ABCDEFGHIJKLMNOPQRSTUVWXYZAAABACADAEAFAGAHAIAJAKALAMANAOAPAQARASATAUAVAWAXAYAZBA
1
1. Admissions/ Management Information
2
MSc in Forensic Speech Science
3
https://www.york.ac.uk/media/staffhome/learningandteaching/documents/programmedevelopment/Framework%20for%20Programme%20Design%20-%20PG.pdf
4
Masters MSc in Forensic Speech Science.
5
Postgraduate Diploma PGDip in Forensic Speech Science.Please indicate if the Postgraduate Diploma is available as an entry point, ie. is a programme on which a student can register, is an exit award, ie. is only available to students exiting the masters programme early, or both.Exit
6
Postgraduate Certificate PGCert in Forensic Speech Science.Please indicate if the Postgraduate Certificate is available as an entry points, ie. is a programme on which a student can register, is an exit award, ie. is only available to students exiting the masters programme early, or both.Exit
7
Level of qualificationLevel 7
8
This document applies to students who commenced the programme(s) in:2018
9
Awarding institutionTeaching institution
10
Unviersity of York University of York
11
Department(s):
Where more than one department is involved, indicate the lead department		Board of Studies
12
Lead Department Language and Linguistic Science.N/A
13
Other contributing Departments: N/A
14
Route code
(existing programmes only)		PMLANSFSS1
15
Admissions criteria
16
A Bachelors degree or equivalent qualification, normally at the level of a good upper second class honours award.
For non-native speakers an IELTS score of 7.0, with a minimum of 7.0 in both Writing and Speaking and no less than 5.5 in all other components; or approved equivalent qualification.
Eligibility for the Prior Experience strand requires at least 20 ECT credits in one or more of the ‘core’ areas, normally to include 20 credits in either syntax/phonetics & phonology/acquisition and psycholinguistics.
17
Length and status of the programme(s) and mode(s) of study
18
ProgrammeLength (years/ months) Status (full-time/ part-time)
Please select		Start dates/months
(if applicable – for programmes that have multiple intakes or start dates that differ from the usual academic year)		Mode
19
20
Face-to-face, campus-basedDistance learningOther
21
MSc1Full-timeSeptemberPlease select Y/NYesPlease select Y/NNoN/A
22
Language(s) of study
23
English
24
Language(s) of assessment
25
English
26
2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
27
2.a. Is the programme recognised or accredited by a PSRB
28
Please Select Y/N: Noif No move to section 3
if Yes complete the following questions
29
3. Additional Professional or Vocational Standards
30
Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
31
Please Select Y/N: Noif Yes, provide details
32
4. Programme leadership and programme team
33
4.a. Please name the programme leader for the year to which the programme design applies and any key members of staff responsible for designing, maintaining and overseeing the programme.
34
The programme leader is Paul Foulkes. The overall responsibility for the designing, maintaining and overseeing of the programme rests with the Department's Teaching Committee.
35
5. Purpose and learning outcomes of the programme
36
5.a. Statement of purpose for applicants to the Masters programme
Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective masters student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
37
The MSc in Forensic Speech Science is a unique programme. It is designed and delivered in partnership with one of the world's leading forensic speech laboratories, J P French Associates. Forensic Speech Science (FSS) comprises various applications of phonetics, linguistics, acoustics, and computer science to tackling problems in police work or providing evidence in legal cases. Areas of FSS also overlap with those central to speech and recording technology, and to automatic speaker recognition as used to establish a person’s identity.
The MSc equips you with a comprehensive foundation in the aims, practices, and principles involved in this range of tasks. The learning experience integrates scholarly and professional contexts, and provides students with the opportunity to analyse real case data. Students observe the working practices of the laboratory at J P French Associates; develop expert witness communication skills by undergoing cross-examination from a practising barrister in the University’s moot court; and gain hands-on experience of the latest generation of automatic speaker recognition technology, made available through the Department’s partnership with the leading speech technology company, Nuance.
The MSc does not assume a background in phonetics or linguistics, though the majority of applicants do come from these fields. The programme provides a three-part taught structure leading to a dissertation. Students work with authentic forensic case materials throughout the MSc. Term 1 provides a general introduction to the field of FSS, and a grounding in key areas of phonetics and linguistics. Students with little or no background in these subjects take introductory modules; more advanced options are available for those with substantial experience. In Term 2 students progress to detailed phonetic and linguistic analysis of speech recordings, including applying techniques to forensic case data. In Term 3 the focus is on independent analysis of forensic materials, especially from speaker comparison cases. Throughout the MSc students also develop general research skills and conduct independent research for the final element of the programme, the dissertation.

