 

and Hermeneutics in Milton’s Prose (Cambridge, 1990). 

David Norbrook, Writing the English Republic: Poetry, Rhetoric and Politics 1627-1660 (Cambridge, 1999), pp. 118-139. 

Week 12 Review and Conclusion; essay consultations 

General Reading: 

John Milton, Paradise Lost, ed. Alastair Fowler, 2nd edn (1998) 

John Milton, Samson Agonistes, in The Complete Shorter Poems, ed. John Carey, 2nd edn (1997) 

John Milton, Areopagitica (1644) 

Sharon Achinstein, Milton and the Revolutionary Reader (1994) 

Gordon Campbell and Thomas N. Corns, John Milton: Life, Work, and Thought (2008) 

Thomas N. Corns (ed.), A Companion to Milton (2003) 

Dennis Danielson (ed.), The Cambridge Companion to Milton (1999) 

Stanley Fish, Surprised by Sin: The Reader in Paradise Lost (1997) 

Annabel Patterson, Milton's Words (2009) 

Joad Raymond, Milton's Angels (2010) 










2-hour seminar, including student presentations (2 hours/wk; 22 

hours total) 





Student research and preparation: 6 hours/wk (66 hours total) 

Preparation of two elements of assessment: 62 hours total 







150 





Assessment 

In-class test (formative: students 

consolidate first half of module 

by responding to one 

comprehension exercise and one 

essay question) 

Research essay (students 

undertake summative 

assessment by researching and 

writing at length of one of a 

number of essay questions) 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

Coursework 2hrs 30 No N/A 

Coursework 4000 words 70 Yes N/A 

Reassessment 









Coursework 






Chris Reid 





Date: 2011.03.08 11:09:17 Z 

Head(s) of 


Head(s) of 


Head(s) of 



Approval Board




















Module Title Performance and Celebrity 

Module Code DRA341 




W400 Drama 





Other (please specify by typing in box) 



NA 



Drama 



2011/12 21 15 25 

2012/13 21 15 25 

2013/14 21 15 25





Critical engagement with the social and cultural phenomenon of ‘celebrity’ is relatively new. In the last ten years, scholars and 

theorists have begun to frame celebrity as not merely a manifestation of narcissism and media manipulation, but rather a vital 

and dynamic social terrain in which a variety of disciplines (e.g. sociology, history, philosophy, psychology, visual art, 

performance) can converge in tandem with a variety of dialectics (e.g. Marxism, Feminism, cultural materialism). 

The success of the new Routledge publication, “Celebrity Studies” (launched in 2010 and already rolling out its second volume) 

speaks to both the intellectual and academic interest generated by the work, and its ability to reach out to a larger audience. 

A course centered around the study of celebrity would be an exciting and interesting addition to Queen Mary’s curriculum 

precisely because it intersects with the department’s theoretical pluralism and inter-disciplinary ethos, it will ensure that students 

are part of generating discourse around a new field, and it will contribute to the dialogue between academia and the greater 

public. 

Optional: single and joint honours Drama students plus Associates 



lecturer 



NA: 


Module Title Performance and Celebrity 




Nadia Davids 


N/A N/A N/A 




This module examines ‘celebrity’ and the ‘performance of celebrity’. It positions an array of celebrities (actors, politicians, 

musicians, sports-people) within their individual political, social, historical and cultural contexts allowing them to be read as 

‘media texts’ through which to think through and around issues of commodification, globalization stardom, narcissism, 

iconography, philanthropy, cultural appropriation, media consumption and media production. The module refracts these issues 

through a variety of theoretical and ideological lenses (feminism, Marxism, cultural materialism, post-colonialism), encouraging 

close analysis of the way in which celebrity constructions of race, gender, nation, sexuality and power function in the public’s 

imagination. The module focuses on the development and imperatives of 21st century fame, opening with historical-case studies 

of manifestations of celebrity and culminating in contemporary case studies.




-give an overview of the intersections and connections between media, power, performance and globalisation 

- encourage students to engage critically with the ubiquitous presence of media, celebrity and the heightened performance of 

the every-day in their daily lives. 

- further develop and deepen student’s theoretical knowledge and to provide them with instances in which they can forge new 

relationships between “text” and theory. (This emphasis on theory will be especially stressed as a means of replacing anecdotal 

discussions of celebrity with analytical ones) 








A 1 

A 2 

The relationship between media, celebrity and commodification. 

An understanding of the cultural, historical and political premise on which 'celebrity' is built 


B 1 

B 2 

An understanding of how to apply a variety of theoretical discourses onto public 'media texts' 

Further familiarity with a vocabulary of critique to further their scholarly and/or creative practice 


C 1 

C 2 

Students would have gained experience in researching, analysing and writing a long-form essay. 

Students would have gained experience and practice in researching and presenting an in class presentation. 

Practical skills - able to:


D 1 

Write critically, execute individual research, work collaboratively with others, present to a group 




Currid, Elizabeth, Starstruck: The Business of Celebrity. Faber and Faber, 2010. 

Da Marshall, P, The Celebrity Culture Reader / Edition 1, Taylor & Francis, Inc, 2006. 

Goodall, Jane, Stage Presence, Routledge, 2008 

Gamson, Joshua, Claims to Fame: Celebrity in Contemporary America, University of California Press, 1996. 

Holmes, Su and Sean Redmond (eds) Celebrity Studies,.Taylor & Francis, Inc, Routledge, 2010. 

Inglis, Fred. A Short History of Celebrity. Princeton University Press, 2010. 

Roach, Joseph. It. The University of Michigan Press, 2007. 

Turner, Graeme, Celebrity. SAGE Publications, 2006. 










2 hours per week seminars x 11 weeks = 22 hours 





128 hours 







150 





Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

Presentation Coursework 10 minutes 40 No N/A 

Long Form Essay Coursework 3500 words 60 Yes N/A 

Reassessment 









Coursework 






Michael 

McKinnie 

Digitally signed by Michael McKinnie 

DN: cn=Michael McKinnie, o=Queen 

Mary, ou=Department of Drama, 

email=m.mckinnie@qmul.ac.uk, c=GB 

Date: 2011.03.08 11:02:31 Z 

Head(s) of 


Head(s) of 


Head(s) of 





























Module Title Renaissance Performance and the Lyric Voice 





Q321 English Literature by period 









English 



2011/12 15 15 36 

2012/13 15 15 36 

2013/14 15 15 36





This module will be available for students on the English and all associated programmes and Associate students. It will be an 

optional module for students primarily in the final year of study (though will also be open to suitably qualified students in the 

second year). It will permit students with an interest in the literature of the English Renaissance to study the poetry of the period 

in more depth and in different ways. It will follow on naturally from the core level 4 module, Poetry: A Basic Course, and the 

popular level 5 course Early Modern Drama and Social Process (and its ‘further study option’). Thus, it will ensure that those 

students wishing to continue studying the period’s literature may learn about poetic, as well as theatrical texts, and that those 

with a broad interest in poetry may specialise in the Renaissance. Its performance elements will also be of interest to joint 

honours students of English and Drama. 



One lecturer 




Module Title Renaissance Performance and the Lyric Voice 




Gwilym Jones 


None 

None 




The flourishing of poetry in late early modern England overlaps with the boom in theatre which saw Shakespeare’s plays staged. 

Those developments were interdependent, not just in the works of Shakespeare and fellow playwrights – Marlowe, Jonson, 

Middleton – who also wrote poetry, but in the poetic output of their audiences. Early modern London was a performative world, 

and we can approach its poetry through and as performance. We are comfortable viewing play texts as pieces of literature to be 

read. This is because we know that close reading such texts allows us to realise elements which remain hidden in performance. In 

this module, we reverse this trend to answer such questions as: what does the performance of poetry show us that reading does 

not? how does the drama of the period, and other types of performance, enable us to approach the poetry? to what extent is the 

lyric voice encapsulated by, or mediated through, forms of performance?




• To examine in close detail some key poems of the late 16th and early 17th century and to increase familiarity with the range of 

English poetry in this period; 

• To contextualize poems with reference to contemporary issues of performance (the public theatre boom, the theatrical sermon, 

the public executions, etc.); 

• To consider the above in relation to current theories on performance and poetry; 

• To familiarize students with performing poetry and the arguments for treating poetry as performance; 

• To use the poetic texts as a lens through which to think about key contexts and forces prevalent in the Renaissance (eg. the 

humoral body, censorship, the environment, travel, the English Empire etc.) 








A 1 

A 2 

A 3 

The poetry of the English Renaissance, in particular the works of John Donne, William Shakespeare, Ben Jonson, 

Isabella Whitney, Christopher Marlowe and George Herbert. 

The various concepts of 'performance' in early modern England, and the ways in which the cultural contexts of 

performance can be traced in the poetry. 

The competing theories of approaching poetry as and through performance. 


B 1 

B 2 

B 3 

Analyse poetic texts with respect both to the cultural conditions of their production in the early modern period, and 

to recent theories of literature and performance. 

Interpret poetry through performance and critically evaluate their interpretation and the performances of others. 

Propose, develop and defend their own ideas concerning the relationship of poetry and performance. 


C 1 

C 2 

C 3 

Find appropriate primary and secondary materials to further their own independent study using online reproductions 

of early modern texts, electronic journals etc. 

Communicate effectively, in presentations and written work, using critical terminology appropriate to the study of 

literature and cultural history. 

Integrate their knowledge of renaissance poetry within the wider discipline of English Literature.


C 4 

Use their independent learning ability in continuing professional development. 


D 1 

Perform a poetic text with confidence and clarity. 




Week 1: Contexts of Renaissance Performance 

Selection of ballads. 

Andrew Gurr, ‘Physical Conditions’ in Playgoing in Shakespeare’s London, 3rd ed. (Cambridge: CUP, 2004), pp. 14-57. 

‘Rehearsal in the Theatres of Peter Quince and Ben Jonson’ in Rehearsal from Shakespeare to Sheridan (Oxford: OUP, 2000), 22-45. 

Week 2: Reading Poetry, Reading Performance 

Christopher Marlowe, ‘Hero and Leander’; William Shakespeare, selection of sonnets. 

W.B. Worthen, extracts from ‘From Poetry to Performance’ in Drama: Between Poetry and Performance (Chichester: Wiley- 

Blackwell, 2009), pp. 35-93. 

‘Interiority: the sonnets, Hamlet and King Lear’ in David Schalkwyk Speech and Performance in Shakespeare’s Sonnets and Plays 

(Cambridge, CUP: 2002), pp. 102-149. 

Week 3: Gesture 1 

John Bulwer, Chirologia (London: 1642). 

From David Bevington, Action is Eloquence: Shakespeare’s Language of Gesture (Cambridge, MA: Harvard University Press, 1990). 

Week 4: The Renaissance Body 

John Donne, ‘The Flea’, Holy Sonnet 14; George Herbert, ‘Sin’. 

From Robert Burton, The Anatomy of Melancholy (1621). 

From Noga Arikha, Passions and Tempers: A History of the Humours (New York: Harper Collins, 2009). 

Week 5: Gesture 2 

Shakespeare ‘Sonnet 29’; John Bulwer, Chirologia (London: 1642). 

Bruce R Smith, ‘How Should One Read a Shakespeare Sonnet?’ in Phenomenal Shakespeare (Chichester: Wiley-Blackwell, 2010), 

pp. 38-82. 

Week 6: Performing the Religious Self 

Aemilia Lanyer, ‘Salve Deus Rex Judaeorum’; Selection of Donne’s religious poetry and sermons; Selection of George Herbert’s 

poetry.


Margaret Fetzer, Extracts from John Donne’s Performances: Sermons, Poems, Letters and Devotions (Manchester: MUP, 2010). 

Week 7: Reading Week 

Extracts from P. A. Skantze, Stillness and Motion in the Seventeenth-Century Theatre (London: Routledge, 2003) and W. B. 

Worthen, Shakespeare and the Authority of Performance (Cambridge, CUP. 1997). 

Week 8: In-Class Performance Assessment 

No prescribed reading. 

Week 9: Performing Emotions: Sorrow 

John Donne, ‘A Valediction Forbidding Mourning’, ‘A Valediction of Weeping’; Ben Jonson, ‘On My First Daughter’, ‘On My First 

Son’. 

‘Weeping on Stage’ and ‘Audiences Weeping’ from Matthew Steggle, Laughing and Weeping in the Early Modern Theatres 

(Aldershot: Ashgate, 2007), pp. 39-57; 81-99. 

Week 10: Performing Emotions: Love 

William Shakespeare, selection of sonnets; John Donne, selection of verse. 

John H. Astington, ‘Shadows, Jests and Counterfeits’ in Actors and Acting in Shakespeare’s Time: The Art of Stage Playing 

(Cambridge: CUP, 2010), pp. 12-38. 

Week 11: Performing Emotions: Joy and Laughter 

Selection of ballads; Ben Jonson, ‘Inviting a Friend to Supper’ and selected epigrams. 

‘Laughing on Stage’ and ‘Audiences Laughing’ from Matthew Steggle, Laughing and Weeping in the Early Modern Theatres 

(Aldershot: Ashgate, 2007), pp. 25-38; 57-81. 

Week 12: Conclusion: Recontextualising Renaissance Performance 

Bruce R Smith, ‘As It Likes You’, in Phenomenal Shakespeare (Chichester: Wiley-Blackwell, 2010), pp. 1-37.











2 hours per week in the form of seminars and workshops = 22 hours 





6 hours per week reading = 72 hours 

60 hours working on assessment. 

Total independent hours = 132 











Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Performance c. 5 

minutes per 

entrant.. 

