MSc Developmental Cognitive Neuroscience Programme Specification 2024-25

	B	C	D	E	G	H	I	J	K	L	O
1	ACADEMIC QUALITY TEAM
2	Programme Specifications 2024-25
3
4
5	Programme Title			MSc Developmental Cognitive Neuroscience
6
7	This document applies to students who commenced the programme(s) in:			September 2024			Award type			MSc
8
9	What level is this qualification?			7			Length of programme			1 Year
10
11	Mode of study (Full / Part Time)			Full Time
12
13	Will the programme use standard University semester dates?			Yes			For York Online programmes, will standard dates for such programmes be used?			N/A
14
15	Awarding institution			University of York			Board of Studies for the programme			Psychology
16
17	Lead department			Psychology			Other contributing departments			N/A
18
19	Language of study and assessment			English			Language(s) of assessment			English
20
21	Is this a campus-based or online programme?			Campus
22
23	Partner organisations
24	If there are any partner organisations involved in the delivery of the programme, please outline the nature of their involvement. You may wish to refer to the Policy on Collaborative Provision
25	N/A
26	N/A
27
28	Reference points
29	Please state relevant reference points consulted in the design of this programme (for example, relevant documentation setting out PSRB requirements; the University's Frameworks for Programme Design (UG or PGT); QAA Subject Benchmark Statements; QAA Qualifications and Credit Frameworks).
30	University of York Framework for Programme Design (PGT)
31
32	Credit Transfer and Recognition of Prior Learning
33	Will this programme involve any exemptions from the University Policy and Procedures on Credit Transfer and the Recognition of Prior Learning? If so, please specify and give a rationale
34	No
35
36	Exceptions to Regulations
37	Please detail any exceptions to University Award Regulations and Frameworks that need to be approved (or are already approved) for this programme. This should include any that have been approved for related programmes and should be extended to this programme.
38	N/A
39	N/A
40
41	Internal Transfers
42	Please use the boxes below to specify if transfers into / out of the programme from / to other programmes within the University are possible by indicating yes or no and listing any restrictions. These boxes can also be used to highlight any common transfer routes which it would be useful for students to know.
43
44		Transfers in:	No				Transfers out:	Yes
45
46	Statement of Purpose
47	Please briefly outline the overall aims of the programme. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
48	The MSc in Developmental Cognitive Neuroscience offers you an opportunity to study at one of the world’s top psychology departments and capitalises on the department’s expertise in developmental psychology and cognitive neuroscience. The degree is equally suitable for students who wish to pursue doctoral research and those with enthusiasm for the subject who would like to pursue related careers. It combines theoretical and empirical grounding in the cognitive and biological mechanisms of developmental change with training of the analytical and practical skills required for undertaking research into cognitive development and its neural bases. The degree offers hands-on training in neuroimaging methods relevant for developmental research. As a result of the programme, graduates will be able to independently design and carry out research projects in developmental cognitive neuroscience.
49
50
51
52
53
54	If there are additional awards associated with the programme upon which students can register, please specify the Statement of Purpose for that programme. This will be most relevant for PGT programmes with exit awards that are also available as entry points. Use additional rows to include more than one additional award. Do not include years in industry / abroad (for which there are separate boxes).
55	Exit Award Title			Is the exit award also available as an entry point?	Outcomes: what will the student be able to do on exit with this award?				Specify the module diet that the student will need to complete to obtain this exit award
56	PG Certificate			Exit award only	They will have a solid understanding of how neuroimaging methods can be applied to questions in developmental cognitive neuroscience, and how appropriate studies are designed and carried out. They will have experience with the use of core data analysis approaches in neuroimaging and general statistics.				Any 60 credits from Semester 1 and Semester 2
57	PG Diploma			Exit award only	They will have a solid understanding of how neuroimaging methods can be applied to questions in developmental cognitive neuroscience, and how appropriate studies are designed and carried out. They will have experience with the use of data analysis approaches in developmental science, neuroimaging and general statistics. They will be able to independently and critically evaluate evidence from developmental psychology and cognitive neuroscience, communicating complex concepts effectively.				Complete 120 credits from Semester 1 and 2, and complete a 20 credit Literature Review in place of the Empirical Project
58
59	Programme Learning Outcomes
60	What are the programme learning outcomes (PLOs) for the programme? (Normally a minimum of 6, maximum of 8). Taken together, these outcomes should capture the distinctive features of the programme and represent the outcomes that students progressively develop in the programme and achieve at graduation. PLOs should be worded to follow the stem 'Graduates will be able to...'
