1. General Information

1.1 Welcome to the School of Medical Sciences

Welcome to your Postgraduate Taught Programme in the School of Medical Sciences within the Faculty of Biology, Medicine and Health at the University of Manchester. The University has a worldwide reputation based on high quality teaching and research, and I am sure that your programme will provide a solid foundation for your future career success.

Within the School and the wider Faculty, our goal is to create an environment that allows you to excel and reach your full potential. Offering access to first-class facilities and strong links with regional health-service providers, our postgraduate programmes are designed to meet the diverse needs of all our students. The curriculum of our taught programmes provides the knowledge and skills you will need in your subject area and all our Masters programmes include an opportunity to carry out an independent research project on topics spanning all areas of biomedical research from molecular to experimental biology and clinical medicine. While subject areas cover a broad range, all our taught programmes have two common aims:

To develop your skills in your chosen field of study
To enhance your knowledge within the field you have chosen. Whether you are a graduate, professional or have a clinical background, the programmes have been tailored to meet your specific needs.

As a student of the School of Medical Sciences, you will be expected to take responsibility for your degree, within a supportive environment that fosters your development and helps prepare you for your future career. This handbook will be a useful resource as you progress through your programme. It provides programme-specific information that I am sure that you will find helpful throughout your study. If however, you have questions or would like some further advice, please do not hesitate to contact the people listed in this handbook for further information and assistance.

I wish you every success as you embark upon your programme, and in your future career.

Dr Carol Yates
Director of Postgraduate Taught Education
School of Medical Sciences
Faculty of Biology, Medicine and Health

1.2 Welcome to the MSc in History of Science, Technology and Medicine

Welcome to the University of Manchester. Having chosen the HSTM programme, you will know the key role of science, technology and medicine (STM) in modern life, from global politics to the food on our tables. This programme uses history to explore how STM knowledge and practices emerged, why they hold their current status, and how they shape and are shaped by other human activities.

The HSTM pathway explores not only the past, but the present and future implications of the relationship between STM and wider society. You will take several classes alongside students on our Science Communication programme, learning about dialogues between STM experts and other audiences, from ‘general publics’ to elite policymakers. You will also study alongside students on the Medical Humanities pathway, which considers medicine and healthcare from a wide range of perspectives, placing historical methods alongside approaches from literary studies, the social sciences, and the visual arts.

Through the taught classes, discussion seminars and assessments on this programme, you will develop your analytical and presentational skills, and by writing a research dissertation, you will make an original contribution to knowledge. Those skills will also help you in many fields of work where an understanding of the dynamics of STM and contemporary societies is required. Past graduates have gone on to careers in academic research, publishing, museums, libraries, public policymaking, teaching and industry.

The course should challenge you. It will make you think in new ways about STM and society, and should make you confront strongly held views. And it will demand considerable self-motivation and energy as you engage with other students and your teachers. But we hope you will also find it a richly rewarding and enjoyable experience.

You will find the Centre for the History of Science, Technology and Medicine a friendly and supportive environment, and we encourage you to take a full part in the intellectual and social life of the department. More details of CHSTM are given on the following pages. Please drop in to talk with me about any questions or concern you might have over the course of the year. I look forward to seeing you soon!

Dr James Sumner, Programme Director
Senior Lecturer in History of Technology

1.3 Points of Contact

Programme Director	Dr James Sumner 2.34 Simon Building University of Manchester Oxford Road Manchester M13 9PL Tel. 0161 275 5845 e-mail: james.sumner@manchester.ac.uk
Programme Administrator	Karen Ross HSTM Postgraduate Administrator School of Medical Sciences, Coupland 3 Building University of Manchester Manchester M13 9PL Tel: 0161 306 2741 e-mail: chstm.programmes@manchester.ac.uk
MSc HSTM Student Representative	To be appointed by students after registration.
eLearning support	eLearning support deals with queries relating to Blackboard and online submissions. The easiest way to make contact is by e-mail to the central address, elearning@manchester.ac.uk. Always enter “FBMH eLearning: MSc HSTM” in the email subject header to make sure the request reaches the right team quickly. Further information on FBMH eLearning can be found here.
General IT support	Contact IT Services via the Support Centre, or call the Service Desk on 0161 306 5544 (or internal extension 65544). Further information on IT help and support

1.5 Introductory Courses

All students are automatically enrolled onto an introductory unit that provides information on health and safety, academic malpractice and academic literacy. Completion instructions for each of these sections are clearly defined within the course. Completion of the academic malpractice and health and safety sections is mandatory for all students. All assessments must be completed as soon as possible after the programme begins, with the academic malpractice assessment completed before the first piece of coursework is submitted. Completion of these assessments is monitored by the School. All students are also strongly advised to complete the academic literacy section.

1.6 Health and Safety

Before you visit the University campus, please take time to read the University’s Health and Safety Policy.

1.7 Communication with Students

Please note that only Blackboard, the University e-learning platform and your allocated student university email address will be used as official communication by University staff. It is your responsibility to ensure that you can access and read email from this source.

Students are required to keep the University informed of any change to their personal circumstances such as change of name or address. Changes can be recorded by the student via their own personal online record. It is also essential to inform the Programme Administrator if you do not intend to return to the next session of the course, if, for example, you are moving away.

1.8 Security

Note that the University of Manchester cannot be held responsible for your personal property, even when you are on campus. Please keep your belongings with you at all times. Items left unattended may be removed and destroyed, or damaged without warning, by University Security Services.

2. Overview of the Programme

2.1 Introduction to CHSTM

Your programme is developed and largely run by members of the Centre for the History of Science, Technology and Medicine (CHSTM). CHSTM was founded in 1986, and is the largest research and teaching group of its kind in the UK. Based in the Simon Building on the Brunswick Park site, CHSTM is home to around 15 lecturers and research associates, a PhD student research community, the MSc programmes in HSTM, Science Communication and Medical Humanities, an undergraduate programme in Biology with Science and Society, and option teaching across the University.

CHSTM’s research and teaching ranges broadly across the sciences, technology, engineering, medicine and healthcare, with a focus on the nineteenth and twentieth centuries and on the relevance of recent history to present-day policy and understanding. This approach is integrated with our work in science communication studies, looking at how science is described and understood by, and for, non-expert audiences.

All CHSTM staff and students are members of the School of Medical Sciences (SMS), one of three Schools within the Faculty of Biology, Medicine and Health (FBMH). Our subject coverage ranges significantly beyond these fields, but we benefit from connections with medical colleagues through projects such as the University’s Museum of Medicine and Health.

2.2 Who’s who at CHSTM

The Director of CHSTM is Professor Pratik Chakrabarti.

The composition of the staff and student body changes frequently. An up-to-date staff list is available on our website, showing contact details and research profiles for all the teaching staff, and for several researchers who do not teach (but may be available to advise on dissertations and other projects). You’re welcome to contact any member of staff whose research area you’re interested in.