Successful completion of the MSc entails a solid and detailed grounding in forensic speech science, an introduction to the practical and technical skills to carry out forensic casework, and experience in conducting original research, guided by some of the world’s foremost experts. Students develop confidence and critical skills, equipping them to exercise independent learning in future careers. The MSc provides excellent training for doctoral research as well as professional forensic speech analysis. It also enables students to develop transferrable skills to an advanced level suitable for entry into a range of professions including police work.
38
5.b.i. Programme Learning Outcomes - Masters
Please provide six to eight statements of what a graduate of the Masters programme will be able to do.
If the document only covers a Postgraduate Certificate or Postgraduate Diploma please specify four to six PLO statements in the sections 5.b.ii and 5.b.iii as appropriate.
Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
39
PLOOn successful completion of the programme, graduates will be able to:
40
1Approach with confidence intricate, complex and unfamiliar phonetic and linguistic phenomena, discern and analyse relevant patterns in real data sets, including forensic case data, and convey their significance effectively and with appropriate technical conventions.
41
2Select and deploy appropriate qualitative and quantitative research methods acquired through the study of forensic speech science to gain a holistic and multifaceted, critical understanding of research in the field.
42
3Propose creative and principled solutions to forensic problems, appealing to phonetic and linguistic theory where appropriate, and contribute them effectively to written reports.
43
4Communicate clearly and effectively at an appropriate level for different audiences the nature and relevance of forensic questions and controversies.
44
5Demonstrate an in-depth, systematic understanding of the role and responsibilities of the forensic speech scientist as an expert witness
45
6Use specialist equipment and software for the purposes of recording and analysing speech, manage autonomously the use of this equipment with due respect to professional guidelines and best practice.
46
7Create detailed and persuasive, academically and ethically informed, project proposals, and initiate, develop and complete a substantial independent research project.
47
8Manage their own development as researchers and professionals, demonstrating the ability to reflect on their own practice and on feedback received, and seeking assistance where appropriate.
48
5.c. Explanation of the choice of Programme Learning Outcomes
Please explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
49
i) ... in what way will these PLOs result in an ambitious, challenging programme which stretches the students?
50
The learning outcomes represent an ambitious mix of breadth and depth of knowledge of forensic speech science, phonetics and linguistics, in theoretical and applied dimensions, combined with practical skills in research methods and statistical analysis, and critical engagement with theory, data, and the process of research. The development of skills such as collection, collation, management and analysis of data, use of statistical analysis tools, communication and collaboration, and understanding of the application of phonetic and linguistic methods to forensic cases, are supported holistically through the pursuit of the PLOs as a whole. The acquisition of these skills is supported by the various modes and methods of delivery and assessment including small group seminars, data analysis practice, oral presentations, and a range of academic written work from incisive abstract writing to essays, to a dissertation.
51
ii) ... in what way will these PLOs produce a programme which is distinctive and advantageous to the student?
52
The PLOs reflect the unique nature of the MSc in Forensic Speech Science, with its combination of theoretical rigour with extensive empirical work using a wealth of techniques and sources and its focus on applications of phonetics and linguistics to genuine forensic cases.