Critical reflection 

1,500 word limit. 

Percentage 

Weighting 

Qualifying 



Assessment 

Devised performance of poem, 

and critical reflection. 

Coursework 

30 No N/A 

Independent Essay Coursework 3,000 words 70 Yes N/A 

Reassessment 










Coursework 






Chris Reid 





Date: 2011.03.09 10:21:33 Z 

Head(s) of 


Head(s) of 


Head(s) of 





























Module Title Staging the UK 





W400 Drama 









BA Drama 



2011/12 21 15 25 

2011/12 21 15 25 

2012/13 21 15 25





The module is designed to: 

- bridge student learning (skills and content) across level 4's London/Culture/Performance and level 6's Theatre, Performance, 

Globalisation 

- extend students' opportunity to learn about theatre in national contexts (cf. modules on theatre in Ireland, South Africa and 

Spain) 

- contextualise the Department's many modules on cultural practices in the metropolis of London and in international contexts 

- exploit extensive staff research in this area 

- be attractive to and beneficial for students, both 'regular' and Associate 

- contribute to the College's strategic aim to promote core values of citizenship, in local, national and international contexts. 

Optional 

Offered to students on the following programmes: 

BA Drama (W400) 

BA English and Drama (QW34) 

BA Film Studies and Drama (WW46) 

BA Russian and Drama (WR47) 

BA Hispanic Studies and Drama (WR44) 

BA German and Drama (WR42) 

BA French and Drama (WR41) 

plus Associate students 



Usual (teaching, room, AV) 



Usual (library, AV) 


Module Title Staging the UK 




Professor Jen Harvie 





This module explores theatre in the UK, the conditions in which it happens, what it does and how this helps us understand the UK 

and its cultures. Focusing (usually) on the twentieth and twenty-first centuries, it explores theatre practices including playwriting 

and performance, but also, for example, programming, design, festivals, directing, acting, reviewing, theatre-building, funding


and policy-making. It focuses on examining this theatre’s cultural effects, from providing entertainment to supporting 

economies, modelling new modes of expression and articulating cultural identities. 



To develop students’ understanding of UK theatre, its contexts and its effects (e.g. ideological, financial, cultural etc.) 

To develop students’ ability to examine cultural practices in context and to assess their effects 

To develop students’ skills in constructive discussion, critical reading and thinking, independent research and critical writing. 








A 1 

A 2 

A 3 

A 4 

A 5 

theatre practices, their contexts and effects 

theoretical approaches to assessing culture 

key practices in theatre, such as its making, production, criticism, funding, etc. 

critical perspectives on this theatre 

relevant research sources and strategies for work in this area 


B 1 

B 2 

analyse, synthesise and evaluate sources and arguments 

formulate and defend argument


B 3 


C 1 

C 2 

C 3 

C 4 

read critically 

write critically 

contribute constructively to critical discussion 

pursue independent research 


D 1 

D 2 

D 3 

D 4 

manage a project 

work collaboratively with others 

execute independent research 

write critically 




Barker, Clive and Maggie B. Gale, British Theatre between the Wars, 1918-1939, 2001. 

D'Monte, Rebecca, and Graham Saunders, eds, Cool Britannia? British Political Drama in the 1990s, 

Freshwater, Helen, Theatre Censorship in Britain: Silencing, Censure and Suppression, 2009. 

Harvie, Jen, Staging the UK, 2005. 

Hingorani, Dominic, British Asian Theatre: Dramaturgy, Process and Performance, 2010. 

Holdsworth, Nadine, Joan Littlewood's Theatre, 2011. 

Holdsworth, Nadine, Theatre & Nation, 2010. 

Godiwala, Dimple, Alternatives Within the Mainstream: British Black and Asian Theatres, 2006. 

Kershaw, Baz, ed., The Cambridge History of British Theatre: Volume 3, Since 1985, 2004. 

Lacey, Stephen, British Realist Theatre: New Wave in Its Context, 1956-65, 1995. 

Little, Ruth, and Emily McLaughlin, The Royal Court Theatre Inside Out, 2007. 

Prior, Michael, Dreams and Reconstruction: a Cultural History of British Theatre: 1945-2006, 2006. 

O'Quinn, Daniel, and Jane Moody, eds, The Cambridge Companion to British Theatre, 1730-1830, 2007. 

Rebellato, Dan, 1956 and All That: Making of Modern British Drama, 1999. 

Shank, Theodore, Contemporary British Theatre, 1996. 

Shellard, Dominic, British Theatre Since the War, 2000. 

Shellard, Dominic, The Golden Generation: New Light on Post-war British Theatre, 2008. 

Shepherd, Simon, The Cambridge Introduction to Modern British Theatre, 2009. 

Sierz, Aleks, In-yer-face Theatre: British Drama Today, 2001. 

Sierz, Aleks, Rewriting the Nation: British Theatre Today, 2011.











Seminars: 2 hours/week = 22 hours 





student research and preparation, including 2 hours independent 

fieldwork per week: 6 hours/wk: 66 hours total; preparation of 

elements of assessment: 62 hours total = 128 hours 







150 




Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

Short essay Coursework 1000 words 30% No N/A 

Longer essay Coursework 3000 words 70% Yes N/A 

Reassessment 










Coursework 






Michael 

McKinnie 

Digitally signed by Michael McKinnie 

DN: cn=Michael McKinnie, o=Queen 

Mary, ou=Department of Drama, 

email=m.mckinnie@qmul.ac.uk, c=GB 

Date: 2011.03.08 11:03:24 Z 

Head(s) of 


Head(s) of 


Head(s) of 




























Module Title THE COURT OF HENRY VIII: THEN AND NOW 





Q323 English Literature by topic 









English 



2011/12 15 15 36 

2012/13 15 15 36





This module will be available for students on English and all associated programmes and Associate students. It will be an 

optional module for students primarily in the second year of study. This course is offered to address a shortage of early modern 

topics available for students at level 5, with the intention that this will encourage more uptake on early modern topics at level 6 

(particularly for Writing Renaissance Lives, which builds upon the the texts and topics covered in this module). The topic of the 

course addresses the significant interest in the reign of Henry VIII that has been created by fictionalized versions of the monarch 

found in recent historical novels, TV and film. 



One lecturer; AV equipped teaching room 




Module Title THE COURT OF HENRY VIII: THEN AND NOW 




Ruth Ahnert 





We all think we know who Henry VIII was. Some of us may have gleaned our impressions of Henry VIII through the novels of 

Philippa Gregory and Hilary Mantel, the recent television drama The Tudors, or through the exhibitions, events and public 

lectures that marked the 500th anniversary of Henry’s accession to the throne in 2009. These modern representations of the 

Tudor monarch have contributed to a multivalent, but nevertheless popularized, image within the public consciousness of this 

monarch and the court that surrounded him. This module will introduce you to the origins of this image-making. We will be 

examining a number of verbal and visual representations of Henry and his court dating from the king’s reign, alongside modern 

depictions of Henry found in novels, TV dramas and film. On a basic level, this will allow you to pinpoint some of the historical 

inaccuracies that modern fictionalized accounts have propagated. But it will also allow you to probe the accuracy of 

contemporary images of Henry’s court, and the extent to which these representations might today be labeled as ‘spin’ or 

propaganda. In this way the module will explore how the making of an icon is an ongoing process.




This course will: 

• Investigate the role of image-making in literature produced in and about the Henrician court; 

• Consider the relation between contemporary representations of Henry VIII’s court and their modern counterparts; 

• Consider the power of words and images to create a lasting reputation; 

• Develop skills in analysing literary, historical and artistic artifacts and discourses; 

• Raise questions about the function and perception of popular history; 

• Develop your capacity for research, presentation and essay writing. 








A 1 

A 2 

A 3 

a range of texts, images and cultural artifacts emerging from the Tudor court 

the historical and political context in which these texts and artifacts were produced 

modern representations of Henry VIII in fiction, film, and popular history 


B 1 

B 2 

B 3 

evaluate how contemporary representations of the Tudor court compare to retrospective depictions 

debate the parallels between the image-making in Henry’s court with modern political ‘spin’ 

apply this understanding in independent critical analysis of texts 


C 1 

C 2 

C 3 

Research independently in primary and secondary literature and marshall evidence to produce an original argument 

Present opinions eloquently and in a well organised form to peers and teachers, both orally and in writing 

Reflect in a sophisticated manner on own performance and those of others, both in discussion and in writing



D 1 

D 2 

D 3 

Undertake independent research, and write up findings in an extended essay 

Deliver a ten-minute oral presentation 

Debate professionally and coherently with peers and teachers 




Week 1 - Introduction: Images of Henry, from Holbein to Hollywood 

• Please prepare by looking at the gallery of images of Henry VIII on the VLE 

• Tatiana C. String, ‘Projecting masculinity: Henry VIII’s codpiece’, in Henry VIII and his Afterlives: Literature, Politics, and Art 

(Cambridge, 2009), pp. 143-59 

Week 2 - Court Culture I: Music, masques and dancing 

• Sir Thomas Elyot, The Book Named the Governor (1531), pp. xiii-xiv, 20-26, 69-94 

• Skiles Howard, ‘”Ascending the Riche Mount”: Performing Hierarchy and Gender in the Henrician Masque’, in Rethinking the 

Henrician Era: Essays on Early Tudor Texts and Contexts, ed. Peter C. Herman (Urbana and Chicago, 1994), pp. 16-39 

Week 3 - Court Culture II: Drama 

• John Heywood, The Play of the Weather 

Week 4 - Reconstructing the Court: class trip to Hampton Court 

Week 5 - Henry VIII and Anne Boleyn 

• Selected verse by Sir Thomas Wyatt 

• Eric Ives, The Life and Death of Anne Boleyn: The most happy’ (Oxford, 2004), pp. 63-80 

Week 6 - Henry VIII and Anne Boleyn in popular culture 

• The Other Boleyn Girl 

Week 7 - R E A D I N G W E E K 

Week 8 - Writing Under Tyranny 

• Selected verse by John Skelton, Thomas Wyatt, and Henry Howard, the Earl of Surrey 

• Greg Walker, Writing Under Tyranny: English Literature and the Henrician Reformation (Oxford, 2005), pp. 415-432 

Week 9 - Henry VIII, Thomas More and the Reformation 

• Excerpts from Thomas More, The Confutation of Tyndale’s Answer (1532) 

• John N. King, ‘Thomas More, William Tyndale, and the Printing of Religious Propaganda’, in The Oxford Handbook of Tudor 

literature, 1485-1603, ed. Mike Pincombe and Cathy Shrank (Oxford, 2009), pp. 105-20. 

Week 10 - Henry VIII and Thomas More in popular culture 

• Selected prison letters by Thomas More 

• Peter Marshall, ‘Saints and Cinemas: A Man for All Seasons’, in Tudors and Stuarts on Film, ed. Susan Doran and Thomas S. 

Freeman (Basingstoke, 2009), pp. 46-60 

Week 11 - Course review and discussion of essay plans 

Week 12 - Essay consultations











Most of the course will be delivered in 2-hour lecture-discussions. 

‘Lecture-discussion’ just means that the lecturing will be broken up 

with periods of class discussion and small-group activities (20 hrs). 

There will be one trip to Hampton Court (6 hrs). 

Individual essay consultations (15 mins) will be provided at the end 

of term over weeks 11 and 12. 

Total number of teaching contact hours: 26.25 





5-8 hours preparatory reading per week (around 55 hours) 

plus approximately 65 hours on assessment 







146 hours 




Assessment 

10 minute oral presentation on 

set text 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 


Learning journal, with seven 

entries 

Coursework 

1,400-1,750 

words 

30% No n/a 

Essay Coursework 3,000 words 60% Yes n/a 

Reassessment 


reassessment or synoptic reassessment.








Coursework 






Chris Reid 





Date: 2011.03.08 10:44:28 Z 

Head(s) of 


Head(s) of 


Head(s) of 





























Module Title The crisis of culture: literature and politics, 1918-1948 














English 



2011/12 50 10 100 

2012/13 50 10 100 

2013/14 50 10 100





To assist the modern Subject Area Group in English to manage better the numbers of students taking its courses across the 3 

years of the undergraduate degree, I was asked if I could re-shape The crisis of culture... - previously a Level 6 course - as a Level 5 

course. With some adjustments to its content, this is easily possible, and so I am withdrawing it as a Level 6 course, and reoffering 

it as a Level 5 course. The Level 5 version has fewer texts on the syllabus than its Level 6 counterpart, and more 

demanding texts have been substituted with ones more appropriate to Level 5. 

This module would therefore be offered as an option at Level 5, and would be aimed at 2nd year undergraduates (single and 

joint honours) and Associate students in the Department of English. It is might also be of interest to students from History and 

Politics departments. It complements, although it does not strictly follow, ESH102 Reading, Theory and Interpretation, in that it 

picks up the analytical skills acquired in that course. It supplements other level 5 courses such as ESH213 Modernism, ESH261 The 

colonial novel (with its attention to 20thC British imperialism), ESH266 World Travellers, and ESH256 Writing the First World War. 

Taking into account its "political" content, it sets up a pathway to ESH350 Modernism and Democracy, as well as anticipating 

ESH330 Virginia Woolf, and ESH381 Lawrence. 



lecturing staff 




Module Title The crisis of culture: literature and politics, 1918-1948 




Katie Fleming 





The years following the First World War saw dramatic social, cultural, and political changes in British life. Despite the radical 

global developments which followed the Second World War, the paradigm shift in British cultural life, the sense that one age had 

ended, and another – darker, more complex, less certain – epoch had begun, occurred in the aftermath of the trench wars in 

Europe. This course will explore the ways in which the writers of the period engaged with its turbulent politics.