The list of research students is also on our website. As an MSc student, you’ll be assigned a PhD student mentor on arrival. It’s worth getting to know the other PhD students and finding out more about their work, particularly if you think you might be interested in going on to PhD study yourself.

2.3 Programme Aims

The aims of the MSc (taught Master’s), Postgraduate Diploma, and Postgraduate Certificate in History of Science, Technology and Medicine are:

to provide an introduction to the main issues and themes of the history and historiography of science, technology and medicine within a wider social, cultural and political context, including communication between specialists and non-specialists
to provide an opportunity and open access to study particular topics of historical and contemporary significance in depth
to encourage and support the development of analytical skills in understanding the changing form and function of science, technology and medicine in society
to encourage and support the development of transferable writing and presentational skills of the highest standard, and thereby prepare students for further academic study or employment
to provide a comprehensive introduction to research methods in the history of science, technology and medicine, science communication, and medical humanities, including libraries, archives, databases and oral history

In addition, the full MSc (taught Master’s) programme aims

to produce students capable of completing a major piece of individual research and writing in the form of a dissertation, or, optionally on the Medical Humanities award pathways, a portfolio of creative work with scholarly commentary

2.4 Overview of Programme Structure

The MSc programme runs for 12 months full-time, or 24 months part-time, from September to September. It normally includes 45 weeks of full-time tuition, starting with registration in the third week of September. Lectures and seminars are generally given during the scheduled University teaching weeks in September to December and February to May. Please note that some optional course units may occasionally be scheduled outside of normal semester time. Tuition is not normally given over the Christmas, New Year or Easter holiday periods.

Teaching on the standard programme pathway consists entirely of courses delivered by the Centre for the History of Science, Technology and Medicine. There is also a variant pathway, HSTM with Research Methods, designed for students funded by the Economic and Social Research Council. This variant substitutes 30 credits’ worth of CHSTM classes for methods training courses run by colleagues in the School of Social Sciences.

Contact teaching will consist of lectures, seminars (group discussions usually based on pre-circulated readings) and other activities including site visits. Each course unit will provide access to readings and other relevant materials through the Blackboard learning management system, which is also used for essay and dissertation submission.

The programme concludes with a research component in which students produce a dissertation under supervision. Full-time students normally begin work on the dissertation in January, for submission in early September. Part-time students normally begin work on the dissertation around the end of the first year, for submission in early September at the end of the second year.

The full Master’s programme consists of 180 taught credits, with 120 credits of taught content, usually divided into 15- or 30-credit course units, and the research dissertation counting for 60 credits. 1 credit notionally corresponds to 10 hours’ work (including classroom contact time, reading, writing, etc), so the programme overall should account for 1800 hours’ work over 12 months.

2.5 Programme Pathways

MSc History of Science, Technology and Medicine, full-time

	Credits
Semester 1
REQUIRED COURSE UNITS: all of the following HSTM60511: Major Themes in HSTM HSTM60571: Communicating Ideas in STM HSTM60651: Historiography of STM	30 15 15
Semester 2
OPTIONAL COURSE UNITS: two of the following HSTM60162: Medicine, Science and Modernity HSTM60272: Making Modern Technology HSTM60262: Shaping the Sciences Subject to approval, students may alternatively take one unit from the above list plus a total of 30 credits from the MSc Science Communication option list and/or an appropriate programme elsewhere in the University.	30 30 30
HSTM60632: Dissertation in HSTM	60
Total credits required for MSc	180

MSc History of Science, Technology and Medicine, part-time

	Credits
Semester 1
REQUIRED COURSE UNIT: HSTM60511: Major Themes in HSTM	30
Semester 2
OPTIONAL COURSE UNIT: one of the following HSTM60162: Medicine, Science and Modernity HSTM60272: Making Modern Technology HSTM60262: Shaping the Sciences	30 30 30
Semester 3
REQUIRED COURSE UNITS: both of the following HSTM60571: Communicating Ideas in STM HSTM60651: Historiography of STM	15 15
Semester 4
OPTIONAL COURSE UNIT Students will normally take another of the units listed for Semester 2. Subject to approval, students may alternatively take a total of 30 credits from the MSc Science Communication option list and/or an appropriate programme elsewhere in the University.	30
HSTM60632: Dissertation in HSTM	60
Total credits required for MSc	180

MSc History of Science, Technology and Medicine with Research Methods, full-time

	Credits
Semester 1
REQUIRED COURSE UNITS: all of the following HSTM60511: Major Themes in HSTM HSTM60571: Communicating Ideas in STM HSTM60651: Historiography of STM SOCS70511: Introduction to Quantitative Methods	30 15 15 15
Semester 2
OPTIONAL COURSE UNITS: one of the following HSTM60162: Medicine, Science and Modernity HSTM60272: Making Modern Technology HSTM60262: Shaping the Sciences Plus a total of 15 credits of qualitative research methods units from the selection offered by the School of Social Sciences.	30 30 30 15
HSTM60632: Dissertation in HSTM	60
Total credits required for MSc	180

MSc History of Science, Technology and Medicine with Research Methods, part-time

	Credits
Semester 1
REQUIRED COURSE UNIT: HSTM60511: Major Themes in HSTM	30
Semester 2
OPTIONAL COURSE UNIT: one of the following HSTM60162: Medicine, Science and Modernity HSTM60272: Making Modern Technology HSTM60262: Shaping the Sciences	30 30 30
Semester 3
REQUIRED COURSE UNITS: all of the following HSTM60571: Communicating Ideas in STM HSTM60651: Historiography of STM SOCS70511: Introduction to Quantitative Methods	15 15 15
Semester 4
OPTIONAL COURSE UNITS A total of 15 credits of qualitative research methods units from the selection offered by the School of Social Sciences.	15
HSTM60632: Dissertation in HSTM	60
Total credits required for MSc	180

Postgraduate Diploma awards

Each MSc pathway has a corresponding Postgraduate Diploma award pathway. The course content in each case is equivalent to the taught component (Semesters 1 and 2 full-time, or Semesters 1 to 4 part-time) of the MSc, totalling 120 credits of study over 30 weeks of full-time tuition. It runs for 9 months in the case of a full-time student.

A student who initially registered for the MSc, but whose performance on the taught component does not meet the requirements for progression to a research dissertation, may exit the programme with a PG Diploma instead, provided the requirements for Diploma are met.

The Postgraduate Diploma on the “with Research Methods” pathways is only available as an exit award for an intending MSc who does not meet the requirements. The other pathways allow entry with the intention of taking a PG Diploma.

Postgraduate Certificate awards

Each pathway except the “with Research Methods” pathways has a corresponding PG Certificate award pathway, totalling 60 credits of study over 15 weeks of full-time tuition.

