2022-23 MSc Developmental Cognitive Neuroscience Programme Design Document

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1		ACADEMIC SUPPORT OFFICE
2		Programme Approval Process
3		Revised January 2021
4		Note: sections of this form that are greyed out become visible when the relevant options are selected. Form should be retained as a Google Sheet to retain functionality in document.
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6		Stage 4: Academic Approval Form (Academic Support Office)
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8		Information about the Programme
9		Programme Title
10		MSc Developmental Cognitive Neuroscience
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12		Award type			MSc				What level is this qualification?			7
13												Month	Year
14		Length of programme			1 Year				Start date for programme			Sep	2022
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16		Mode of study (Full / Part Time)			Full-time
17														No
18		Term dates							Please specify each term start and term end date for the academic year in which the programme will start:
19		Will the programme use standard University term dates? For York Online programmes, will standard dates for such programmes be used?					Yes
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22		[For Undergraduate and Integrated Masters Programmes Only] Are you offering any variations of this programme, such as additional years abroad or industry?
23		Please tick the boxes below if you are offering 'year in industry' and 'year abroad' options. It is University policy that all programmes should have an additional Placement Year and Year in Enterprise, and as such these are pre-selected. Both of these are managed by Careers. If you are applying for an exemption not to offer these programmes, please explain why.
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25		Year abroad				Will the year abroad programme be available directly via UCAS; for students to transfer in having entered the main programme; or both?
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27		Year in industry				Will the year in industry programme be available directly via UCAS; for students to transfer in having entered the main programme; or both?
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30		Year in enterprise			Please explain why not:					PGT Programme
31		Placement year			Please explain why not:					PGT Programme
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33		All Programmes:
34		Awarding institution			University of York				Teaching institution			University of York
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36		Lead department			Psychology				Other contributing departments
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38		Board of Studies for the programme			Psychology
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40		Language of study and assessment
41		Language(s) of study			English				Language(s) of assessment			English
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43		Mode of delivery Is this a campus-based or online programme?
44		Campus-Based
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46		Partner organisations 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 - https://www.york.ac.uk/staff/teaching/quality-assurance/collaboration/
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49		Reference points 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).
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52		Credit Transfer and Recognition of Prior Learning 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:
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55		Exceptions to Regulations 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.
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58		Internal Transfers: 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.
59		Transfers in:							Transfers out:
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62		Interim and Exit Awards
63		[For Undergraduate and Integrated Masters Programmes Only] Interim Awards (UG):
64		Interim awards available on undergraduate programmes (subject to programme regulations) will normally be: Certificate of Higher Education (Level 4/Certificate), Diploma of Higher Education (Level 5/Intermediate), Ordinary Degree and in the case of Integrated Masters the Bachelors with honours. Please specify any proposed exceptions to this norm:
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67		[For all Programmes as relevant]
68		Exit Awards: Please give the details of any exit awards (for PGT programmes, this will normally be at least a Postgraduate Certificate programme (60 taught credits) and may also be (depending on programme structure) a Postgraduate Diploma programme (120 taught credits)).
69		It is University Policy that all PGT Programmes should have a corresponding Postgraduate Certificate exit award, based on 60 taught credits of the programme. Please specify the title, whether the PG. Cert. is to be made available as an entry route as well as an exit award; the learning outcomes associated with the PG. Cert; and any restrictions on the combination of 60 taught credits that can be used to make up the PG. Cert. Note that it is possible to have 2 separate PG Certificate awards for different combinations - if so, please provide the relevant information twice.
70														Exit award only
71		Title: Please give the title of the award. Use separate rows for each exit award:		Entry Award? Please indicate if the exit award should also be made available as an entry point (ie. will be a programme on which a student can apply to and register as being well as an exit award), or should be an exit award only (i.e. only available to students exiting the programme early):				Outcomes: Please provide a brief statement detailing what the student will be able to do on exit from the programme with this award (i.e. the extent of the achievement of the Programme Learning Outcomes) - use this for titles which are only exit awards and not entry points.			Modules: Please specify the module diet that the student will need to complete to obtain this exit award (this could be, for example, any 60 credits; any 120 credits; specific combinations of modules.)
72		PG Certificate		Exit award only							Any 60 credits from Autumn & Spring Term
73		PG Diploma		Exit award only							Complete 120 credits from Autumn & Spring Term and complete a 20 credit Literature Review in place of the Empirical Project
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77		Design
78														Entry route as well as exit route
79		Statement of Purpose 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.
80		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.
81	SP	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 additonal award. Do not include years in industry / abroad (for which there are separate boxes).
82		Exit Award Title		Statement of Purpose
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87		Programme Learning Outcomes 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...'
88		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.
89		2	Critical evaluation: Critically evaluate theories within and beyond the field of developmental cognitive neuroscience, using empirical evidence to support their reasoning and arguments.
90		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.
91		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.
92		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.
93		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.
94		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.
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97		Additional Award Programme Learning Outcomes
98	PL	If there are additional programme titles associated with the programme upon which students can register (i.e. are available as entry routes), please specify the Programme Learning Outcomes associated with that award. This will be most relevant for PGT programmes with exit awards (e.g. PG Diplomas) that are also available as entry points - PG. Diplomas and Certificates will normally have 4-6 PLOs. Do not include years in industry / abroad (for which there are separate boxes below).
99		Exit Award Title:
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