• Through a variety of different genres – novels, essays, and poems – this course aims to chart this period of political turbulence, 

as it was seen, understood, and represented by those who lived through and participated in it. 

• Students will be encouraged to examine and critique the complex, often contradictory, politics of the writers they study, and to 

ask what place the intellectual plays in the formation of a country’s political consciousness, and vice versa. 

• Students will also be challenged to explore the cultural effects of the politics of the 20s, 30s, and 40s: e.g. how did the political 

allegiances of the writers of the 1930s transform the literary scene?; how did (anxiety about) Britain’s empire inform the political 

landscape?; how did the British political and cultural experience differ from that of mainland Europe? 








A 1 

A 2 

A 3 

a number of authors and texts from the period 1918-1948 

literary, cultural and socio-historical contexts in which the core texts were written and read 

the relationship between literature and politics 


B 1 

B 2 

B 3 

demonstrate the critical skills of close reading, description, and analysis of the core texts of the course 

show awareness of how different political and cultural contexts affect the nature of writing and meaning 

command rhetorical skills of effective communication and argument, both oral and written 


C 1 

analyse and critically examine diverse forms of literary-political discourse


C 2 

C 3 


including the ability to present sustained and persuasive written and oral arguments cogently and coherently 

acquire substantial quantities of complex information of diverse kinds in a structured and systematic way involving 

the use of the distinctive interpretative skills of the subject 


D 1 

D 2 

D 3 

adapt and transfer the critical methods of the discipline to a variety of working environments. 

demonstrate competence in the planning and execution of essays, presentations, and other 

writing work. 

work with and in relation to others through the presentation of ideas and information and the collective negotiation 

of solutions 




Week 1: Introductory lecture 

Week 2: Disenchantment and the aftermath of WWI 

Robert Graves, Goodbye to all that 

Week 3: Mass and elite 

F.R. Leavis, "Mass Civilisation and Minority Culture"; T.S. Eliot, "Notes towards the definition of culture", "The Idea of a Christian 

Society" 

Week 4: The crisis of democracy & fascism 

Wyndham Lewis, extracts, The Art of Being Ruled; Hitler 

Week 5: Militarism & Imperialism 

George Orwell, "Shooting an Elephant"; Virginia Woolf, extract, Three Guineas 

Week 6: Politics & patriarchy 

Virginia Woolf, The Years 

Week 7: Reading week 

Week 8: Weimar and the rise of Nazism 

Christopher Isherwood, Goodbye to Berlin 

Week 9: The Spanish Civil War 

George Orwell, Homage to Catalonia 

Week 10: The Munich Crisis 

Louis MacNeice, Autumn Journal 

Week 11: London and the war 

Elizabeth Bowen, The Heat of the Day 

Week 12: consultations for final essay











1 hour lecture followed by 1 hour seminar (22 hours teaching in 

total) 





8 hours reading per week (core text plus secondary material) = 72 

hours (2 weeks no assigned reading); 56 hours working on 

assessment 











Assessment 

Group in-class presentation 

(collaborative) 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

Coursework 500 15 No n/a 

Book review Coursework 1000 25 No n/a 

Final essay Coursework 2500 60 Yes n/a 

Reassessment 










Coursework 






Chris Reid 





Date: 2011.03.08 10:48:54 Z 

Head(s) of 


Head(s) of 


Head(s) of 





























Module Title Writing Seventeenth-Century Lives 














English 



2011/12 36 10 54 

2012/13 36 10 54 

2013/14 36 10 54





This module will be offered at Level 6 to single and joint honours undergraduate degree programmes in English and Associate 

students. It will provide students who have taken modules in early literature with an opportunity to further their interest in the 

literature of the seventeenth century. Building on the School of English and Drama’s substantial module offerings in the early 

period, this module will enable students to gain a deeper understanding of seventeenth-century culture and society by exploring 

the reasons for and the rationale behind the different kinds of life writing produced in this period. 

Students are introduced to the medieval and early modern periods in the first year ESH110 Literatures in Time and ESH101 

Shakespeare modules. 

Biographies and auto-biographies abound in modern culture, from best-seller lists to the cinema screen, but the term ‘biography’ 

is a late-seventeenth-century departure from the early modern experience of fashioning the self. This module seeks to explore 

early modern selfhood as written, perceived and experienced, and takes as the focus of its study all such early modern forms of 

life writing as narrative, performance, story and text. 



Lecturer 




Module Title Writing Seventeenth-Century Lives 




Tamara Atkin 





This module explores some of the ways in which some seventeenth-century lives were given recorded shape in texts and 

documents. It works with both historical records and literary constructions, and investigates the different imperatives which 

prompted the literary construction of selfhood and identity in a variety of patterns. There will be opportunities to consider 

influential ideas and modes of life writing and to question some aspects of the wider theorizing of biographical and 

autobiographical writing as they relate to the early modern period (the notion of renaissance self-fashioning, for example). Texts 

studied will include wills, letters, personal memoirs, diaries, martyrologies, poems, and plays.




1. To gain a deeper understanding of seventeenth-century texts by exploring a range of different forms of life writing 

2. To consider the various incarnations of selfhood in the seventeenth century 

3. To develop skills in analyzing literary, historical, and artistic artefacts and discourses 

4. To build students’ capacity for research, presentation, and essay writing 








A 1 

A 2 

A 3 

A 4 

A variety of different genres of seventeenth-century life writing 

The cultural context for the concepts of selfhood in the seventeenth-century 

Current critical and theoretical discussions about the construction of selfhood in the seventeenth century 

The connections and distinctions between different writers, genres, texts, and periods 


B 1 

B 2 

B 3 

B 4 

Grasp the wider cultural, social, historical, and ethical implications of the subject of the module 

Engage with and develop critical and theoretical modes of inquiry 

Handle and deploy relevant concepts, contexts, and terminology 

Describe, analyze, and evaluate primary and secondary texts 



C 1 

C 2 

C 3 

C 4 

C 5 

Write persuasively and critically 

Communicate and present ideas orally 

Effectively organize and manage time 

Work towards deadlines 

Engage in and contribute to discussions, debates, and projects with peers 


D 1 

D 2 

D 3 

D 4 

Apply critical thinking to an independently developed research project 

Compile a bibliography 

Identify the most relevant arguments, evidence, and resources in both primary and secondary material 

Make effective use of library and computer resources and research aids 




The reading for this course will consist predominantly of primary texts, which will be supplemented by extracts from secondary 

critical and historical material. Primary texts will include the following: 

Week 1 - Introduction - Writing Seventeenth-Century Lives - No primary reading 

Week 2 - Literary Lives I 

Ben Jonson, selection from The Complete Poems, ed. by George Parfitt (1988) 

Week 3 - Literary Lives II 

Fulke Greville, Life of Sir Philip Sidney, Etc., First Published 1652 (2010) 

Week 4 - Lives in Brief 

Aubrey's Brief Lives, ed. by Oliver Lawson Dick (1972) 

Week 5 - Women's Life Writing I 

Margaret Cavendish, 'A True Relation of my Birth, Breeding, Life', in Paper Bodies: A Margaret Cavendish Reader, ed. by 

Sylvia Bowerbank and Sara Mendelson (2000) 

Week 6 - Women's Life Writing II 

The Diaries of Lady Anne Clifford, ed. by D. J. H. Clifford (1992) 

Week 7 - READING WEEK 

Week 8 - Spiritual Autobiography 

Agnes Beaumont, 'The Narrative of the Persecution of Agnes Beaumont', in Grace Abounding with Other Spiritual 

Autobiographies, ed. by John Stachniewski (2008 

John Bunyan, 'Grace Abounding', in Grace Abounding with Other Spiritual Autobiographies, ed. by John Stachniewski 

(2008)


Week 9 - Diarizing Lives 

John Beadle, A Journal or Diary of a Thankful Christian, ed. by Germaine Fry Murray (1996) 

The Diary of Samuel Pepys: A Selection, ed. by Robert Latham (2003) 

Week 10 - Majestic Lives 

Francis Bacon, The History of the Reign of King Henry VII, ed. by Brian Vickers (1998) 

Week 11 - Transforming Lives 

Robert Daborne, 'A Christian Turned Turk', in Three Turk Plays from Early Modern England, ed. by Daniel J. Vitkus (2000) 

Thomas Warmstry, The Baptized Turk, EEBO edition 

Week 12 - Lives in Pictures 

Visit to the National Portrait Gallery











11 seminars (22 hours in total), 1 museum visit (2 hours in total). 

Total student/lecturer interactive time: 24 hours 





Total student independent learning time: 126 hours 







Total module notional study time: 150 hours 




Assessment 


Duration / 

Length of 

Examination / 

Coursework 

11 x 200-500 

word entries 

Percentage 

Weighting 

Qualifying 



Assessment 

Log Book 

Coursework 

30 No N/A 

Researched Essay Coursework 3000 words 70 Yes N/A 

Reassessment 










Coursework 






Chris Reid 





Date: 2011.03.08 18:40:01 Z 

Head(s) of 


Head(s) of 


Head(s) of 













Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 















Institute 



Module Proposal(s) 

School of Languages, Linguistics and Film 

Brazilian Cities in Cinema 

Ethnography of Communication (Level 6) 

Ethnography of Communication ((Level 7) 

Experimental Linguistics 

Linguistic Typology and Grammatical Theory 













No significant issues identified.









Module Title Brazilian Cities in Cinema: Towards the Olympics and the World Cup 

Module Code POR4 




R590 Portuguese studies not elsewhere classified 





N/a 



N/A 



Hispanic Studies 



2011/12 20 6 40 

2012/13 25 6 40 

2013/14 30 6 40





This module will be an option for students of Hispanic Studies and/or Portuguese, and available to other students in SLLF, 

especially Film Studies. 

It will replace the current module POR101 Brazilian Cultural Studies, shifting the emphasis to the medium of cinema. It explores 

the link between city and cinema (eg Shiel and Fitzmaurice), enhancing the interdisciplinarity with Film Studies which makes 

Lusophone studies in the School distinctive in the UK, has attracted more funding and generated more innovative research. The 

shift also paves the way for a future programme proposal for joint honours BA in Portuguese and Film Studies. 

São Paulo, a major chunk of this module, had never been taught before; this further implies the inclusion of the agenda of 

globalization. History is another component of this proposal which further broadens the time span from the 19th century to the 

present day. It broadens the focus on Rio beyond music. Salvador's Afro-Brazilian culture (Candomblé and Capoeira) is also seen 

as conflict through the lens of Cinema Novo. What remains close to POR101 is Brasília. 



Existing Brazilian Studies and Film Studies facilities 




Module Title Brazilian Cities in Cinema: Towards the Olympics and the World Cup 

Module Code POR4 



Professor Else R. P. Vieira 






This module introduces students to the way cinema represents four Brazilian cities: a) Rio de Janeiro: its wonders, exoticism and 

the spectacle of its Carnival contrasting with the over-sensationalized violence on the screen; its unique status as the seat of the 

Portuguese monarchy and colony in the 19th Century; b) São Paulo: social mobility and stagnation in the complexity of a city the 

size of Lebanon; the impact of technology and traffic on its social networks; the Gardens and financial high-rises of the epicentre 

of an emerging global power contrasting with underclass pockets; its industrialization in the 1950s and 1960s, and the rise of the 

Labour Unions' political power; c) Salvador: its vibrant Afro-Brazilian culture contrasting with Cinema Novo's depiction of power 

hierarchies and cultural conflicts; d) Brasília: projections of utopia in the urban planning of Brazil's Modernist capital. 

No previous knowledge of Portuguese is required, as all the films studied are available in English or with English subtitles.




The module aims to 

1) Introduce the history and culture of four Brazilian cities through their representation in cinema; 

2) Analyse achievements and tensions informing Brazil as an emerging power; 

3) Develop students' awareness of the way film creates certain images of cities; 

4) Develop students' awareness of film as interpretation of culture; 

5) Assess the achievements of Brazilian film directors and otherwise (eg Camus) in portraying Brazilian culture. 








A 1 

A 2 

A 3 

A 4 

A 5 

Brazilian Culture; 

Brazilian cities and their regional and historical specificities; 

Essential terminology and key concepts related to Brazilian culture; 

The role of film in projecting the culture of specific cities; 

The film language developed by film directors to portray urban Brazilian Culture ; 


B 1 

B 2 

B 3 

B 4 

B 5 

B 6 

Critically assess the achievement of film as interpretation of culture; 

Identify the specificities of Brazilian cities and culture in different regions 

Situate Brazil in the context of the globalized world. 

Develop an understanding of the specificities of global cities 

Assess gaps in academic and filmic representations of Brazilian major cities 

Analyse the impact of historical events on the configuration of today's cities



C 1 

C 2 

C 3 

C 4 

Research and synthesise relevant information from cultural theorists with appropriate citation 

Research and synthesise relevant information from film scholarship on cinematrographic cities with appropriate 

citation 

Develop a coherent argument and exercise critical judgement 

Work independently, demonstrating initiative, self-organisation and time-management 


D 1 

D 2 

Argue and communicate perceptions through essays. 