For full-time study, the course content is equivalent to Semester 1 of the relevant MSc programme.

For part-time study, the course content will typically be equivalent to that of Semesters 1 and 2 of the MSc. By special arrangement and with the approval of the Programme Director, a student who has undergone interruption may be awarded a Postgraduate Certificate on completion of an appropriate 60 credits from across the course (typically, Semester 1 plus Semester 3 of the MSc pathway).

2.6 Course Units

A full list of CHSTM postgraduate course units appears below, including units not normally offered on this programme, which can occasionally be taken by special arrangement: contact the Programme Director for details.

Full details of these course units will be provided in the unit outline documents available on Blackboard, or are available from the unit co-ordinators.

MSc HSTM
Unit Code	Title	Unit Lead	Co-Lead	Moderator
HSTM60511	Major Themes in history of science, technology and medicine	James Sumner	Pratik Chakrabarti
HSTM60571	Communicating ideas in science, technology and medicine	Harriet Palfreyman
HSTM60651	Historiography of science, technology and medicine	Simone Turchetti
HSTM60262	Shaping the Sciences	Vladimir Jankovic
HSTM60272	Making modern technology	James Sumner
HSTM60162	Medicine, Science and Modernity	Pratik Chakrabarti
HSTM60632	Dissertation	PD Assigning Supervisors etc. Enrol all on BB

MSc Sci Comm
Unit Code	Title	Unit Lead	Co-Lead	Moderator
HSTM60011	Introduction to Contemporary Science and Medicine	Elizabeth Toon	James Sumner
HSTM60632	Dissertation	PD Assigning Supervisors etc. Enrol all on BB
HSTM60561	Introduction to Science Communication	Elizabeth Toon	Harriet Palfreyman
HSTM60571	Communicating ideas in science, technology and medicine	Harriet Palfreyman
HSTM60032	Health Communication	Elizabeth Toon
HSTM60582	Museums, Science Centres and Public Events	James Sumner	Harriet Palfreyman
HSTM60592	Science, Government & Public Policy	Kate Barker	Simone Turchetti
HSTM60602	Science, Media and Journalism	Elizabeth Toon	Harriet Palfreyman
HSTM60622	Science Communication Mentored Project	Elizabeth Toon

MSc Med Hum
Unit Code	Title	Unit Lead	Co-Lead	Moderator
HSTM60541	Major themes in Medical Humanities	Carsten Timmerman	Sarah Collins
HSTM60571	Communicating ideas in science, technology and medicine	Harriet Palfreyman
HSTM60001	Creative Approaches in Healthcare Practice	Sarah Collins
HSTM60162	Medicine, Science and Modernity	Pratik Chakrabarti
HSTM60632	Dissertation	PD Assigning Supervisors etc. Enrol all on BB
OR
HSTM60642	Creative Portfolio	Sarah Collins

HSTM60511 Major themes in history of science, technology and medicine

Brief description
This unit provides a broad overview of the histories of science, technology and medicine from the medieval period to the late twentieth century. The course is framed around historical case studies such as the origins of the medical profession, the development of Newtonianism, the formation of civic universities and the role of science in the Cold War. Through these cases, students are introduced to major historiographic themes in the field, including the retreat from whiggism, attempts to retain “big picture” historical accounts, and the value of focusing on audiences and spaces. We emphasise particularly the importance of public science, and engagement between “expert” and “non-expert” groups, in a variety of historical periods.

As this is a team-taught course drawing on staff research interests, the exact content will vary. However, it will generally include the following:

The “Scientific Revolution” and the status of natural philosophy
Early-modern medical science and practice
Newton, Newtonians, Newtonianism
Enlightenment and civil society
Manchester: industry and health in the classic “shock city”
Public science in the eighteenth, nineteenth and twentieth centuries
Universities and institutionalised research
Medicine, science and Empire
Science and welfare
Political ideology, planning, and visions of the future
Science and the Cold War
Science in the media
Information science and management

Aims
The unit aims to:

introduce key themes for understanding the development and institutions of science, technology and medicine (STM) across a range of historical periods
provide an integrated survey of theoretical approaches to understanding modern STM
introduce students to the chronology and periodization of the history of STM
use case studies to exemplify the interdisciplinary nature of the field
place the study of contemporary science communication in historical context
stimulate students to develop critical and informed judgments on the development of modern scientific, technological and medical knowledge.

Intended learning outcomes

Category of outcome	Students should be able to:
Knowledge and understanding	describe and analyse the main periods in the history of science, technology and medicine, 1500- 2000 clearly present an argument in essay form using appropriate source documentation critically and comparatively appraise source texts
Intellectual skills	understand and compare different historiographic approaches via specific case studies construct and defend an argument according to the norms of scholarly historical and/or social-science research
Practical skills	conduct independent research on secondary (and in some cases primary) historical sources read for research, including skim-reading, source prioritisation and following up references give an oral presentation examining a source text, and respond to questions or comments from others
Transferable skills and personal qualities	read, summarise and critically examine source texts contribute to group discussion

Assessment
1 short response to primary and secondary literature, 1000 words: 20%
2 essays, 2000 words each: 2 x 40%

Indicative reading list
A comprehensive reading list is distributed at the beginning of the course. Useful introductory reading includes:

Peter J Bowler and Iwan Rhys Morus, Making Modern Science: a historical survey. Chicago: University of Chicago Press 2005.
Patricia Fara, Science: a four thousand year history. Oxford: OUP 2009.
John Pickstone, Ways of Knowing: a new history of science, technology and medicine. Manchester: Manchester University Press 2000.
Roy Porter, The Greatest Benefit to Mankind: A Medical History of Humanity. London: Fontana 1999.

HSTM60571 Communicating ideas in science, technology and medicine

Brief description
This assessed unit has two main roles: to provide guidance and experience in writing and oral presentation (supplementing the more basic coverage provided on zero-credit skills units), and to introduce students to a variety of approaches to research. The unit is required on the three MSc pathways in History of Science, Technology and Medicine, Medical Humanities, and Science Communication, and the case coverage will be drawn from across the disciplinary approaches covered by these programmes, with an emphasis on shared themes of expertise and communication.

The research skills element will draw on the experience and current work of local staff and research students, with sessions focusing on the application of theoretical approaches (for instance, reading for gender; the user/patient turn in history of technology/medicine; the heritage validity debate and its relevance to public presentation) and research practices (such as oral history interviewing or working with material artefacts). The communication element will focus particularly on writing and preparing talks/presentations as a developmental and iterative process, and on the need to consider and engage with multiple audiences with different priorities and preconceptions.