61	1	Knowledge: Demonstrate a deep and systematic understanding of how cognitive processes and behaviour develop from infancy to adulthood, how this development can be explained in terms of their underlying brain processes and how modern neuroimaging techniques can be used to understand the properties of the developing human mind.
62	2	Critical evaluation: Critically evaluate theories within and beyond the field of developmental cognitive neuroscience, using empirical evidence to support their reasoning and arguments.
63	3	Analysis of Data: Demonstrate a systematic knowledge of a range of advanced research paradigms, research methods in cognitive neuroscience and advanced statistical analysis and how these methods can be used to explain mental processes and behaviour with a focus on measuring developmental outcomes.
64	4	Research Skills: Students will be able to identify and evaluate relevant scientific evidence from the range of methodologies used in developmental cognitive neuroscience and thus solve complex problems using evidence-based and scientific reasoning to identify and pose new research.questions, devise new methods to address them and to consider alternative approaches to their solutions and evaluate these.
65	5	Solve Complex Problems: Design, conduct and interpret systematic, scientifically rigorous and ethically sound studies, using a combination of advanced quantitative methods and statistics, supported by state-of-the-art software, in the context of methodologies used in cognitive neuroscience and developmental psychology.
66	6	Communication: Communicate complex concepts effectively using discipline-specific written, oral and graphical means, adapting the content and presentation style to make it appropriate to specific audiences and settings: academic research outlets, parents, teachers and other professionals.
67	7	Management Skills: Demonstrate that they are able to work autonomously in planning and implementing tasks at a professional level, making decisions based upon complex and uncertain information, take responsibility for their own learning and professional development, and work effectively as a member of a team.
68
69	Diverse entry routes
70	Detail how you would support students from diverse entry routes to transition into the programme. For example, disciplinary knowledge and conventions of the discipline, language skills, academic and writing skills, lab skills, academic integrity.
71	The Research Design in Neuroimaging and Research, Design & Statistics modules provide generic skills in psychological research that allow students from a diverse range of backgrounds to obtain a solid foundation in psychology, particularly in experimental design and statistical analysis of data. In addition we provide a tailored induction week for our students to ensure successfull transition with sessions on use of IT, library ressources and referencing, a session on careers, a support seesion for Research Design & Statistical skills and a course-specific induction session.
72
73
74
75	Inclusion
76
77	Please confirm by ticking the box on the right that the design, content and delivery of the programme will support students from all backgrounds to succeed. This refers to the University's duties under the Equality Act 2010. You may wish to refer to the optional Inclusive Learning self-assessment tools to support reflection on this issue.										TRUE
78
79	Employability
80	Please give a brief overview - no more than 5 sentences - of how the programmes helps develop students' employability. Your Faculty Employability Manager can help reflection on this issue. This statement will be used by Marketing as the basis for external content with respect to employability.
81	Many of the students on this course go on to get funded PhD positions or Research Co-ordinator/Technician roles at universities across the UK, as well as to further doctoral training in Clinical and Educational Psychology. Graduates have also gone on to gain employment in school settings and in clinical settings as Assistant Clinical Psychologists.
82
83
84
85	[For Undergraduate and Integrated Masters Programmes Only]
86	Are you offering any variations of this programme, such as additional years abroad or industry?
87
88	Year abroad			FALSE		Will the year abroad programme be available directly via UCAS; for students to transfer in having entered the main programme; or both?				N/A
89
90	Year in industry			FALSE		Will the year in industry programme be available directly via UCAS; for students to transfer in having entered the main programme; or both?				N/A
91
92	Year in enterprise			FALSE
93
94	Placement year			FALSE
95
96
97	Description of Structure
98	Provide a BRIEF description of the structure of the first stage (UG) or programme (PGT): this is only necessary if this is not evident from the tables below. For instance, an entry might be 'students choose X modules in Autumn Semester from List A and Y modules from List B'. For York Online programmes using the 'carousel' model, the description should include whether any modules have to be taken in a particular order (e.g. if there is an introductory module and/or any constraints on the timing of option and/or ISM or ISM-related modules).
99	In Semester 2, students choose one of the optional modules .
100