Research information on the internet 




Set Films (equivalent films can also be used) 

"1808" (Laurentino Gomes, 2008) on Rio as a the seat of the Portuguese Monarchy 

"Black Orpheus" (1959, Camus) on the favela culture of Rio in the 1950s 

"Bossa Nova" (Bruno Barreto, 2000) on Rio´s upper class beach and culture in the 1960s 

"Pure Brazil: Bossa Nova in Rio" (João Elias Ribeiro Jr, 2007) 

"City of Men" (Fernando Meirelles, 2002-05) and/or Maré (Lúcia Murat, 2008) on today´s social gaps and favelas: 

Clips from " The Payer of Promises (Anselmo Duarte, 1962) on the conflicts of cultural syncretism in Salvador 

"Dona Flor and her two Husbands" (Bruno Barreto, 1976) on Salvador´s religious syncretism and on malandroism 

"Brasília 18%" (Nelson Pereira dos Santos, 2006); and documentaries on Brasília's Modernism and its tensions 

"All for Nothing" (Philippe Barcinsky, 2007), on São Paulo and its traffic and technology 

"Motoboys " (Caíto Ortiz, 2002) on São Paulo and its traffic 

"The Sign of the City" (Carlos Alberto Riccelli, 2007) on São Paulo, technology-enhanced networks of solidarity 

" Linha de Passe" (Walter Salles, 2008) on the survival strategies of the lower class 

"The ABC of Strikes" (Leon Hirzman, 1979/1990) and/or "Lula. the Son of Brazil" (Fábio Barreto, 2009) on São Paulo's Unionism 

RELEVANT CHAPTERS FROM THE FOLLOWING BOOKS WILL BE USED: 

Reference Books: 

*Skidmore, Thomas E. Brazil, Five Centuries of Change. OUP, 1999. 

*Da Mata, Roberto. Carnival, Rogues and Heroes: Interpretation of the Brazilian Dilemma. Transl. John DruryRio de Janeiro: Rocco, 

1997.. University of Notre Dame Press, 1992. 

*Freyre, Gilberto. Masters and Slaves: A Study in the Development of Brazilian Civilization. Transl. Rod W. Horton. Greenwood 

Publishing Group, 1980. 

*Santos, M. A urbanização brasileira. São Paulo: Hucitec, 1993. 

*Schwarz, Roberto. Misplaced Ideas: Essays on Brazilian Culture. Transl and introduced by John Gledson. Verso, 1996 

Specific Books 

*Castro, Ruy. Bossa Nova: The Story of the Brazilian Music that Seduced the World. A Capella Books, 2000. 

*McGowan, Chris and Pessanha, Ricardo. The Brazilian Sound: Bossa Nova and the Popular Music of Brazil. Temple UP, 1997.


*Harding, Rachel E. A Refuge in Thunder: Candomblé and Alternative Spaces of Blackness. Indiana University Press, 2000. 

*Hanchard, Micahel. Racial politics in contemporary Brazil. Durham: Duke University Press, 1999. 

*Kraay, Heindreik. Afro-Brazilian Culture and Politics: Bahia, 1790s to 1990. New York: M.E. Sharpe Inc., 1998. 

*Holston, James. The Modernist City: An Anthropological Critique of Brasília. University of Chicago Press, 1989. 

*James, P. E. Rio de Janeiro and São Paulo. Geographical Review. 23(2):271-98. 

*Kowarick, Lúcio. Social Struggles and the City: The Case of São Paulo. New York: Monthly Review Press, 1993. 

*Underwood, David Kendrick. Oscar Niemeyer and Brazilian Free-Form Modernism. George Braziller Publishers, 1994. 

*Nagib, Lúcia (ed). The New Brazilian Cinema. London and New York: I.B.Taurus, 2003. 

*Vieira, Else R P (ed). City of God in Several Voices: Brazilian Social Cinema as Social Action. Nottingham: CCC Press, 2005. 

*Sassen, S. A Sociology of Globalization. London: W. W. Norton & Company, 2007. 

*Sassen, S. The Global City: New York, London, Tokyo. Princeton, N.J.: Princeton University Press, 1991. 

Cohen, R. And Kennedy, P. Gobal Sociology. London: Macmillan, 2000. 










Lectures (1 hour per week) 

Seminars (1 hour per week) 

Film Screening sessions (1 hour per week) 

Individual and collective feedback sessions as required 





117 







150 





Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

Essay Coursework 1,500 words 40% No N/a 

Essay Coursework 2,500 words 60% Yes N/a 

Reassessment 









Coursework 

Essay 2 Coursework 2500 words 






Ruediger 

Goerner 

Digitally signed by Ruediger Goerner 

DN: cn=Ruediger Goerner, o=Queen 

Mary, ou=School of Languages, 

Linguistics and Film, 

email=r.goerner@qmul.ac.uk, c=GB 

Date: 2011.03.11 10:30:40 Z 

Head(s) of 


Head(s) of 


Head(s) of 





























Module Title Ethnography of Communication - Foundations and Fieldwork 

Module Code LIN6 





Q140 Sociolinguistics 

Q190 Linguistics not elsewhere classified 













2011/12 30 6 40 

2012/13 30 6 40 

2013/14 30 6 40





This is an optional module for the BA programmes offered through the Linguistics Department (English Language and 

Linguistics, English Literature and Linguistics, Comparative Literature and Linguistics, and [X] Language and Linguistics). It has 

been running since 2002 as a Level 5 module (LIN006) in connection with a follow-on Level 6 module (LIN307). 

The module introduces students to an important area of linguistic research (the ethnolinguistic/linguistic anthropological 

framework) which examines communication patterns within groups in society, focusing on the ways language and social 

meanings are understood by its speakers. 











Dr Colleen Cotter 


LIN400, LIN102; or permission of 

instructor 

LIN006; LINtbc-level7 




This module provides an overview of ethnography of communication, a theoretical and methodological approach to analyzing 

and understanding a wide range of communicative patterns and language uses as they occur within social and cultural contexts. 

Students will also apply ethnographic insights and methodologies to fieldwork activities and projects in the local community, 

investigating the range of practices that constitute ethnographic research, aiming for an integrative and holistic understanding 

through discussion of class members’ fieldwork activities.




1) To develop understanding of the framework 

2) To become familiar with the primary literature 

3) To engage in fieldwork activities and learn how to conduct them 

4) To critically assess field data in relation to the concepts from the readings 

5) To learn how to maintain an annotated bibliography and develop a field notebook 








A1 

A2 

A3 

ethnography of communication as a linguistic framework 

theoretical and methodological tenets behind the framework 

what constitutes ethnographic fieldwork 


B 1 

B 2 

B 3 

critically consider the relationship between theory, method, and data 

develop a research project with a London focus 

assess fieldwork practice as well as data 


C 1 

C 2 

C 3 

conduct field interviews 

develop collegial relationships 

talk about one's research



D 1 

D 2 

talk to members of the public and present complex ideas to outsiders (academic and otherwise) 

conduct semi-structured interviews 

D 3 




Saville-Troike, Muriel. 2003. The Ethnography of Communication (Wiley-Blackwell) 

Heath, Shirley Brice. 1983. Ways with Words: Language, Life, and Work in Communities and Classrooms (CUP) 

Agar, Michael. 1986. Speaking of Ethnography (Sage) 










A combination of lecture/seminar (2 hours) each week. Towards the 

end students apply insights from their own fieldwork in relation to 

the literature, culminating in a poster session. 





Students will spend 6-8 hours each week reading and taking notes 

on the primary literature discussed in class as well as engaging in 

independent student fieldwork and writing up field notes 

(approximately 3-5 hours/week) in the second half of the semester. 







150





Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Final element 


field homeworks Coursework 1500 words 50% No NA 

Qualifying 

Mark 

field notebook, essay Coursework 2500 words 50% Yes NA 

Reassessment 









Coursework 

Essay that synthesizes and applies concepts Coursework 2000 words 






Ruediger 

Goerner 






Date: 2011.02.03 12:40:13 Z 

Head(s) of 


Head(s) of 


Head(s) of 



Approval Board



























Q140 Sociolinguistics 













2011/12 10 6 30 

2012/13 12 6 30 

2013/14 15 6 30





This is an optional module for the MA in linguistics. The module will introduce students to an important area of linguistic 

research (the Ethnography of Communication framework) that examines language and culture in tandem, focusing on the ways 

social meaning is instantiated in language and understood by its speakers. 



Appropriate teaching space with AV connections; VLE; updated library resources 








Dr Colleen Cotter 


LIN006, LINtbc-Level6 




This module provides an overview of Ethnography of Communication, a theoretical and methodological approach to analyzing 

and understanding communicative patterns and language use in social and cultural contexts. The focus on primary literature 

includes the seminal figures who established the approach (e.g., Hymes, Gumperz), developed the framework (Baumann, Briggs, 

Ervin-Tripp, Philipps), and who continue to advance it today (Duranti, Goodwin, Hill, Rampton). Applying ethnographic insights 

and methodologies to fieldwork activities and projects in the local community will instill understanding of the broad range of 

practices that constitute doing ethnography as well as illustrate the points raised in the literature.




(i) To develop familiarity with the key literature. 

(ii) To learn to maintain an ongoing annotated bibliography. 

(iii) To apply theoretical concepts from the readings to local field research contexts. 

(iv) To make students familiar with the ethnographic approach to analyzing language in social contexts. 

(v) To provide students with an understanding of a major thread of sociolinguistic research. 








A1 

A2 

key aspects of ethnography of communication 

relationships among language, context, and culture -- for the linguist and for the researched 


B 1 

B 2 

B 3 

assess theoretical approach and argument 

construct evidence-based arguments 

deal with fieldwork issues alongside analytical ones 


C 1 

C 2 

conduct independent learning via the primary literature 

make contact with prospective field consultants in the community 

C 3



D 1 

D 2 

D 3 

present complex ideas to a professional audience 

talk to members of the public (through fieldwork interactions and dissemination of research) 

maintain an annotated bibliography 




Agar, Michael. 1996. The Professional Stranger: An Informal Introduction to Ethnography (Academic Press) 

Bauman, Richard and Joel Sherzer. 1989. Explorations in the Ethnography of Speaking (CUP) 

Briggs, Charles. 1986. Learning How to Ask: A sociolinguistic appraisal of the role of the interview in social science research (CUP) 

Duranti, Alessandro. 1997. Linguistic Anthropology (CUP) 

Duranti, Alessandro. 2001. Key Terms in Language and Culture (Wiley-Blackwell) 

Emerson, Robert et al. 1995. Writing Ethnographic Fieldnotes (U Chicago Press) 

Heath, Shirley Brice. 1983. Ways with Words: Language, Life, and Work in Communities and Classrooms (CUP) 

Saville-Troike, Muriel. 2003. Ethnography of Communication (Wiley-Blackwell) 

Articles in Language in Society (primary journal) 










A combination of lecture (2 hours) and seminar (1 hour) each week. 

In seminars, students will be expected to discuss themes and issues 

from readings. Towards the end of the module, students will also 

lead some discussions in lectures that relate to the core literature, as 

well as applying insights from their own field contexts in relation to 

theory, methodology, and data. 





Each week, students should spend about 10 hours reading and 

taking notes on the primary literature discussed in the class. 

Towards the end of the module, this will include 3-4 hours spent in 

preparing their presentations. 







150





Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Final element 


field homeworks, journal Coursework 1500 words 40% No NA 

Qualifying 

Mark 

essay with annotated 

bibliography 

Coursework 2500 words 50% Yes NA 

seminar presentation/poster Coursework NA 10% No NA 

Reassessment 









Coursework 

Essay that synthesizes and applies concepts Coursework 4000 words 






Ruediger 

Goerner 






Date: 2011.02.03 12:41:46 Z 

Head(s) of 


Head(s) of 


Head(s) of 



Approval Board




















Module Title Experimental Linguistics 

Module Code LIN6.. 





Q150 Psycholinguistics 











SLLF 



2011/12 12 6 24 

2012/13 16 6 24 

2013/14 20 6 24





This module is an optional final year module, designed to be particularly useful to any students considering using experimental 

tools for their dissertations. The module provides students with a concrete grounding in the tools and methods of Experimental 

Linguistics, which will enable them to design, implement and analyze experiments of their own and to engage with the 

published Psycholinguistics literature. Experimental tools and techniques are increasingly being adopted by theoretical and 

socio-linguists to address critical research questions. 



Appropriate teaching space. VLE access. Update of library resources. Access to 

Experimental Linguistics lab (including computers designated for experimental 

design and analysis). 




Module Title Experimental Linguistics 




Linnaea Stockall 





The goal of this module is to take students with no prior training in the methods or tools of experimental psychological science 

and provide them with the theoretical and practical training required to be able to critically engage with the Psycholinguistics 

literature and to undertake experimental linguistics research themselves. The module will include hands-on training in inferential 

statistics and hypothesis testing, experimental design, data collection (including training in ethical human subjects research 

protocols), and data analysis. The module will also engage students in considering strengths and limitations of various kinds of 

linguistics data, and how multiple sources of data and methods of data collection can be combined to enhance understanding. 

Students will develop their critical reading skills and gain practice in presenting primary source literature to their peers.




(i) To give students the background and the skills to tackle primary advanced psycholinguistics literature. 

(ii) To give students the theoretical understanding and practical experience necessary to design, conduct and analyse linguistic 

experiments 








A1 

A2 

A3 

A4 

probability theory, inferential statistics and hypothesis testing 

the research methods of experimental psychology (research design, human subjects ethics, data collection tools and data 

analysis procedures) 

the connections between language and other human cognitive capacities (memory, decision making, sensory percetion, 

etc) 

the core research areas and results in the field of experimental linguistics 


B 1 

B 2 

B 3 

assess research methods and results reported in the literature and the theories that are argued for on the basis of these 

results 

conceptualize possible experiments to address theoretical issues 

deal with complex issues spanning divergent literatures 


C 1 

C 2 

design, conduct and analyse linguistic experiments 

lead critical group discussions of the primary technical literature


C 3 


D 1 

D 2 

D 3 

present complex theoretical material to a professional audience 

develop project management skills 

develop skills in interacting professionally with research participants 




Marantz (2005) Generative linguistics within the cognitive neuroscience of language. The Linguistics Review 

Schütze (2004) Thinking about what we are asking speakers to do. in Kepser & Reis (eds) Linguistic Evidence: Empirical, 

Theoretical, and Computational Perspectives. Mouton de Gruyter 

Phillips (2001) Levels of representation in the electrophysiology of speech perception. Cognition 

Pylkkänen and Marantz (2003) Tracking the time course of word recognition with MEG. Trends in Cognitive Science. 