The exact content of the course will vary from year to year, but is likely to include some or all of the following:

Research methods

Framing a research question
Investigating sources and evidence
Using visual sources
Working with popular and fictional media
Oral history
Gender, identity and authority
Geographies of knowledge
Research ethics

Communication skills

Writing and editing as an iterative process
Writing for specific audiences and formats
Oral presentation
Engaging with public audiences
Broadcast communication

Aims
The unit aims to:

introduce students to key research methodologies relating to history, policy and communication in science, technology and medicine
enable students to analyse critically key methods and techniques used by researchers
provide students with practical insights into research and writing, through the experience of current researchers
build awareness and skill in adapting writing and oral presentation style and technique to different audiences and formats
develop skills in the use of material objects as sources of evidence and tools for public communication
develop skills in drafting and editing of texts
develop skills in oral presentation.

Intended learning outcomes

Category of outcome	Students should be able to:
Knowledge and understanding	understand key research methodologies relating to history, policy and communication in science, technology and medicine
Intellectual skills	critically and comparatively appraise source texts identify and analyse critically a variety of different methodological approaches to research and argument select and apply appropriate approaches to particular research questions
Practical skills	understand and begin to apply the practical skills required in professional research, from question formulation to publication read for research, including skim-reading, source prioritisation, and following up references compose and edit texts presenting the same content for different audiences, and reflect critically on the editing process and audience engagement discuss research material orally, and respond to questions or comments from others
Transferable skills and personal qualities	summarise and critically interpret the results of research contribute to group discussion

Assessment
One coursework assignment based on a research finding relevant to the student’s core programme/pathway: two summaries of the same material prepared for different audiences, 1500 to 2000 words total: 50%
One coursework literature review, up to 1500 words: 50%

Indicative reading list
A comprehensive reading list is distributed at the beginning of the course. Useful introductory reading includes:

Wayne C Booth et al, The craft of research. Third edition. Chicago: University of Chicago Press, 2008.
William Cronon et al, “Learning to do historical research”, online at [www.williamcronon.net/researching/].
Howard S Becker, Tricks of the trade: how to think about your research while you’re doing it. Chicago: University of Chicago Press, 1998.
Susan M Pearce, Museums, objects and collections: a cultural study. Leicester: Leicester University Press, 1992.
Sylvan Barnet et al, A short guide to college writing. Fifth edition. New York: Pearson Longman, 2013.

HSTM60651 Historiography of science, technology and medicine

Brief description
The exact content of the course will vary from year to year, but is likely to include some or all of the following:

Introduction to HSTM historiography. Why does it matter?
“Internal” and “external” accounts
Idealism and materialism in HSTM
Sociology of scientific knowledge, ANT and social construction
Gender and sexuality in science, technology and medicine
Borders, geography of knowledge and transnational approaches
Controversies and their role in HSTM historiography
Interdisciplinary approaches: ethnography, anthropology, and linguistics
Politics of knowledge: self-reflexive appraisal of HSTM historiography and its origins.

Aims
The unit aims to:

introduce students to key methods and sources in the history of science, technology and medicine (HSTM) and science and technology studies (STS);
give students an understanding of changing historical, philosophical and sociological approaches to the understanding of HSTM and STS;
enable students to analyse critically key methods and techniques used by researchers;
give students the skills and knowledge to produce critical writing of scholarly books and articles that reveal and assess approaches, methods and techniques

Intended learning outcomes

Category of outcome	Students should be able to:
Knowledge and understanding	describe and analyse the historiography of science, technology and medicine and their relationships with wider publics, and the main analytical approaches and methods used in HSTM
Intellectual skills	conduct independent research on primary and secondary sources critically and comparatively appraise source texts identify and critically analyse a variety of different approaches and methods for research and argument select and apply appropriate approaches and methods to particular research questions
Practical skills	appreciate the practical skills required in research, from question formulation to publication clearly present an argument in essay form using appropriate source documentation
Transferable skills and personal qualities	contribute to group discussion read, summarise and critically examine texts

Assessment
One historiographic critique of a short HSTM article, 800 words: 30%
One essay reviewing the literature or presenting an argument on a particular historiographic problem or approach, 1500 to 2000 words: 70%

Indicative reading list
A comprehensive reading list is distributed at the beginning of the course. Useful introductory reading includes:

Helge Kragh, An Introduction to the Historiography of Science (Cambridge: Cambridge University Press, 1987)
Ronald Doel and Thomas Soderqvist, eds, The Historiography of Contemporary Science, Technology and Medicine: Writing Recent Science (London: Routledge, 2006)
Jan Golinski, Making Natural Knowledge: Constructivism and the History of Science, 2nd ed. (Princeton: Princeton University Press, 2005)
Ludmilla Jordanova, Sexual Visions: Images of Gender in Science and Medicine Between the Eighteenth and Twentieth Centuries (New York: Harvester Wheatsheaf, 1989)
James A Secord, “Knowledge in transit”, Isis 95 (2004): 654-672

HSTM60262 Shaping the sciences

Brief description
It was in the late nineteenth century that the word “scientist” came into regular use, as a general term for the members of professional disciplines such as physics, chemistry and astronomy. This course examines how these scientific communities built their professional identities across the course of the nineteenth century, and how they made themselves crucial to the concerns of nations and empires in the twentieth. We pay particular attention to how scientists set boundaries, using various tools (publication, patronage, institutions) to establish people and practitioners as “inside” or “outside” their particular disciplinary areas or science in general. We address these questions in relation to physics, biology, and environmental sciences and explore their changing insitutional regimes and identities in the face of global developments such as military conflict, commercialization of research, colonialism, Cold War and environmental change.

As this is a team-taught course drawing on staff research interests, the exact content will vary. However, it will typically include the following:

Tools of professionalisation: journals, societies, institutions and methods
From natural philosophy to physics
Defining the status of science: pure, fundamental and applied
Universities, research scahools and laboratories
Science and the Empire
Standards, measurement, accuracy and precision
Biological sciences
Science and Technology of Surveillance
Antrhopocene
Images of the scientist in non-scientific culture

Aims
The unit aims to:

introduce students to interrelated developments in the physical, environmental and biological sciences, and their relationship with the wider world, across the nineteenth and twentieth centuries
provide an overview of the various practical and rhetorical methods used to develop disciplinary identity
engage students critically with the concepts of “pure” and “applied” science, and their relationship to scientists’ need to canvass support from non-scientific audiences
enhance students’ research and essay-writing skills, and provide suitable grounding for dissertation research into the history of the physical sciences.