PLOs 1, 2 and 3 highlight the core content-related elements of the programme, namely data, qualitative and quantitative analysis and research techniques, and theory. PLOs 4, 7 and 8 emphasise the M-level skills that students will gain through the programme. PLO 4 indicates development of communication skills. PLO 7 focuses on project management skills. PLO 8 indicates development of the student as an independent researcher. Taken together, the PLOs convey the manner in which the student’s subject knowledge and their ability to manage, shape, and apply their thinking will be substantially advanced. PLOs 5 and 6 emphasise the practical nature of applying skills, methods and knowledge to forensic cases and settings.
53
iii) ... how the design of the programme enables students from diverse entry routes to transition successfully into the programme? For example, how does the organisation of the programme ensure solid foundations in disciplinary knowledge and understanding of conventions, language skills, mathematics and statistics skills, writing skills, lab skills, academic integrity
54
We expect that students on the MSc will have a range of backgrounds and the programme is designed to address this, offering two different routes in the autumn term: Route A is for those who are new to linguistics and phonetics but have completed a BA/BSc in a relevant subject (e.g., languages, English, law, forensic sciences); and Route B for those who have completed a BA in linguistics. Route A provides an intensive introduction to core areas of forensic speech science, linguistics and phonetics in the autumn term. Route B allows students to take one or more advanced module in place of up to two of the Route A core modules in the autumn term. The two routes ensure that all students attain the appropriate foundation in the core knowledge and conventions of the discipline, while allowing those who have already studied some of the relevant core areas to deepen their knowledge in those areas. Disciplinary knowledge is further developed through two modules that all students (whether Route A or Route B) take in the spring term. Statistics skills are developed by means of a compulsory Quantitative Methods module, which includes practical training in the statistics software, R. A year-long Research Training Seminar provides training in writing in linguistics, academic integrity, ethics, and specific tools for phonetic research (such as Praat scripting). Prior knowledge in these areas is not assumed, and hands-on workshops, formative and summative assessments in the Research Training Seminar provide opportunities to practice these skills, while the work in other modules (short and long essays, data analysis exercises, informal presentations) provide opportunities to apply skills. Writing skills are developed step by step over the programme, with explicit training in the Research Training Seminar during the autumn term, along with short written assessments in the autumn term modules, then mid-length essays in the spring-term modules, and full forensic case reports in summer term. Written feedback is provided on formative and summative work, allowing students to identify where they need to further develop their skills. Students are introduced to the opportunities within Careers and the support offered by the Maths and Writing centres in the programme induction meeting at the start of the academic year, and these opportunities are also signposted in the handbook. Similarly, the postgraduate York Award Gold and the York Futures online skills evaluation are introduced in induction week and in the department’s taught postgraduate handbook.
55
iv) ... how the programme is designed to enable students to progress successfully - in a limited time frame - through to the end of the award? For example, the development of higher level research skills; enabling students to complete an independent study module; developing competence and confidence in practical skills/ professional skills. See QAA masters characteristics doument http://www.qaa.ac.uk/en/Publications/Documents/Masters-Degree-Characteristics-15.pdf
56
The programme is designed to ensure that the students receive the grounding they need, intellectually and in terms of specific study and related skills, at a pace that is commensurate with and supports their progress through the developing challenges of the MSc. In the autumn term, the core forensic speech science, phonetics and sociolinguistics/LVC modules provide the foundations of subject knowledge for the rest of the programme, while the Quantitative Methods module provides essential training in statistics. In the spring term modules (or, autumn and spring, for Route B students), the students progress to specialist areas. Across these modules, students receive teaching that is either research-led or based on analysis of forensic case materials, or both. This key facet of the programme ensures that the methods and materials they encounter are sufficiently relevant, challenging, field defining, and recent for them to approach as an example of how to proceed in the undertaking of advanced academic and applied work. Individualised feedback is provided on formative and summative assessments.

A year-long module underpins students’ progress through the programme: the Research Training Seminar (RTS). This module is carefully designed to teach students particular skills at the moment when they first need to them. The early part of the module is devoted to core research, writing and critical reading skills. In the spring term the focus shifts to preparing for the dissertation, with training on ethics, writing a proposal, and research methods specific to psycholinguistics. In the summer term students are prepared for giving presentations on their dissertation topic ahead of the summer vacation departmental presentation day, and for the writing of the dissertation itself. RTS therefore feeds directly into the students’ preparations for their dissertation.