Sprouse. (2007) Continuous Acceptability , Categorical Grammaticality , and Experimental Syntax. Syntax. 

Pylkkänen and McElree (2006) The syntax-semantics interface: On-line composition of sentence meaning. in Traxler & 

Gernsbacher (eds.), Handbook of Psycholinguistics (2nd Ed). NY: Elsevier. 

Frank et al. (2008) Number as a cognitive technology: evidence from Pirahã language and cognition. Cognition. 

Vasishth and Broe (2009)The foundations of statistics: A simulation-based approach. Springer
















A mix of lecture and seminar within the same 2 hour teaching block. 

Students will be presented with explanations of the more technical 

aspects of the material, but will be expected to discuss the more 

conceptual parts. Groups of two to three students will work together 

to lead the course discussion of one of the assigned readings and 

provide a critical discussion of the argumentation, methods and 

analysis, drawing on their developing understanding of the theory 

and practice of experimental linguistics. 

For each week, the students should be spending about 4-6 hours 

reading and taking notes on the primary literature discussed in the 

class, and an additional 2-4hrs completing the practical assignments 

associated with each stage of their research project. During the 

week they lead the class discussion, they will work further hours 

(another 3-4) in preparing their presentation. A similar additional 

work load of (4-5) hours, will be required during the last few weeks 

of the semester to complete the write up of their experimental 

results. 






150 




Assessment 


Duration / 

Length of 

Examination / 

Coursework 

over the course 

of the semester 

Percentage 

Weighting 

Final element 


Qualifying 

Mark 

design, conduct and analyze a 

linguistic experiment 

Coursework 

50% No n/a 

lead the class discussion (in 

collaboration with a classmate) 

on an assigned reading and write 

up a short synopsis (individual 

writeup). Assessment is of written 

work, not of presentation. 

Coursework 

1hr discussion + 

1000 words 

writeup 

20% No n/a 

write up critical assessment of 

experimental results 

Coursework 2000 words 30% Yes n/a


Reassessment 







design, conduct and analyze a linguistic experiment 

and write up critical assessment of experimental results 


Coursework 


Coursework 

2000 word writeup 






Ruediger 

Goerner 






Date: 2011.03.10 16:19:44 Z 

Head(s) of 


Head(s) of 


Head(s) of 






















Module Title Linguistic Typology and Grammatical Theory 






Q100 Linguistics 











SLLF 



2011/12 30 6 40





LIN403 (Languages of the World) introduces students at level 4 to the notion that linguistic variation, while hugely diverse, 

conforms to a number of typological patterns, and allows them to undertake a highly structured and guided mini research 

project on a particular language. This module follows on from LIN403, introducing theoretical rather than purely descriptive 

analytical tools, and allowing students to develop a research project on a single language or a comparative research project on a 

number of languages. The project is still closely guided, but it will be for the student to use their ongoing findings to determine 

the course of the research project. This then leads on, optionally, to LIN312 (Unfamiliar languages) where students work directly 

with a consultant in the class in a much less structured way, so that they use their own expertise to guide the elicitation 

methodology. 



a large enough room, with beamer, whiteboard, screen and movable tables (for 

group work) 




Module Title Linguistic Typology and Grammatical Theory 




David Adger/Linnaea Stockall 


LIN403, LIN400 

LIN037 




This is a module about language universals and linguistic typology. In it you will extend the descriptive knowledge you gained in 

LIN403 (Languages of the World) and learn how the descriptive categories connect to theoretical models of language variation. 

We will cover a subset of word order, grammatical functions, case marking, relative clauses, causative constructions, lexicalization 

parameters, the organization of the noun phrase, prepositional syntax, morphophonological variation. The assessment is mainly 

by a research project where you will work with native speakers of languages to investigate some typological property of interest.




This module deepens students' descriptive and theoretical knowledge of the languages of the wider world (contributing to the 

QM graduate attribute of having a global perspective), increases their capacity to undertake independent project work (research 

capacity), and the interaction with their consultant will increase their capacity to deal with others and to modify their approach 

given what they discover (continuous learning responding to change). Of course it also deepens their engagement with 

knowledge (especially descriptive and theoretical understanding of unfamiliar categories) and contributes to their general 

intellectual development. 








A1 

A2 

A3 

A4 

language universals: notions of grammatical function, linear order, long distance dependency 

linguistic typology: notions of variation in morphophonology, morphosyntax 

grammatical theory, especially morphosyntactic theory 

typological vs theoretical approaches to typological variation 


B 1 

B 2 

B 3 

apply descriptive categories to new data 

develop generalizations about patterns in comparative data 

connect empirical generalizations to theoretical understanding 


C 1 

C 2 

work with a consultant 

present findings in a clear and coherent fashion, comporting with the standards of the field


C 3 

keep an organized record of research findings in the form of a fieldbook 


D 1 

D 2 

D 3 

D 4 

D 5 

interview consultants in a professional manner 

understand ethical issues in consultant work 

organize records of data 

organize presentation of data 

write reports 




Baker, M and McCloskey, J (2007) On the relationship of typology to theoretical syntaxLinguistic Typology 11, 285–296. 

Bickel, Balthasar (2007). Typology in the 21st century: Major current developments. Linguistic 

Typology 11: 239–251. 

Comrie, Bernard. 1989. Language Universals and Linguistic Typology: Syntax and Morphology. 2nd ed. Oxford: Blackwell 

Publishers. 

Foley, William A., Van Valin, Robert D., Jr. 1984. Functional Syntax and Universal Grammar. Cambridge: Cambridge University 

Press. 

Greenberg, J. H. 1974. Language typology: a historical and analytic overview. Janua Linguarum, Series Minor, 184 The Hague and 

Paris: Mouton. 

Greenberg, Joseph H., Ferguson, Charles, Moravcsik, Edith A., eds. 1978. Universals of Human Language, 4 Volumes. Stanford: 

Stanford University Press. 

Haspelmath, Martin, Matthew Dryer, David Gil, & Bernard Comrie (eds.) (2005). The World Atlas 

of Language Structures. Oxford: Oxford University Press. 

Heine, Bernd, Claudi, Ulrike, Honnemeyer, Friederike. 1991. Grammaticalization: A Conceptual Framework. Chicago: University of 

Chicago Press. 

Hopper, Paul J., Traugott, Elizabeth Closs. 1993. Grammaticalization. Cambridge: Cambridge University Press. 

Hyman, Larry M., Schuh, Russell G. 1974. Universals of tone rules: evidence from West Africa. Linguistic Inquiry 5:81-115. 

Newmeyer, Frederick J. 1991. Functional explanation in linguistics and the origin of language. Language and Communication 

11:3-28. 

Newmeyer, Frederick J. 1992. Iconicity and generative grammar. Language 68:756-796. 

Nichols, Johanna. 1986. On form and content in typology. Language typology 1985, ed. W. P. Lehmann, pp. 141-162. Amsterdam 

and Philadelphia: John Benjamins Publishing Company. 

Polinsky, Maria & Robert Kluender (2007). Linguistic typology and theory construction: Common 

challenges ahead. Linguistic Typology 11: 273–283. 

Traugott, Elizabeth Closs, Heine, Bernd. 1991. Aspects of Grammaticalization. Amsterdam: John Benjamins.











Lecture/Seminar time will concentrate on the core descriptive 

categories, their implications for theoretical modelling, 

methodological issues (ethics, fieldwork etiquette, recording and 

organizing data). This should be about 2 hours per week. 





8-10 hours per week at the start of the course will be spent reading 

the set papers, consultant interview time, writing up interview notes, 

this will then rise by 3-4 hours towards the end of the course with 

the extra time being spent applying theoretical models to interview 

data, writing up the project, 







150 




Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Final element 


lit review of research topic Coursework 1500 25 No None 

Qualifying 

Mark 

Research project data report Coursework 2500 75 Yes None 

Reassessment 










Coursework 

Research project data report Coursework 2500 






Ruediger 

Goerner 






Date: 2011.03.10 15:59:27 Z 

Head(s) of 


Head(s) of 


Head(s) of 

















Institute 





Design for Human Interaction 













The proposal requires the signature from the Head of School.









Module Title Design for Human Interaction 

Module Code DCS059 




G400 Computer Science 







None. 



Computer Science Undergraduate SEB 



2011/12 10 5 15 

2012/13 10 5 15 

2013/14 10 5 15





Developments in information technology have radically altered the nature of human communication leading to the emergence 

of new structures and forms of communication. The most successful contemporary applications of computing technology (e.g. 

Twitter, Facebook and Flikr) depend on creating and exploiting new kinds of human communication, in turn creating new social 

economies ('crowdsourcing', 'prosumers', 'GPL licensing') . Technologies such as embodied robotics and virtual avatars have a 

particularly direct reliance on exploiting and enhancing different forms of embodied human interaction. 

Currently, we do not have theories that can predict how new technologies might enrich or enhance human interaction and 

we lack the tools and techniques necessary for a principled approach to the design and evaluation of these systems. This 

research-led course explores these issues by introducing psychological theories of the nature of human communication and 

socio-historical perspectives on the development and impact of communication technologies. These models are applied to the 

analysis of new communications technologies and the effects of those technologies on communication patterns between 

individuals, groups and societies. 

This module introduces a variety of different technologies ranging from systems for the support of tightly-coupled synchronous 

interactions through to large-scale mass interactions with groups such as audiences. Detailed studies of the effects of different 

technologies on task performance, communication processes and user satisfaction are reviewed. Particular attention is paid to 

the notion of communicative success and to the development of metrics that can be used in assessing it. Frameworks for 

analysing the communicative properties of different media will be introduced as well as approaches to the analysis of 

communication in groups and organisations. 

This is an optional module already offered at level 7 on some EECS Masters programmes. We are now proposing a level 6 version 

of the module to be offered as an optional module on G400 BSc Computer Science and the proposed new programme BSc(Eng) 

Multimedia and Arts Technology. In addition, the School of Biological and Chemical Sciences intend to offer the level 6 module as 

an option on their BSc Psychology. 



Lecture Theatre. Video cameras and microphones for fieldwork. 



None. 


Module Title Design for Human Interaction 

Module Code DCS059 



Professor Partick G. T. Healey 


None None DCS318 Interaction Design





Technology can support new forms of human communication. Embodied robotics, virtual avatars and social software 

applications (e.g. Twitter, Facebook and Flikr) create new forms of human interaction and new social economies ('crowdsourcing', 

'prosumers', 'GPL licensing'). 

This research-led course introduces psychological theories of human communication that help us to understand how technology 

can enrich and transform human interaction. It also introduces the tools and techniques necessary for a principled approach to 

the design and evaluation of such technology. 



To survey the impact on human communication of developments in information technology. 

To demonstrate the central importance of human communication for the design of effective information technologies. 

To explore the potential application of theories of human communication for the analysis of information technologies. 








A 1 

A 2 

A 3 

The impact of contemporary technology on human communication. 

The theories of grounding, turn-taking and repair that underpin successful human interaction. 

The use of the body in face-to-face human interaction in a shared space. 


B 1 

Analyse the interactional organisation of face-to-face conversations and identify the critical points in an interaction.


B 2 

B 3 

Evaluate the strengths and weaknesses of a new communication technology. 

Propose designs for new or adapted technologies 


C 1 

C 2 

Use a critical awareness of the way people communicate that can be adapted to a range of situations 

Construct and evaluate an argument 


D 1 

D 2 

Identify appropriate technical infrastructures for different forms of collaboration 

Identify the basic conversation analytic phenomena in transcribed dialogues 




Clark, H.H. (1996). "Using Language" Cambridge University Press. 

Heath, C. and Luff, P. (2000) 'Technology in Action'. Cambridge University Press. 

Levinson, S.C. (1983) 'Pragmatics' Cambridge University Press (chapter on Conversation Analysis).











Lectures (2 hours per week) = 24 hours 

Fieldwork (1.5 hour per week) = 18 hours 





9 hours per week = 108 hours 







150 hours 




Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Ethnographic Observation Coursework 4 hours 6% 

Percentage 

Weighting 

Qualifying 



Assessment 

Technology Study Coursework 6 hours 10% 

Interaction Analysis Coursework 2 hours 4% 

Examination Examination 2.5 hours 80% Yes 

Reassessment 










Coursework 







Head(s) of 


Head(s) of 


Head(s) of 













Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Critical Study Coursework 4hours 80% Yes 

Qualifying 



Assessment















Institute 






Module Proposals: 

 

 

 

 

 

 

Advanced Combinatorics (MTH742P) 

Advanced Combinatorics (MTH742U) 

Complex Systems (MTH743P) 

Complex Systems (MTH743U) 

Further Topics in Algebra (MTH745P) 

Further Topics in Algebra (MTH745U) 












Each pair of modules include one UG and one Taught PG 

scheme (with different pass marks and resit schemes) 

Advanced Combinatorics 

Learning outcomes for Knowledge and Understanding are 

somewhat vague (consider replacing the word ‘some’); no 

transferable skills listed. 