Intended learning outcomes

Category of outcome	Students should be able to:
Knowledge and understanding	describe and analyse the development of the physical sciences, and their relationship with the wider world, in the period 1800-2000
Intellectual skills	construct and defend an argument according to the norms of scholarly historical research critically examine the techniques used to build a coherent scientific discipline, and the rhetorical devices used to support particular developments or definitions
Practical skills	contribute to group discussion read, summarise and critically examine source texts, and present findings orally in a group setting conduct independent research on primary and secondary historical sources clearly present an argument in essay form using appropriate source documentation
Transferable skills and personal qualities	critically and comparatively appraise source texts give an oral presentation examining a source text, and respond to questions or comments from others contribute to group discussion engage members of scientific and non-scientific communities in discussions about the development and status of scientific disciplines

Assessment
2 essays, 3000 words each: 50% each

Indicative reading list
A comprehensive reading list is distributed at the beginning of the course. Useful introductory reading includes:

Robert Olby et al, eds., Companion to the History of Modern Science (Routledge, 1990).
Iwan Morus, When Physics Became King (University of Chicago Press, 2005).
Harry Collins and Trevor Pinch, The Golem. What Everyone Should Know About Science (Cambridge University Press, 1993)
Mary Jo Nye, Before Big Science: the pursuit of modern chemistry and physics, 1800-1940 (Twayne Publishers, 1996)
Christophe Bonneuil and Jean Baptiste Fressoz, Shock of the Anthropocene (Verso Books, 2017).
Sharon Traweek, Beamtimes and Lifetimes. The World of High Energy Physicists (Harvard UP, 1988).
Jon Agar, Science in the Twentieth Century and Beyond (Polity, 2013).

HSTM60272 Making modern technology

Brief description
When people refer to “technology”, they often think of the newest and most striking artefacts: the latest tablet PC, superjumbo airliner or stem cell innovation. It’s similarly easy to think of showstopping material technologies from the nineteenth and twentieth centuries: textile mills and steamships, radio telescopes and particle colliders. Yet there are many other, apparently “ordinary” technologies, which have equal and sometimes even greater influence on the way we live our lives. Some, like plug sockets or plastic bags, are material; others, like the metric system or credit scoring, are not.

This course addresses the international history of technological development from the nineteenth century to the present day. It focuses particularly on technology’s relationship to the physical sciences, as “Big Science” made ever greater organisational and material demands; on nationality, through attempts to portray Britain as intrinsically inventive; on warfare, both hot and cold; and on the steady expansion of concepts from information-processing science into all areas of human life and work.

As this is a team-taught course drawing on staff research interests, the exact content will vary. A typical schedule is as follows:

The invisibility of infrastructure
The figure of the inventor: industrial heroism and the patent lobby
Ships, dams and skyscrapers: the material culture of technological gigantism
Manufacturing numbers: organised computation before electronics
Technology and national identity: the Great Exhibition and the Festival of Britain
Air-mindedness and the technologies of colonialism
The growth of Big Science: is physics engineering now?
Space technology: a passage to new worlds, or a weapon of Cold War?
Meteorology, surveillance and environmental awareness
Computers in use: modelling and networking
The domestication of the computer
Mills, telescopes and nuclear bunkers: the technological heritage industry
Everything in bits? Technoscience, convergence and the birth of bioinformatics

Aims
The unit aims to:

introduce students to the history of technological development, and its relationship with political, economic and social change, across the nineteenth and twentieth centuries
promote appreciation of the influence of everyday, unglamorous and ‘invisible’ technologies alongside prestigious and deliberately striking ‘high technology’
develop understanding of the infrastructural role of technology, including the power relations and value judgments embedded in ‘neutral’ or ‘inevitable’ developments
characterise the changing relationship between technological manufacture, the physical sciences and informatics across the period in view
enhance students’ research and essay-writing skills, and provide suitable grounding for dissertation research into the history of technology.

Intended learning outcomes

Category of outcome	Students should be able to:
Knowledge and understanding	describe and analyse the history of technological development, and its relationship with political, economic and social change, in the period 1800-2000
Intellectual skills	construct and defend an argument according to the norms of scholarly historical research critically examine the social consequences of technological innovation, and the strategic use of conspicuous technologies to promote interests and activities of various kinds, particularly at national level
Practical skills	contribute to group discussion read, summarise and critically examine source texts, and present findings orally in a group setting conduct independent research on primary and secondary historical sources clearly present an argument in essay form using appropriate source documentation
Transferable skills and personal qualities	critically and comparatively appraise source texts give an oral presentation examining a source text, and respond to questions or comments from others contribute to group discussion engage scientific, technical and lay audiences in discussions about the intentions behind, and consequences of, technological change

Assessment
2 essays, 3000 words each: 50% each

Indicative reading list
A comprehensive reading list is distributed at the beginning of the course. Useful introductory reading includes:

Thomas J Misa, Leonardo to the Internet: technology and culture from the Renaissance to the present. Baltimore: Johns Hopkins University Press 2004, chapter 3 onwards.

Ben Marsden and Crosbie Smith, Engineering Empires: a cultural history of technology in nineteenth-century Britain. Basingstoke: Palgrave Macmillan 2005.

Jon Agar, The Government Machine: a revolutionary history of the computer. Cambridge, Mass.: MIT Press 2003.

David Edgerton, Warfare State: Britain, 1920-1970. Cambridge: Cambridge University Press 2006.

HSTM60162 Medicine, science and modernity

Brief description
This unit introduces students to the various cultural, social and political questions around the history of science, medicine and modernity. The main emphasis is to understand how questions of health and welfare are conditioned by ideas of race, gender, ethics, human/nonhuman continuums and globalization. Students learn to explore how modernity has much provided new facilities for healthcare and disease control as it has posed new challenges to welfare and wellbeing. They also learn the need to discuss these questions in political, ethical and social terms.

As this is a team-taught course drawing on staff research interests, the exact content will vary. However, it will typically include the following:

Biomedicine and history, 1800-2000
Naming and Framing Disease
Patient Narratives and Movements
Medicine and Race
Surgery and the Body
Humans and Nonhuman species
Medical Ethics
Biomedicine in the Global South
Visual Cultures and Medicine

Aims
The unit aims to provide:

a thorough knowledge of the interactions between the biosciences and medicine, from 1800 to the mid-twentieth century;
an understanding to the historiographical development and issues in the field;
a grounding in relevant methods and techniques to support dissertation research.

Intended learning outcomes

Category of outcome	Students should be able to:
Knowledge and understanding	display familiarity with major developments in biosciences and medicine
Intellectual skills	find and assess critically primary and secondary sources write, with full scholarly apparatus, an essay on the basis of their individual research
Practical skills	contribute to group discussion read, summarise and critically examine source texts, and present findings orally in a group setting conduct independent research on primary and secondary historical sources clearly present an argument in essay form using appropriate source documentation
Transferable skills and personal qualities	critically and comparatively appraise source texts give an oral presentation examining a source text, and respond to questions or comments from others contribute to group discussion engage scientific, professional and lay audiences in discussions about the development of science, medicine, health and welfare.