Progression through the dissertation module is supported first by a two-member dissertation advisory panel (DAP) which meets twice (in the summer term) with the student to advise on, and foster reflection on, the dissertation proposal and the framing of the project. Thereafter, one member of the DAP becomes the student’s specialist research supervisor, and the student has five one-hour meetings with this supervisor during the summer term and vacation. In addition to this one-on-one mentoring, the student also receives feedback from peers and staff at the dissertation presentation day. As such, the student is thoroughly supported in undertaking the most challenging element of their MSc.
57
v) ... how this programme (as outlined in these PLOs) will develop students’ digital literacy skills and how technology-enhanced learning will be used to support active student learning through peer/tutor interaction, collaboration and formative (self) assessment opportunities (reference could be made to such as blogging, flipped classroooms, response 'clickers' in lectures, simulations, etc).
58
Advanced digital skills are essential for successful completion of the programme, and relevant skills training is provided throughout the programme. All MSc students learn to use the statistical software, R, in the programme’s Quantitative Methods module. Their knowledge is assessed in the summative exam for this module, then students go on to use R for statistical analysis of their dissertation data. Students develop advanced word processing skills in order to present linguistic data according to the standard conventions of the field. Training in the relevant conventions is provided and assessed in the Research Training Seminar. If required, students are directed to the University’s central training in Word for additional support. Training in a number of digital tools for specific purposes is offered through optional workshops within the Research Training Module, for example: LaTeX for wordprocessing, PsychoPy for running online experiments, Qualtrics for online questionnaires. Training in Praat for acoustic analysis is offered within the relevant phonetics/phonology option modules, and PRAAT script training is offered in a workshop within the Research Training Seminar. Students typically use Powerpoint to create an oral presentation for the summer term presentation day, and training on Powerpoint templates is provided in an RTS session. Most students also use Excel for data management. Students who need basic training in Excel are directed to the University’s central training. Specific training is offered within an RTS optional workshop on statistics. Training on some specific statistics functions in spreadsheets is offered within an RTS optional workshop on statistics. Students are introduced to the digital literacy training opportunities offered by the Library (“Digital Wednesdays”) in induction week and via the department’s taught postgraduate handbook.

The VLE is a crucial element of the student’s interaction with this MSc programme. All the taught modules have VLE sites, through which students access week-by-week teaching content and further reading and resources, and submit their assessed work. VLE training is available to all students through the university’s central provision.
59
vi) ... how this programme (as outlined in these PLOs) will support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)?
The programme's employablity objectives should be informed by the University's Employability Strategy:
60
http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
61
As with all Masters programmes in this Department, the PLOs for the MSc support and enhance student employability by focusing on the development of advanced analytical skills and the ability to mobilize subject knowledge through critical engagement, which is a sought-after skill in the employment market. The development of digital literacy skills (see answer above), collecting, collating and managing data, communication and collaboration, problem solving, and reflection on practice, are supported holistically through the pursuit of the PLOs as a whole. The acquisition of these skills is supported by the various modes and methods of delivery and assessment including small group seminars, formative oral presentations, and the writing of both short, incisive reports and longer, research essays. Crucially, through the dissertation, students gain experience of management of a complex project that requires application of their academic and practical knowledge and skills from across the programme, including subject knowledge, IT skills, critical thinking, ethical considerations, data collection and analysis, time management, and communication skills.
The MSc programme further provides the specific grounding students need to follow on to careers in forensic speech science and related industries. The PLOs ensure employability by focusing on the development of advanced analytical skills and experience in the application or skills and knowledge to forensic cases throughout the programme.
62
viii) ... how learning and teaching on the programme are informed and led by research in the department/ Centre/ University?
63
The department has always valued and promoted research-led teaching. The specialist option modules are designed with flexibility in mind so that they can provide a structured environment for teaching that is centred around the research interests of members of individual members of the department. Combined with the opportunities for independent study and research extensions to taught modules students have the opportunity both to be taught in the subjects and areas where staff is most research active and contribute to those areas under the supervision of staff members who are, at that particular time, some of the leading experts in the topic.
64
5.d. Progression
For masters programmes where students do not incrementally 'progress' on the completion of a discrete Postgraduate Certificate and Postgraduate Diploma, please summarise students’ progressive development towards the achievement of the PLOs, in terms of the characteristics that you expect students to demonstrate at the end of the set of modules or part thereof. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules and in circumstances where students registered on a higher award will exit early with a lower one.