Further Topics in Algebra 

Learning outcomes – no transferable skills identified. 

No reading list is provided (tbc)









Module Title Advanced Combinatorics 

Module Code MTH742U 




G110 Pure Mathematics 









MSc Mathematics Examination Board 



2011/12 5 1 50 

2012/13 5 1 50 

2013/14 10 1 50





Programme of study: MSci and MSc in Mathematics. Optional module. 

The School of Mathematics has at the moment three combinatorics-related modules at level 7: Enumerative and Asymptotic 

Combinatorics, Extremal Combinatorics, and Additive Combinatorics. 

The rationale for Advanced Combinatorics comes from the School's desire to concentrate the number of level-7 combinatorics 

modules to two. The proposed model is to offer a general combinatorics module in Semester A, followed by an advanced 

combinatorics module in Semester B. 

The selected module for Semester A is Extremal Combinatorics. Advanced Combinatorics would follow in Semester B. Part of the 

syllabus of Enumerative Combinatorics and Additive Combinatorics will be used in Advanced Combinatorics. 



Standard lecturing load of 2 hours/week; standard tutorial support for 2 hours of 

tutorials per week for each student. 








To be confirmed, can put Hugo Touchette as MSc Mathematics Programme Director 


MTH6109 Combinatorics 

None 




This module builds on the combinatorial ideas of the modules Combinatorics and Extremal Combinatorics and introduces some 

of the more advanced tools for solving combinatorial and graph theoretic problems. The topics covered will depend on the 

module organiser's expertise but significant emphasis will be on the techniques used as well as the results proved.




This module aims to introduce students to some of the more advanced techniques used in combinatorics such as the Regularity 

Lemma, probabilistic techniques, the discrete Fourier transform, eigenvalue methods and generating functions with the 

intention that the students will be able to recognise and then apply the appropriate tools in unfamiliar situations. 








A 1 

A 2 

Some advanced combinatorial techniques 

Some of the ideas used in more advanced combinatorics 

A 3 


B 1 

B 2 

Decide which techniques are appropriate for specific combinatorial problems 

Apply these techniques for solving these problems 

B 3 


C 1 

C 2 

C 3



D 1 

D 2 

D 3 




P. Cameron, Enumerative and Asymptotic Combinatorics, Lecture notes. 

P. Flajolet and R. Sedgwick, Analytic Combinatorics, Cambridge University Press. 










Lectures - 2 hours per week over 11 weeks 

Tutorials/classes - 2 hours per week over 10 weeks 

Revision lectures - 2 hours (November and April) 

Total: 44 hours 





Independent study time - 6 hours per week over 11 weeks 

Revision study time - 40 hours over the year 








Total: 150 hours





Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

Final examination Examination 3 hours 100 Yes N/A 

Reassessment 









Coursework 







David 

Arrowsmith 





Date: 2011.03.09 16:32:10 Z 

Head(s) of 


Head(s) of 


Head(s) of 






























Module Code MTH742P 
















2011/12 5 1 50 

2012/13 5 1 50 

2013/14 10 1 50






The School of Mathematics has at the moment three combinatorics-related modules at level 7: Enumerative and Asymptotic 

Combinatorics, Extremal Combinatorics, and Additive Combinatorics. 

The rationale for Advanced Combinatorics comes from the School's desire to concentrate the number of level-7 combinatorics 

modules to two. The proposed model is to offer a general combinatorics module in Semester A, followed by an advanced 

combinatorics module in Semester B. 

The selected module for Semester A is Extremal Combinatorics. Advanced Combinatorics would follow in Semester B. Part of the 

syllabus of Enumerative Combinatorics and Additive Combinatorics will be used in Advanced Combinatorics. 














MTH6109 Combinatorics None None 




This module builds on the combinatorial ideas of the modules Combinatorics and Extremal Combinatorics and introduces some 

of the more advanced tools for solving combinatorial and graph theoretic problems. The topics covered will depend on the 

module organiser's expertise but significant emphasis will be on the techniques used as well as the results proved.




This module aims to introduce students to some of the more advanced techniques used in combinatorics such as the Regularity 

Lemma, probabilistic techniques, the discrete Fourier transform, eigenvalue methods and generating functions with the 

intention that the students will be able to recognise and then apply the appropriate tools in unfamiliar situations. 








A 1 

A 2 

Some advanced combinatorial techniques 

Some of the ideas used in more advanced combinatorics 

A 3 


B 1 

B 2 

Decide which techniques are appropriate for specific combinatorial problems 

Apply these techniques for solving these problems 

B 3 


C 1 

C 2 

C 3



D 1 

D 2 

D 3 




P. Cameron, Enumerative and Asymptotic Combinatorics, Lecture notes. 

P. Flajolet and R. Sedgwick, Analytic Combinatorics, Cambridge University Press. 



























Total: 150 hours





Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 


Reassessment 









Coursework 







David 

Arrowsmith 





Date: 2011.03.09 16:29:48 Z 

Head(s) of 


Head(s) of 


Head(s) of 





























Module Title Complex Systems 





G120 Applied Mathematics 












2011/12 5 1 50 

2012/13 5 1 50 

2013/14 10 1 50





Study programme: MSci and MSc in Mathematics. Optional module. 

The current offering of applied mathematics modules at level 7 (MSci and MSc) does not currently reflect the research strengths 

of the applied mathematics group in the fields of dynamical systems, stochastic processes, and their applications for the study of 

complex systems. At the same time, it is thought that the growing interest in complex systems, both in terms of popular interest 

and research, is not adequately represented at Queen Mary. The introduction of a module on complex systems is seen as an 

effective way to address these issues. 

Many mathematics departments in the UK with a strong applied group (Warwick, Bath, Bristol, etc.) already offer a module on 

complex systems. 


















Complex systems can be defined as systems involving many coupled units whose collective behaviour is more than the sum of 

the behaviour of each unit. Examples of such systems include coupled dynamical systems, fluids, transport or biological 

networks, interacting particle systems, etc. The aim of this module is to introduce students with a number of mathematical tools 

and models used to study complex systems and to explain the mathematical meaning of key concepts of complexity science, 

such as self-similarity, emergence, and self-organisation. The exact topics covered will depend on the module organiser’s 

expertise with a view to cover practical applications using analytical and numerical tools drawn from other applied modules.




- Introduce students to the field of complex systems via a number of representative examples and models of these systems (e.g., 

coupled dynamical systems, time-delayed systems, stochastic processes, networks, time series, fractals, multifractals, particle 

models) 

- Introduce students to basic tools and quantities used in the study of complex systems (e.g., bifurcation diagram, symbolic 

dynamics, dimensions, Lyapunov exponents, complexity measures, entropies) 

- Introduce students to the concepts of emergence and self-organisation in the context of basic models of complex models 

- Introduce students to basic computational and numerical methods used to study complex systems 








A 1 

A 2 

A 3 

Basic concepts used in the modelling of complex systems (e.g., coupled dynamical systems, maps, stochastic 

processes, particle models, networks, chaotic motion, fractals, multifractals, fluids) 

Basic tools used to study complex systems (e.g., bifurcation diagram, symbolic coding, Lyapunov exponents, 

entropies, complexity measures, centrality measures) 

Certain phenomena associated with complex systems: e.g., chaos, ergodicity, self-similarity, scaling, emergence, selforganisation 


B 1 

B 2 

B 3 

Construct and understand simple models of complex systems (e.g., coupled maps, coupled or delayed differential 

equations, particle models, networks) 

Use different tools to study the properties or behaviour of certain complex systems 

Distinguish different properties or behaviours of complex systems (e.g., regular motion, chaotic motion, 

synchronisation, turbulence) 


C 1 

C 2 

Construct short programs to numerically simulate simple models of complex systems 

Read technical papers on complex systems and summarise them



D 1 

D 2 

D 3 




R. Badii, A. Politi, Complexity: Hierarchical Structures and Scaling in Physics, Cambridge, 1997. 

J. P. Sethna, Statistical Mechanics: Entropy, Order Parameters, and Complexity, Oxford University Press, 2011. 

M. E. J. Newman, Networks: An Introduction, Oxford University Press, 2010. 



























Total: 150 hours





Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

Courseworks and/or tests Coursework N/A 20 No N/A 

Final examination Examination 3 hours 80 Yes 

Reassessment 









Coursework 







David 

Arrowsmith 





Date: 2011.03.09 16:32:41 Z 

Head(s) of 


Head(s) of 


Head(s) of 



Approval Board































G120 Applied Mathematics 












2011/12 5 1 50 

2012/13 5 1 50 

2013/14 10 1 50





Study programme: MSci and MSc in Mathematics. Optional module. 

The current offering of applied mathematics modules at level 7 (MSci and MSc) does not currently reflect the research strengths 

of the applied mathematics group in the fields of dynamical systems, stochastic processes, and their applications for the study of 

complex systems. At the same time, it is thought that the growing interest in complex systems, both in terms of popular interest 

and research, is not adequately represented at Queen Mary. The introduction of a module on complex systems is seen as an 

effective way to address these issues. 

Many mathematics departments in the UK with a strong applied group (Warwick, Bath, Bristol, etc.) already offer a module on 

complex systems. 


















Complex systems can be defined as systems involving many coupled units whose collective behaviour is more than the sum of 

the behaviour of each unit. Examples of such systems include coupled dynamical systems, fluids, transport or biological 

networks, interacting particle systems, etc. The aim of this module is to introduce students with a number of mathematical tools 

and models used to study complex systems and to explain the mathematical meaning of key concepts of complexity science, 

such as self-similarity, emergence, and self-organisation. The exact topics covered will depend on the module organiser’s 

expertise with a view to cover practical applications using analytical and numerical tools drawn from other applied modules.




- Introduce students to the field of complex systems via a number of representative examples and models of these systems (e.g., 

coupled dynamical systems, time-delayed systems, stochastic processes, networks, time series, fractals, multifractals, particle 

models) 

- Introduce students to basic tools and quantities used in the study of complex systems (e.g., bifurcation diagram, symbolic 

dynamics, dimensions, Lyapunov exponents, complexity measures, entropies) 

- Introduce students to the concepts of emergence and self-organisation in the context of basic models of complex models 

- Introduce students to basic computational and numerical methods used to study complex systems 








A 1 

A 2 

A 3 

Basic concepts used in the modelling of complex systems (e.g., coupled dynamical systems, maps, stochastic 

processes, particle models, networks, chaotic motion, fractals, multifractals, fluids) 

Basic tools used to study complex systems (e.g., bifurcation diagram, symbolic coding, Lyapunov exponents, 

entropies, complexity measures, centrality measures) 

Certain phenomena associated with complex systems: e.g., chaos, ergodicity, self-similarity, scaling, emergence, selforganisation 


B 1 

B 2 

B 3 

Construct and understand simple models of complex systems (e.g., coupled maps, coupled or delayed differential 

equations, particle models, networks) 

Use different tools to study the properties or behaviour of certain complex systems 

Distinguish different properties or behaviours of complex systems (e.g., regular motion, chaotic motion, 

synchronisation, turbulence) 


C 1 

C 2 

Construct short programs to numerically simulate simple models of complex systems 

Read technical papers on complex systems and summarise them



D 1 

D 2 

D 3 




R. Badii, A. Politi, Complexity: Hierarchical Structures and Scaling in Physics, Cambridge, 1997. 

J. P. Sethna, Statistical Mechanics: Entropy, Order Parameters, and Complexity, Oxford University Press, 2011. 

M. E. J. Newman, Networks: An Introduction, Oxford University Press, 2010. 



























Total: 150 hours





Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

Courseworks and/or tests Coursework N/A 20 No N/A 

Final examination Examination 3 hours 80 Yes 

Reassessment 









Coursework 







David 

Arrowsmith 





Date: 2011.03.09 16:30:26 Z 

Head(s) of 


Head(s) of 


Head(s) of 



Approval Board


























Module Title Further Topics in Algebra 

















2011/12 5 1 50 

2012/13 5 1 50 

2013/14 10 1 50






The School of Mathematics has at the moment three algebra modules at level 7: Group Theory, Rings and Modules, Fields and 

Galois Theory. Of these, two are given each year. 

The rationale for Further Topics in Algebra comes from the School's desire to concentrate the number of level-7 algebra modules 

to two. The proposed model is to offer a general algebra module in Semester A, followed by an advanced algebra module in 

Semester B. 

The selected module for Semester A is Group Theory. Further Topics in Algebra will follow in Semester B. Part of the syllabus of 

Rings and Modules and Fields and Galois Theory will be used in Further Topics depending on the module organiser. 














Group Theory None None 




This module provides exposure to advanced techniques in algebra at an MSc or MSci level. Algebra encompasses familiar objects 

such as integers, fields, polynomial rings and matrices and has applications throughout mathematics including to geometry, 

number theory and topology. The module will complement the algebra module offered in Semester A and will cover topics 

either in commutative or noncommutative algebra. Included will be basic definitions and theorems in either case, normally with 

rings or fields as a starting point.




The aim of this module is to expose students to advanced techniques in algebra, which complement those presented in the 

module Group Theory. The module is also seen as a way to prepare students to study more advanced algebra subjects at PhD 

level. 

The topics covered will depend on the expertise of the lecturer. These could be drawn from the theory of rings and their 

modules, Galois theory or elements of algebraic geometry. Commutative algebra or noncommutative algebra could also be 

covered. 