Assessment
2 essays, 3000 words each: 50% each

Indicative reading list

Quirke, Viviane and Jean-Paul Gaudillière. “The Era of Biomedicine: Science, Medicine, and Public Health in Britain and France after the Second World War.” Medical History 52 (2008): 441–452.
Sturdy, Steve. “Looking for Trouble: Medical Science and Clinical Practice in the Historiography of Modern Medicine.” Social History of Medicine 24, no. 3 (2011): 739-57
Rosenberg, Charles E. ‘Framing Disease: Illness, Society and History’. In his Explaining Epidemics and Other Studies in the History of Medicine, 305-318. Cambridge: Cambridge University Press, 1992.
‘The patient’s experience’, in Brunton, ed. Health, Disease & Society in Europe (OU, 2004), 32-6.
Lindsay Granshaw, ‘The rise of the modern hospital in Britain,’ in Andrew Wear, Medicine in Society (CUP, 1992) 197-218.
Gerald Kutcher, ‘A case study in human experimentation: The patient as subject, object and victim’, pp 57-77 in Carsten Timmermann and Elizabeth Toon, eds., Cancer Patients, Cancer Pathways: Historical and Sociological Perspectives (Palgrave Macmillan, 2012)
Maren Klawiter, ‘Racing for the cure, walking women, and toxic touring: Mapping cultures of action within the Bay Area terrain of breast cancer’, Social Problems 46 (1999): 104-126
Harrison, Mark ‘The Tender frame of Man”: Disease, Climate and Racial Difference in India and West Indies, 1760-1860’, Bulletin of the History of Medicine, 70 (1996), 68-93
Warwick Anderson, ‘Disease, Race, and Empire’, Bulletin of the History of Medicine 70.1 (1996) 62-67.
C Lawrence, ‘Medical minds, surgical bodies: Corporeality and the doctors’, pp 156-201 in C Lawrence and S Shapin, eds, Science Incarnate: Historical Embodiments of Natural Knowledge (University of Chicago Press, 1998)
Sturdy, S, and R Cooter. ‘Science, Scientific Management, and the Transformation of Medicine in Britain C. 1870-1950’. History of Science 36 (1998): 421–466.
R.A. Ankeny and S. Leonelli (2011) ‘What is so special about model organisms?’ Studies in the History and the Philosophy of Science: Part A, 42 (2): 313-323.
Ivan Waddington, ‘The Development of Medical Ethics – A Sociological Analysis’, Medical History, Vol. 19 (1975) p. 36-51.
Tilley, Helen. ‘Ecologies of Complexity: Tropical Environments, African Trypanosomiasis, and the Science of Disease Control Strategies in British Colonial Africa, 1900-1940’, Osiris, 19 (2004): 21-38.
Jordanova, L. “Medicine and Visual Culture.” Social History of Medicine 3, no. 1 (1990): 89-99.

HSTM60632 Dissertation

Brief description
The dissertation allows students to use skills developed across the taught component of the programme in working more independently, under supervision, on an original piece of research.

The focus may (subject to supervisor availability) be on any topic covered by the student’s degree programme pathway. Depending on pathway choices, this may include the following areas:

• history of science, technology and/or medicine (STM) in any period, including the contemporary

• science and technology studies, including sociological and anthropological perspectives

• science policy studies

• innovation studies

• bioethics or medical ethics

• approaches to medicine and healthcare from a variety of disciplinary perspectives in the arts and humanities, including those of art history, classics, religious studies or theology, gender studies, philosophy, and law.

The research may extend a theme or approach addressed in one of the student’s assessed essays from the taught component, but work done towards that essay cannot count again for credit on the dissertation. If there is any overlap in content or coverage with the student’s past work, that work must be cited as a source.

Aims
The unit aims to:

produce a substantial piece of original research, firmly grounded in the appropriate primary and secondary literature, appropriate to the student’s chosen degree programme and pathway
present this research clearly and effectively in the form of a dissertation (thesis) following disciplinary conventions on format and structure.

Intended learning outcomes

Category of outcome	Students should be able to:
Knowledge and understanding	demonstrate extensive knowledge of a specialist area in their chosen field demonstrate understanding (beyond what is established in the taught component of the programme) of practical research skills in their chosen field, including the ability to identify and analyse research questions, devise research strategies to explore these questions, and to analyse and present results and conclusions
Intellectual skills	understand how to identify and pursue research questions, and to critically analyse and present research results and conclusions identify and analyse problems critically interpret primary and secondary material relevant to the research project plan and organize an in-depth piece of original scholarly writing in their chosen field
Practical skills	employ a high level of library and IT skills, including the ability to use a range of reference tools to search and retrieve information display a comprehensive set of skills in identifying, sourcing and using primary and secondary literature write and reference according to appropriate scholarly conventions
Transferable skills and personal qualities	display ability in analytical and critical thinking, information gathering and management, and the written and spoken communication of facts and arguments.

Assessment
Dissertation proposal, up to 3000 words (required for progression; no formal credit)
5-minute oral presentation on proposal (required for progression; no formal credit)
Dissertation of 12 000 to 15 000 words, exclusive of bibliography, 100%

Qualitative research methods courses from the School of Social Sciences

Students on “…with Research Methods” pathways take a package delivered by the School of Social Sciences, comprising the 15-credit Introduction to Quantitative Methods plus 15 credits’ worth of qualitative methods training options. Availability varies slightly from year to year, but a typical range of option choice is as follows:

SOCY60232 Foundational and Advanced Perspectives on Qualitative Research (10 credits)
SOAN60892 Practising Participant Observation (5 credits)
POLI60422 Focus Groups for Social Research (5 credits)
SOCY70722 Narrative Analysis (5 credits)
SOCY60192 Creative Methods (5 credits)
SOST60512 Understanding Big Data (5 credits)

All choices must be agreed by the student’s intended PhD supervisor in consultation with the pathway co-ordinator.

The Dissertation

If you are registered for an MSc, perform successfully (i.e. to Pass level or above) on the taught part of the programme, and achieve a satisfactory dissertation proposal and oral presentation, you will be allowed to continue with the research project leading to submission of an MSc dissertation. The purpose of the dissertation/portfolio is to allow you to bring the perspectives of the course to bear on a specific topic of particular interest to you.

Given the limited amount of time available for research and the preparation, you will need to explore potential topics with potential supervisors well in advance. A list of possible topics will be circulated in November.

If you are a full-time student, you should consult with members of staff between November and January and decide on your topic. From February onward you will need to consult with your dissertation supervisor from time to time as your research gets underway, and once coursework is completed in June you should meet frequently with him/her. A complete first draft of your text should be ready by early August, so that you have sufficient time in which to get it into final shape for submission by the due date in September.

Part-time students will follow the same schedule of dissertation milestones as full-timers, during the second year of study, but are strongly encouraged to develop their dissertation ideas as far as possible during the first year, and to consult with the Programme Director and other members of staff about possible projects. Depending on individual circumstances, it may also be necessary to commence research in the summer of the first year.