Note: it is not expected that a position statement is written for each masters PLO, but this can be done if preferred.
65
On completion of modules sufficient to obtain a Postgraduate Certificate students will be able to:
If the PG Cert is an exit award only please provide information about how students will have progressed towards the diploma/masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
66
Partial progress in all of the PLOs. None - no set prescribed diet of modules.
67
On completion of modules sufficient to obtain a Postgraduate Diploma students will be able to:
If the PG Diploma is an exit award only please provide information about how students will have progressed towards the masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
68
Partial progress in all of the PLOs. None - no set prescribed diet of modules.
69
6. Reference points and programme regulations
70
6.a. Relevant Quality Assurance Agency benchmark statement(s) and other relevant external reference points
Please state relevant reference points consulted (e.g. Framework for Higher Education Qualifications, National Occupational Standards, Subject Benchmark Statements or the requirements of PSRBs): See also Taught Postgraduate Modular Scheme: Framework for Programme Design:
71
https://www.york.ac.uk/media/staffhome/learningandteaching/documents/programmedevelopment/Framework%20for%20Programme%20Design%20-%20PG.pdf
72
http://www.qaa.ac.uk/en/Publications/Documents/Masters-Degree-Characteristics-15.pdf
73
http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements
74
http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2843#.VthM1fmLS70
75
6.b. University award regulations
76
The University’s award and assessment regulations apply to all programmes: any exceptions that relate to this programme are approved by University Teaching Committee and are recorded at the end of this document.
77
7. Programme Structure
78
7.a. Module Structure and Summative Assessment Map
Please complete the summary table below which shows the module structure and the pattern of summative assessment through the programme.

IMPORTANT NOTE:
If the structure of your programme does not fit the usual academic year (for instance students start at the beginning of September or in January) please contact your Academic Quality Team contact in the Academic Support Office for guidance on how to represent the structure in an alternative format.

To clearly present the overall programme structure, include the name and details of each invidual CORE module in the rows below. For OPTION modules, ‘Option module’ or 'Option from list x' should be used in place of specifically including all named options. If the programme requires students to select option modules from specific lists by term of delivery or subject theme these lists should be provided in the next section (7.b).

From the drop-down select 'S' to indicate the start of the module, 'A' to indicate the timing of each distinct summative assessment point (eg. essay submission/ exam), and 'E' to indicate the end of teaching delivery for the module (if the end of the module coincides with the summative assessment select 'EA'). It is not expected that each summative task will be listed where an overall module might be assessed cumulatively (for example weekly problem sheets).

Summative assessment by exams should normally be scheduled in the spring week 1 and summer Common Assessment period (weeks 5-7). Where the summer CAP is used, a single ‘A’ can be used within the shaded cells as it is understood that you will not know in which week of the CAP the examination will take place. (NB: An additional resit assessment week is provided in week 10 of the summer term for postgraduate students. See Guide to Assessment, 5.4.a)
79
http://www.york.ac.uk/about/departments/support-and-admin/registry-services/guide/
80
Full time structure
81
CreditsModuleAutumn TermSpring Term Summer Term Summer Vacation
82
CodeTitle12345678910123456789101234567891012345678910111213
83
10TBCIntroduction to Forensic Speech Science.SAEA
84
10TBCLanguage variation and change.SEA
85
10TBCQuantitative methods.SEA
86
10TBCPhonetics and Phonology.SEA
87
20TBCResearch Training Seminar.SAAE
88
20TBCOption List A.SEA
89
20TBCOption List A.SEA
90
20TBCResearch in Forensic Speech Science.SAEA
91
60TBCDissertation.SEA
92
Please indicate when the Progression Board and Final Exam board will be held and when any reassessments will be submitted.
NB: You are required to provide at least three weeks notice to students of the need for them to resubmit any required assessments, in accordance with the Guide to Assessment section 4.9
93
Progression BoardSummer Term - mid-July.
94
ReassessmentSummer Term Week 2 to mid-July.
95
Exam BoardAutumn Term & Week 7.
96
Part time structures
Please indicate the modules undertaken in each year of the part-time version of the programme. Please use the text box below should any further explanation be required regarding structure of part-time study routes.
97
7.b. Optional module lists

If the programme requires students to select option modules from specific lists these lists should be provided below. If you need more space, use the toggles on the left to reveal ten further hidden rows.
98
Option List AN/A
99
Articulatory and Impressionistic Phonetics.
100
Sociophonetics.