A 1 

A 2 

Key advanced concepts of algebra (e.g., rings, modules, finite fields, Galois theory) 

Key applications of algebra (e.g., insolubility of equations of degree greater than or equal to 5 by radicals, equivalence 

with insolubility of the Galois group) 

A 3 


B 1 

B 2 

Apply the concepts learned to appropriate problems in advanced algebra 

Explain the steps of reasoning used in solving specific problems in advanced algebra 

B 3 


C 1 

C 2 

C 3



D 1 

D 2 

D 3 






























Total: 150 hours





Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 


Reassessment 









Coursework 







David 

Arrowsmith 





Date: 2011.03.09 16:29:14 Z 

Head(s) of 


Head(s) of 


Head(s) of 














































2011/12 5 1 50 

2012/13 5 1 50 

2013/14 10 1 50






The School of Mathematics has at the moment three algebra modules at level 7: Group Theory, Rings and Modules, Fields and 

Galois Theory. Of these, two are given each year. 

The rationale for Further Topics in Algebra comes from the School's desire to concentrate the number of level-7 algebra modules 

to two. The proposed model is to offer a general algebra module in Semester A, followed by an advanced algebra module in 

Semester B. 

The selected module for Semester A is Group Theory. Further Topics in Algebra will follow in Semester B. Part of the syllabus of 

Rings and Modules and Fields and Galois Theory will be used in Further Topics depending on the module organiser. 














Group Theory None None 




This module provides exposure to advanced techniques in algebra at an MSc or MSci level. Algebra encompasses familiar objects 

such as integers, fields, polynomial rings and matrices and has applications throughout mathematics including to geometry, 

number theory and topology. The module will complement the algebra module offered in Semester A and will cover topics 

either in commutative or noncommutative algebra. Included will be basic definitions and theorems in either case, normally with 

rings or fields as a starting point.




The aim of this module is to expose students to advanced techniques in algebra, which complement those presented in the 

module Group Theory. The module is also seen as a way to prepare students to study more advanced algebra subjects at PhD 

level. 

The topics covered will depend on the expertise of the lecturer. These could be drawn from the theory of rings and their 

modules, Galois theory or elements of algebraic geometry. Commutative algebra or noncommutative algebra could also be 

covered. 








A 1 

A 2 

Key advanced concepts of algebra (e.g., rings, modules, finite fields, Galois theory) 

Key applications of algebra (e.g., insolubility of equations of degree greater than or equal to 5 by radicals, equivalence 

with insolubility of the Galois group) 

A 3 


B 1 

B 2 

Apply the concepts learned to appropriate problems in advanced algebra 

Explain the steps of reasoning used in solving specific problems in advanced algebra 

B 3 


C 1 

C 2 

C 3



D 1 

D 2 

D 3 






























Total: 150 hours





Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 


Reassessment 









Coursework 







David 

Arrowsmith 





Date: 2011.03.09 16:36:34 Z 

Head(s) of 


Head(s) of 


Head(s) of 

























Institute 







Module Updates 

Various 


note the approved module updates detailed below. The 

following module updates detailed have been considered and 

approved since the previous PMAB meeting on Wednesday 

23 rd February 2011. 

No significant issues identified. 

Module Title Module Code Responsible School / Institute 

Applied Futures and Options ECOM064 Economics and Finance 

Applied Risk Management ECOM059 Economics and Finance 

Further Quantitative Techniques for 

Finance and Economics ECOM060 Economics and Finance 

Applied Futures and Options ECOM064 Economics and Finance 

Banking and Financial Essay ECOM046 Centre for Commercial Law Studies 

Independent Geographical Study GEG6000 Geography 

Project in Environmental Science GEG6212 Geography 

Researching Global Change 

(Dissertation) GEG6301 Geography 

Researching Global Change 

(Internship) GEG6302 Geography 

Common Law II (Law of Tort) LAW5023 Law 

International Environmental Law LAW6052 Law 

Organisation and Identity BUS302 Business Management 

State, Market and Society: Concepts 

and Critique BUSM063 Business Management 

Semester Abroad – German Erasmus 

Work Placement GER293 Languages, Linguistics and Film 

Year Abroad – Erasmus Work 

Placement GER297 Languages, Linguistics and Film 

Culture and Society in Medieval Spain: 

Christians, Jews and Muslims HSP205 Languages, Linguistics and Film 

War, Humour and Love in Medieval 

Spanish Literature HSP306 Languages, Linguistics and Film 

Russian Avant-garde RUS085 Languages, Linguistics and Film 

Clinical Measurements DEN406 Engineering and Materials Science 

Surgical Techniques and Safety DEN412 Engineering and Materials Science 

Clinical Measurements DENM024 Engineering and Materials Science 

Surgical Techniques and Safety MELM003 Engineering and Materials Science


Module Withdrawal Form 

This form should be used to obtain approval of the withdrawal of a module that has previously been approved. 

Please note that modules cannot be registered as withdrawn on the Student Information System until resitting/ 

retaking students have completed the appropriate assessment. 



Module Title Please see attached lists DCD and DCH/ELH modules 

Module Code 

Credit Value 15 

Level Mode of Study Distance Learning 



Schools also involved in teaching part of the module 

If the module is to be replaced, please give the title and (if available) code of the new module. 

Proposed date of last intake (insert month/year) Last cohort has already completed 


Jane Reid 

1) Rationale for Proposed Withdrawal 

The DCD modules were all part of a distance learning programme (G5BT BSc (Hons) Computer Science) which has ceased to run 

and will be withdrawn in due course. 

The DCH - ELH modules were all part of a distance learning programme (G5HK BSc (Hons) Computer Science) which has ceased 

to run and will be withdrawn in due course.


2) Implications of the Proposed Withdrawal 

Specify how students' programme of study might be affected and indicate whether the students have been 

consulted on the proposed change. If the External Examiners have been consulted please insert comments 

here. 

No implications 

Implications of the Proposed Withdrawal 

Please list those programmes of study 

for which this module is either 

compulsory or recommended. 

Have the relevant programme 

organisers agreed in principle to the 

withdrawal? 

Please see attached list 

Yes 

Is the module taken by students from 

other Schools? If so please list the 

Schools and confirm that they have 

been informed of the proposed module 

withdrawal. 

No 

What steps are being taken to avoid 

any shortfall in academic provision? 

N/A 

Approval of Module Withdrawal 


Head(s) of 


Head(s) of 


Head(s) of 



Approval Board


Module Withdrawals ref BSc in Computer Science (G5BT) 

DCD100 

DCD103 

DCD104 

DCD111 

DCD113 

DCD124 

DCD129 

DCD150 

DCD200 

DCD201 

DCD210 

DCD219 

DCD224 

DCD225 

DCD234 

DCD235 

DCD237 

DCD301 

DCD302 

DCD303 

DCD306 

DCD310 

DCD314 

DCD317 

DCD318 

DCD326 

DCD327 

DCD333 

DCD334 

DCD337 

DCD338 

DCD340 

DCD341 

Procedural Programming 

Language And Communication 

Object-Oriented Programming 

Computer Architecture 

Logic And Discrete Structures 

Computers And Society 

Probability And Matrices 

Fundamentals Of Web Technology 

Essential Networks And Operating Systems 

Further Networks And Operating Systems 

Algorithms And Data Structures In An 

Object-Oriented Framework 

Specification And Reasoning 

Graphical User Interfaces 

Database Systems 

Software Engineering Theory 

Software Engineering 

Business Information Systems 

Computability 

Multimedia 

Computational Genomics 

High Performance Computing 

Systems Analysis 

Computer Graphics 

Advanced Database Systems And Technology 

Interaction Design 

Artificial Intelligence 

Machine Learning Techniques For Data 

Mining 

Algorithms And Complexity 

Computer Science Project 

Software Risk Assessment 

Distributed Systems And Security 

C++ For Image and Audio Processing 

Entrepreneurship In Information Technology


Module Withdrawals ref BSc in Computer Science (G5HK) 

ELH402 

ELH606 

Enterprise Management 

Product Development 

DCH100 

DCH103 

DCH104 

DCH111 

DCH113 

DCH124 

DCH129 

DCH150 

DCH200 

DCH201 

DCH210 

DCH219 

DCH224 

DCH225 

DCH234 

DCH235 

DCH301 

DCH302 

DCH303 

DCH306 

DCH310 

DCH314 

DCH317 

DCH318 

DCH326 

DCH327 

DCH330 

DCH333 

DCH334 

DCH337 

DCH338 

DCH339 

DCH341 

Procedural Programming 

Language And Communication 

Object-Oriented Programming 

Computer Architecture 

Logic And Discrete Structures 

Computers And Society 

Probability And Matrices 

Fundamentals Of Web Technology 

Essential Networks And Operating Systems 

Further Networks And Operating Systems 

Algorithms And Data Structures In An 

Object-Oriented Framework 

Specification And Reasoning 

Graphical User Interfaces 

Database Systems 

Software Engineering Theory 

Software Engineering 

Computability 

Multimedia 

Computational Genomics 

High Performance Computing 

Systems Analysis 

Computer Graphics 

Advanced Database Systems And Technology 

Interaction Design 

Artificial Intelligence 

Machine Learning Techniques For Data 

Mining 

Management Of Technology 

Algorithms And Complexity 

Computer Science Project 

Software Risk Assessment 

Distributed Systems And Security 

C++ For Image Processing 

Entrepreneurship In Information Technology












Programme Title(s) Dental Materials 

Programme Code(s) J5S9 


Master of Science (MSc) 

Mode of study 

Programme 

Duration 


School of Engineering & Materials Science 


School of Medicine and Dentistry (Institute of Dentistry) 


Not applicable 

Programme Organiser Professor R Hill and Dr AJ Bushby 







This proposed programme amendment will involve the development of a joint programme managed between SEMS and SMD 

(Institute of Dentistry) built upon the use of current modules to offer improved coherence and logic. The following modules from 

the current MSc in Dental Materials curriculum will be withdrawn: 

Materials Chemistry (MTRM010), Applied Dental Materials (MTRM028), Advanced topics in Dental Materials (MTRM049), 

Evaluation and Modelling in Dental Materials (MAT316), Biosensors and devices (MTRM007), Advanced structure/property 

relationships in materials (MTRM065). 

These will be replaced by the following modules, taken primarily from Institute of Dentistry programmes:


Properties of Dental Materials 1 & 2 (DIN7008/DIN7009), Minimally Invasive Dentistry (DIN7152), Biomineralisation and 

Biomimetics (DIN7154), Medical Ethics & Regulatory Practice (DENM009), Research Methods & Experimental Techniques 

(DENM014) and Oral Biology 1 (a new module to be created from a current 30 credit module, DIN7150). 

The MSc exam board will be based in SEMS, embedded in the existing SEMS SEB structure, with appropriate representation from 

the Institute of Dentistry. 

Admissions for the joint programme will be administered by SEMS, with recruitment decisions taken jointly by the programme 

organisers. The admissions target will be 12 full-time students each year, subject to annual review between SEMS/SMD (Institute 

of Dentistry). A costing statement is attached, confirming that fee income from the programme will be distributed equally 

between SEMS/SMD (Institute of Dentistry). 

Either SEMS or SMD (Institute of Dentistry) may withdraw from this arrangement, subject to giving 12 months notice of that 

withdrawal. 

The revised programme structure is detailed below: 

Module Title 

Module 

Code 

Credits 

Level 

Module 

Selection 

Status 


Year of 

Study 

Add / Remove 

Module from 

Programme 

X Properties of Dental Materials 1 DIN 7008 15 7 Compulsory 1 Add Module 

X Properties of Dental Materials 2 DIN 7009 15 7 Compulsory 1 Add Module 

X Introduction to Oral Biology 1 to be assigne 15 7 Compulsory 1 Add Module 

X Minimally Invasive Dentistry DIN7152 15 7 Elective 1 Add Module 

X Biomineralisation & biomimetics DIN7158 15 7 Elective 1 Add Module 

X 

Research Methods/Experimental 

Techniques 

DENM014 

15 7 Compulsory 1 Add Module 

X Surfaces & interfaces in Dentistry MAT211 15 5 Compulsory 1 Add Module 

X 

Medical Ethics/Law/Regulatory 

Practice 

DENM009 

15 7 Compulsory 1 Add Module 

X Science of Biocompatability MAT312 15 5 Compulsory 1 Add Module 

X Research Project MTRM005/DI 60 7 Core 1 Add Module 



Not applicable 

3) Proposed Date of Amendment Introduction September 2011


4) Rationale 


This programme amendment is designed to clarify, re-focus and enhance the current taught postgraduate portfolio offered 

respectively by SEMS/Institute of Dentistry. There are currently parallel and competing programmes offered within SEMS and 

SMD (Dental Materials & Dental Technology) - this amendment will create a joint collaborative programme designed to recruit 

high quality applicants. It will aim to offer an understanding of the basic science underlying dental materials, offering 

opportunities for those seeking to develop research careers in dental materials at the academic/clinical interface. The 

anticipated recruitment market will be primarily dental school academics and basic scientists seeking specialist training in dental 

materials research. The programme is designed to provide a suitable entry training for PhD programmes in Materials and Dental 

Materials. 

The amendment will also allow QMUL to respond positively to current programme developments in other UK higher education 

institutions (Sheffield, Manchester). Students have requested the creation of this opportunity. The essentially clinical and 

technique based MSc in Dental Technology programme will be retained in SMD which recruits from a different market. 



Attendance at joint modules attracting students from various programmes will require appropriately sized and equipped 

teaching accommodation to be made available. 




No negative impact on students' study patterns is anticipated - the creation of the joint programme is expected to create a more 

seamless curriculum which will encourage student study. One driver for the programme amendment is student feedback, see 

below, requesting the opportunity of exploring the clinical interface in the academic content of the current programme. 