Some funds are generally available to reimburse appropriately documented research costs. For more information on this, please contact the Programme Administrator. Please be aware that there is a limit on the reimbursement costs available for each student.

Full details of the requirements for the dissertation will be provided in the outline document for the dissertation course unit (HSTM60632), to be distributed early in the course.

2.7 Libraries, museums and research culture

Libraries in Manchester
The chief local resource is the University of Manchester Library, whose main site is a short walk away on the other side of Oxford Road. The UML is the UK’s largest non-legal-deposit library, with more than 4 million printed books and manuscripts. It’s also home to the University Archives, and to the National Archive for the History of Computing, directed by CHSTM.

Apart from the main site, there are ten satellite libraries on various parts of the University campus. You will probably need to use several of these at some point, so it’s worth finding out where they’re located. There’s a map on the University Library website:

http://www.library.manchester.ac.uk/locations-and-opening-hours/

The John Rylands Library, Deansgate is the associated Special Collections/Rare Books and Manuscripts facility: it’s in the city centre, some distance from the main site. Deansgate holds many unique archive collections which past students have used for dissertation research. Full details are available at

http://www.library.manchester.ac.uk/specialcollections/

Other local libraries worth knowing about:

Manchester Central Library (“Central Ref”). Main City Council facility, and also home to the main archive services to the city. Important local history collections. http://www.manchester.gov.uk/centrallibrary
Chetham’s Library. Oldest surviving public library in the English-speaking world, founded 1653. Important early book and manuscript holdings: https://library.chethams.com/
Portico Library. Historic private subscription library (John Dalton was an early member) with a large nineteenth-century collection: http://www.theportico.org.uk/

Museums
As a student on this course you should, of course, familiarise yourself with all the local museums with an HSTM dimension – not only to learn more about the history, but to see how those museums present it to public audiences.

Manchester Museum, Oxford Road. Part of the University. Natural history (botany, zoology, geology); anthropology and ethnology; biosciences; local artefacts. Famous collections from excavations in Egypt. http://www.museum.manchester.ac.uk/
Science and Industry Museum, Liverpool Road, Castlefield. Close research links with CHSTM. Mainly engineering, physical sciences and communications; strong on transport history, working engines, textiles and the industrial city. Museum site has an interesting history as the former terminus of the world’s first passenger railway. http://msimanchester.org.uk
People’s History Museum, Left Bank (off Quay Street), Spinningfields. Mainly history of the organised labour movement. Important social dimension for understanding industrial change. http://www.phm.org.uk/
Imperial War Museum North, Salford Quays. One gallery dedicated to “science, technology and war”. http://north.iwm.org.uk/

CHSTM research seminars
A research seminar is a session at which a researcher gives a lecture-style presentation on his or her current work and takes questions from the audience. Attending research seminars is an important part of your experience on this programme and attendance at the main CHSTM seminar is required. Part-time students, who may be unable to attend seminars, should discuss alternative arrangements with the Programme Director.

Unlike your course lectures and taught seminars, which will (usually) concentrate on the older and more established research that shapes the field, research seminars feature brand-new (often unfinished) research, and will give you more of an insight into the life of a working researcher.

CHSTM runs two main seminar series during the teaching semester:

CHSTM Seminar (fortnightly; Tuesdays, 16.00-17.30, Room 2.57). Our main formal series featuring invited speakers from institutions across Britain and the world, ranging from well-known senior figures to promising younger members of the profession. This is also CHSTM’s main regular social gathering. We usually adjourn for drinks somewhere after the seminar: you are encouraged to come along and meet other students, staff and the speaker.
Lunchtime Seminar (scheduling to be announced). Organised by PhD students, this is a less formal series featuring shorter work-in-progress reports from CHSTM staff and students, and occasionally grad students from other institutions. You are particularly encouraged to attend these sessions since they will give you not only an overview of the research going on in CHSTM, but also a sense of how to formulate a research question and then answer it. Bring a sandwich, or stay afterwards for lunch with PhD students and the speaker.

CHSTM also runs several more specialised monthly or annual seminars and speaker events. For full details, see the Seminars page on the CHSTM website.

2.8 The wider world of HSTM, Medical Humanities and Science Communication

If you’re serious about working in a relevant field – for example, as an academic historian, a museum curator, or a science journalist – you need to find out as much as you can, as early as possible, about the community you will be dealing with. Teaching staff can advise on your individual needs, but here are some starting-points you should know about.

E-mail lists
Still the most common means for circulating information about jobs, studentships, conferences and public events in some fields.

mersenne is the main mailing list for the history and philosophy of science, technology and medicine in the UK. Traffic is light, mainly consisting of job and conference announcements. If you’re committed to HSTM, you should join. https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=mersenne
H-Sci-Med-Tech is a US-based HSTM list with international scope. Much busier, but you can cut down the number of emails using the ‘digest’ feature. http://www.h-net.org/~smt/
Histmed is a British-focused list for the history of medicine. http://listserv.warwick.ac.uk/mailman/listinfo/histmed
LitMed is a US-based literature and medicine list sponsored by the American Society for Bioethics and Humanities. Its subscribers are mostly academics, and an increasing number of British scholars and practitioners contribute to and use it. http://mailman.listserve.com/listmanager/listinfo/litmed
sts-grad is a list for graduate students in Science and Technology Studies (including sociologically based and policy studies, but also some HSTM). http://groups.google.com/group/stsgrad/about
psci-com is a busy, British-focused list about science communication and public engagement with science. It’s mainly used by practitioners (people who do the actual communication, rather than necessarily studying it). https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=psci-com
Science-in-Public is the listerv for the Science in Public Network. It primarily deals with issues related to academic science communication. https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=SCIENCE-IN-PUBLIC
The SIGCIS list is an active list run by the Special Interest Group on Computers, Information and Society of the Society for the History of Technology (non-members of the Society are welcome to join the list), covering social and critical studies approaches as well as history. http://www.sigcis.org/listserv

Twitter and Facebook
Twitter is often useful to find out what’s going on in your field at the moment. Follow CHSTM on Twitter @ManCHSTM.

The CHSTM Facebook group rarely carries academic announcements, but is used by some staff, students and alumni to keep in touch. Contact Rob Kirk for access.

The hashtags #histSTM (for the integrated HSTM field), #histsci, #scicomm and #scipolicy are all popular; #histmed also gets some use.