It is recognised that the organisation of modules in the Institute of Dentistry will require one examination to be held in week 7/8 

of Semester B, for module DIN7008, along with other students studying this module. It is believed that this is valuable, in 

particular for overseas students to gauge their academic performance; informal feedback to the students can be provided by 

tutors for those who are performing below the required level required for successful completion of their MSc. 




Letter of support attached from the current External Examiner: Serena Best 

Student statements attached.







Yes 


amendment? 

Yes 


Programme 

Organiser* 

Julia 

Shelton 

Digitally signed by Julia Shelton 

DN: cn=Julia Shelton, o=Queen Mary 

University of London, ou=School of 

Engineering and Materials Science, 

email=j.shelton@qmul.ac.uk, c=GB 

Date: 2011.03.15 14:57:07 Z 


Farida 

Fortune 





c=GB 

Date: 2011.03.10 10:13:20 Z 

Head(s) of 


John Stark 

Digitally signed by John Stark 

DN: cn=John Stark, o=Queen Mary, 

ou=School of Engineering and 

Materials Science, 

email=j.p.w.stark@qmul.ac.uk, c=GB 

Date: 2011.03.15 08:57:30 Z 

Head(s) of 


Head(s) of 


Head(s) of 



Approval Board

Prof. Serena M. Best BSc, MA (Cantab), PhD, FIi\1MM, CEng 

Professor ofMaterials Science 

Director ofthe Cambridge Centre f or Medical Materials 

Professor Julia Shelton 

Queen Mary, University of London 

UNIVERSITY OF 

CAMBRIDGE 

Department of Ma terials 

Science and Metallurgy 

1 February 2011 

Dear Professor Shelton, 

MSc in Dental Materials Programme Amendment 

I have been the external examiner for the Dental Materials MSc programme at Queen Mary for 3 

years and whilst I have been completely satisfied by its academic content and the project dissertations, 

I am most interested in the programme amendment that is being suggested. 

The amendments that are proposed to include the delivery of modules by the Institute of Dentistry 

seem entirely appropriate and the inclusion of projects that are co-supervised by SEMS and Institute 

of Dentistry academics will enhance the programme considerably. 

1 am fully supportive of these amendments and believe that they will enhance the programme 

considerably. 

Yours sincerely, 

Professor Serena Best 

New Museums Site 

Pembroke Street 

Cambridge CB2 3QZ 

Telephone: 01223 334307 

Fax: 01223334567 

E-mail: smb51@cam.ac.uk

Student comment: MSc in Dental Materials 

1. Soon after completing my BDS from Pakistan, I came to Queen Mary University of 

London to study MS-c- in Dental Material. The course greatly helped me develop my 

knowledge in materials science in general and dental materials in specific. I 

completed the degree with distinction and was offered a PhD scholarship. Having 

completed my PhD, am now working as a Post-Doc on a KTP project with pSp 

Dental, UK. The project aims at developing a novel range of resin modified glass 

ionomer cement. 

2. I am an overseas Dentist. I joined Queen Mary University of London for my M.Sc. in 

Dental Materials in 2004 due to its reputation as a leading institute for Material Sciences within 

the University of London. Studying Dental Materials in QMUL has given -. the opportunity to 

explore dental materials from a number of different perspectives. The course was being run in 

collaboration with Institute of Dentistry which also provided me a great learning 

environment. I have found the course very enjoyable and most of the modules were very 

relevant to my course. However, some modules such as Biosensor and Devices and Materials 

Selection and Design were not designed according to dentistry. Due to lack of equipment in 

QMUL laboratories such as Inductively Coupled Plasma-Optical Emission Spectroscopy 

(ICP-OES), I had to attend another university outside of London for my experiments. The 

lecturers and other staff were very helpful. They were always ready to listen to students’ 

problems and advise adequately. 

3. I did my MSc in Dental Materials from Queen Mary University of London in 2006/07. I am 

a dentist and opted to do this course so that l could have a better knowledge in 

advancements in dental materials. After completing the course I felt that the whole course 

was too much generalized in giving information about how research is conducted, and the 

properties of materials, from a materials point of view. The thing that was most lacking was 

the clinical perspective of the materials i.e. how the properties were affected in clinical 

situations or in oral environment and vice versa. The course also lacked knowledge about 

where the current research of the dental materials is heading, what would be the hot field 

to research in the future and what to expect in future in terms of materials that would be 

available in market. The reason for this insufficiency of the course could be attributed to 

the lack of collaboration with the institute of dentistry because all the modules especially 

the dental materials were taught by engineering and materials staff who lacked the clinical 

background/knowledge. Restructuring the course so that dentistry link is re-established 

would be a huge improvement for the people who take this course in future. 

Overall it was a great experience for me and I found the course enjoyable and challenging. 

The whole university environment and the facilities provided by department made up for 

the points that I believed were lacking in the course. 

4. Attending the MSc Dental Materials course (2A06/07) was an intense, interesting and 

scientifically stimulating experience. The taught modules spread over a wide range of 

Biomaterials topics and focused on many aspects of current hi-end Biomaterials and stem-cell 

research. The course was generally well organised with many problem-based-learning 

exercises and team projects throughout the year. The course co-ordinators and teachers were 

all keen and experienced in teaching. There was however a noticeable lack of staff with Dental 

background as most of the teaching staff were material scientists and chemists. This made the 

course's target vague and often caused disorientation amongst the students. Although very 

interesting and very mind -broadening in terms of curriculum, the programme may have

enefited from more dental materials related courses taught by experts in the field. This could 

have been accomplished if a collaboration between the Dental School and the School of 

Engineering and Materials Science had been established. As students had both dental and/or 

technical background, the exercises should have been designed in a way so as to enhance 

relevant skills and knowledge. ln contrast, many exercises involved working with undergraduate 

students from many other disciplines in various material related issues but not dental related. lf 

the exercises were more related to dental research, this contact with undergraduates would 

have been of true benefit for us. The students expressed their thoughts for improvements 

through many SSLC meetings; however no improvements seemed to be possible at the time. 

The research project however gave the opportunity to most of the students to redefine their 

target as luckily many supervisors from the Dental Physical Sciences unit and the Dental School 

were chosen. 

To conclude, redesigning the course to include more dental related material specific topics 

would be of great benefit to future students. Collaboration with the Dental School for the 

teaching of the core Dental Materials subjects and relevant research could make this possible. 

Since the School of Engineering and Materials Science is well equipped in terms of materials 

research equipment, the link with the Dental school would certainly satisfy the research interests 

and needs of prospective dental materials students. 

*****

COSTING MODEL FOR POSTGRADUATE TAUGHT COURSES 

INCOME & EXPENDITURE FORECAST 

COURSE TITLE: 

MSc Dental Materials 

Planned student numbers 

Year 1 

2011-12 

Full-time home / low fee - paying 2.0 

Part-time home / low fee - paying 0.0 

Full-time overseas / premium fee - paying 10.0 

Part-time overseas / premium fee - paying 0.0 

Total student numbers 12.0 

Total student fte 12.0 

Fee rates 

Full-time home / low fee £9,500 

Part-time home / low fee £4,750 

Full-time overseas / premium fee £15,750 

Part-time overseas / premium fee £7,875 

Forecast tuition fee income 

Home / low fee-paying students £19,000 

Overseas/ premium fee - paying students £157,500 

Less discounts £0

Less cash discount on overseas fees @ 2% (£3,150) 

Total forecast tuition fee income £173,350 

Other income £0 

Total income £173,350 

Income Dentistry £86,675 

Income SEMS £86,675 

Projected costs 

Year 1 

2011-12 

Staff costs 

Annual cost per fte 

Academic staff: 

Course director (Clinical) £112,750 £0 

Course director (Non-clinical) £82,000 £0 

Clinical professors £123,000 £0 

Other clinical academics £102,500 £0 

Non-clinical professors £92,250 £92,250 

Reader / senior lecturers £71,750 £0 

Lecturers £51,250 £42,025 Assume .82 FTE here 

Support staff £46,125 £0 

Other 'bought in' staff costs £0 

Total staff costs £0 £134,275 

Non-staff costs 

Course materials £3,000

Laboratory consumables 

£9,600 Allowing £800 per student 

Office consumables £0 

Equipment £0 

External examiners' fees & expenses 

£360 External Examiner 

Outside speakers £0 

Staff advertising £0 

Publicity & marketing £0 

Hospitality £0 

Miscellaneous expenses £0 

Provision for bad debts @ 5% £8,668 

Other: 

Total non-staff costs £21,628 

Overhead 

Per home student fte £1,166 £2,332 

Per overseas student fte £1,388 £13,880 

Per academic staff fte £9,387 £17,084.34 

Per other staff fte £1,840 

Per £1k non-pay expenditure £71 £915.90 

Per sq.m. space (exc investment charge) 

Per sq.m. space (inc investment charge) 

Total Overhead Charge £34,212 

Total Costs £190,115









Module Title Financial Models and Derivatives in a Legal Context 

Module Code QLLM125 





M221 Business and Commercial Law 

M900 Others in Law 




Centre for Commercial Law Studies 






LLM & PG Diploma, MSC Law and Finance 



2011/12 40 5 none 

2011/12





The rationale of this course is to introduce law students to basic concepts and models in finance and their implementation in 

asset valuation. These concepts and models, including sophisticated derivative instruments, are being increasingly used by the 

courts. The course aims to simplify complex financial concepts in order to facilitate legal implementation. Students seeking to be 

involved in complex commercial and financial transactions need to develop understanding and facility in dealing with these 

models and this module meets these needs. Students interested in research can accommodate to a different area of future legal 

research in commercial law. This course broadens the scope of the legal analysis taught in the commercial law department and 

complements courses taught currently in the commercial law and international financial law departments. 

The module will be offered as an optional module in the LLM, General PG Diploma and MSC in Law and Finance programme. 



CCLS, School of Law 



School of Economics 


Module Title Financial Models and Derivatives in a Legal Context 

Module Code QLLM125 



Dr. Dorit Samuel 


none 




This course introduces complex concepts in finance at a level that is appropriate for law students to master them . The first part of 

the course introduces the student to basic understanding of financial models and concepts as it relates to valuation in a legal 

context. This knowledge forms the basis of analysis for the more complex and broader concept of derivatives. The focus 

eventually turns to the analysis of “derivative” instruments, their application in different economic situations, and the benefits/ 

consequences of helping clients set up contracts employing them when investing or conducting business, both locally and 

globally. Derivative instruments will be analyzed from two separate points of view: speculative and hedging. Tools and basic 

models that help in understanding the appropriate usage of different derivatives in different situations will also be introduced 

and examined. Through the course analysis, students will develop a thorough understanding of the models that influence and 

eventually determine the relationships among different derivative instruments. Legal cases are used to analyze actual situations 

and explore different possible solutions using financial models and derivatives, facilitating an acceptable legal determination as 

to the best selection for every particular exposure. The course will be taught on the assumption that the students have no prior 

knowledge of these financial instruments.




The aim of the module is to empower the student to evaluate the legal contractual binding systems supporting the financial 

models in general, with a focus on derivatives. From the course, the students should develop proficiency in the manipulation of 

financial data and financial information systems usage; they should become competent to engage in basic financial analysis 

followed by application of those financial models to support legal analysis and decision. The course will work extensively with 

Excel spreadsheet, although proficiency in excel is not required and instructions will be afforded in its use, students should be 

prepared to learn to use it. The course culminates in a thorough analysis, understanding and application of derivatives. Legal 

cases will be used to evaluate, criticize and support understanding of the difficulties of the courts in dealing with valuation 

conflicts arising from the application of these financial models. 








A 1 

A 2 

A 3 

Excel spreadsheet in the analysis and manipulation of financial data and the ability to retrieve financial information 

from data bases as needed . 

Financial models and concepts used by the courts and the conflicts that arise from applying them. 

Derivatives and the models that support their application, and future legal implication of using them speculatively. 


B 1 

B 2 

B 3 

Produce a critical evaluation of the models used by the courts and assess their respective strength and potential 

shortcomings in their application. 

Apply new concepts that would clarify the limitations of the models when used in new applications. 

Improve their technical ability to analyze complex financial data. 


C 1 

C 2 

C 3 

Make financial decisions and adapt legal positions to reflect changed conditions. 

Evaluate complex expert financial opinions in courts. 

Understand, adapt, and use current research in financial analysis.



D 1 

D 2 

D 3 

Deal with complex financial issues, and make sound judgements when adapting to changes or incomplete 

information 

Adapt quickly to permutations in the financial concepts 

Pursue new venues of financial valuation within the context of available legal constrictions 




Weekly lecture notes provided by Dr. Samuel. 

"Harvard Business Review" articles and cases. 

Current legal cases.











weekly: seminars/lectures (2 hours) = 44 





weekly: computer lab assignments (5.5 hours), reading and research 

(7 hours), homework (6 hours) =406 







45 hours = 450 notional study hours 




Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

course essay Coursework 7500 words 50% Yes N/A 

course essay Coursework 7500 words 50% Yes N/A 

Reassessment 










Coursework 

2 x course essays Coursework 2 x 7500 word essays 






Spyros 

Manitias 

Digitally signed by Spyros Manitias 

DN: cn=Spyros Manitias, o=Queen 

Mary, UoL, ou=Centre for Commercial 

Law Studies, 

email=s.m.manitias@qmul.ac.uk, c=GB 

Date: 2011.03.16 15:29:59 Z 

Head(s) of 


Head(s) of 


Head(s) of

Paper - Academic Registry and Council Secretariat - Queen Mary ...

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