Professional societies and networks
Most academic disciplines have one or more organisations (“learned societies”) which publish journals, organise conferences, and otherwise promote the field. Some specialist trades, such as science writing, have professional bodies to give advice and support, or more loosely organised networks. A few suggestions:

The British Society for the History of Science is the largest body for HSTM in the UK, and welcomes involvement by enthusiastic grad students. The annual Postgraduate Conference provides an excellent way to involve yourself in the community. http://www.bshs.org.uk/
The Society for the Social History of Medicine is the main history of medicine society in the UK, and likewise organises postgrad-specific as well as general conferences. http://www.sshm.org/
The Association of British Science Writers has various resources on its website which may be useful to anyone thinking of a career in science journalism. http://www.absw.org.uk/
The PCST Network operates internationally, providing information useful to anyone studying or practising science communication. http://www.upf.edu/pcstacademy/PCST_Network/network.html
The Science in Public Network is a UK-based society for practitioners and academics to discuss the broad field of science communication. https://scienceinpublic.org/
The British Science Association is a learned society founded in 1831 to aid in the promotion and development of science, and was known until 2009 as the British Association for the Advancement of Science. It runs the British Science Festival. https://www.britishscienceassociation.org/
Stempra is a network for people involved in public relations, communications and media work focusing on science and related fields. https://stempra.org.uk/
The Association for Medical Humanities sponsors an annual conference bringing together academics and practitioners from the UK and Ireland. http://amh.ac.uk/
The Northern Network for Medical Humanities Research is an interdisciplinary group which acts as a hub for academic researchers in the medical humanities as well as practitioners, artists and others who may wish to collaborate. http://nnmh.org.uk/
Various student societies at Manchester, including the Medicine in Arts Society, the Psychiatry Society and the Manchester Global Health Society have regular events incorporating the arts and humanities into healthcare and are open to new ideas and suggestions. Please ask the teaching staff and we will put you in touch.

3. Teaching, Learning and Assessment

3.1 Teaching Approaches

Contact time in class will mostly follow one of two formats:

Lectures consist of a presentation delivered by a single lecturer, usually with slides. You are welcome to ask questions at any time during a lecture.
Seminars are group discussion sessions, directed by a seminar leader but based on students’ independent contributions. Seminars are generally based on readings (journal articles, book chapters, etc) distributed in advance, sometimes with questions to guide your reading. You should always make notes in preparation for a seminar, and come to the class ready to discuss your views.

As the group sizes on this programme are often small, we will often blend elements of the lecture and seminar formats. Some classes are organised on a more informal basis, and some will be based on particular tasks assigned to students in advance.

Teaching staff are also happy to organise one-to-one meetings to discuss particular questions, including giving advice on essays in progress and feedback on marked essays.

The research dissertation produced in the final months of the Master’s programme will be supported by regular one-to-one meetings with a named supervisor.

3.2 Essay Writing and Assessment

Essay titles
Most courses will ask you to choose from a range of titles or subject areas. Should you wish to frame a different question, you may only do so in consultation with the course co-ordinators. Such essays must meet the stated aims of the relevant unit, and must address a specific question that you have agreed in advance. In agreeing a topic, you should discuss with the co-ordinators any previous relevant work which you may already have done on the subject, bearing in mind the rules on plagiarism (including self-plagiarism).

If you have questions about the preparation of an essay, you should consult with your unit coordinator, or the lecturer responsible for setting the title, at the earliest opportunity. The MSc Programme Director will monitor all essay topics to ensure that guidelines are observed.

Essay format and layout
Detailed guidance on essay-writing will be circulated early in the course. The general requirements are as follows:

All submissions should be made electronically in .docx (Microsoft Word) file format, unless you have agreed permission to use another format.
Your name must not appear anywhere in the document (including user details in the electronic version): by policy, all assessment is anonymous wherever this is practically possible.
Your student ID number, the essay title, and the word count should all be clearly displayed on the first page.
Your document should be formatted to A4 page size, with page margins of at least 2.5cm
All pages should be numbered.
Sources for all specific claims based on other work, including direct quotations and paraphrases, must be clearly attributed with conventional academic referencing. This can follow any of the major established citation guides for either documentary-note citation with footnotes or endnotes (for instance, Chicago A or MHRA) or in-text bracketed (“Harvard”) citation (for instance, Chicago B, MLA or APA). Vancouver (“author-number”) citation is not permitted.

These requirements may occasionally be varied for non-traditional coursework exercises, in which case the unit co-ordinator will provide alternative guidance.

Submission and feedback
Coursework submission is online, through the TurnitinUK interface accessed via the Blackboard learning management system. TurnitinUK provides a receipt for each successful submission. You should always aim to submit well in advance of the deadline, as technical problems are not normally accepted as mitigating circumstances for a late submission.

Essay feedback (written comments and marks) should be returned within fifteen working days (usually, three weeks in term time) of the submission deadline. Feedback is generally provided through the TurnitinUK interface using a feature called GradeMark. If you have any queries about the feedback or would like further information, you are always welcome to set up a meeting with the marker directly.

Please refer to your Blackboard unit spaces for more information regarding coursework and assessment, including submission deadlines: https://my.manchester.ac.uk/

3.3 Postgraduate Taught Degree Regulations for Students

Students should familiarise themselves with the degree regulations for Postgraduate Taught Degrees by clicking on this link http://www.regulations.manchester.ac.uk/postgraduate-degree-regulations/ or reading the University document here: Introduction to the Postgraduate Degree Regulations for Students

Please note that students cannot progress to the MSc Paediatric Anaesthesia dissertation unless they have successfully completed 120 credits at Masters Level.

3.4 Guidance for Presentation of Taught Masters Dissertations

The University of Manchester guidance on presentation of taught Masters Dissertations is available at:
Guidance for the presentation of Taught Masters dissertations

The guidance explains the required presentation of the dissertation, and failure to follow the instructions in the guidance may result in the dissertation being rejected by the examiners.

3.5 Turnitin and Plagiarism

Plagiarism and Other Forms of Academic Malpractice
Academic malpractice is any activity - intentional or otherwise - that is likely to undermine the integrity essential to scholarship and research. It includes plagiarism, collusion, fabrication or falsification of results, and anything else that could result in unearned or undeserved credit for those committing it. Academic malpractice can result from a deliberate act of cheating or may be committed unintentionally. Whether intended or not, all incidents of academic malpractice will be treated seriously by the University.

The Faculty of Biology Medicine and Health have designed a learning module to raise your awareness of academic malpractice and how it can occur in general writing during your studies. This resource can be accessed via Blackboard - SMS Introductory Course and must be completed before you submit your first piece of academic writing for assessment.

The University provides workshops and online training via My Learning Essentials

Please refer to the University of Manchester guidance to students on plagiarism and other forms of academic malpractice

The full guidance document can be viewed here: http://documents.manchester.ac.uk/display.aspx?DocID=2870

Academic Malpractice: Procedure for the Handling of Cases can be found at: http://documents.manchester.ac.uk/DocuInfo.aspx?DocID=639

Turnitin
The University uses electronic systems for the purposes of detecting plagiarism and other forms of academic malpractice and for marking. Such systems include TurnitinUK, the plagiarism detection service used by the University.
As part of the formative and/or summative assessment process, you may be asked to submit electronic versions of your work to TurnitinUK and/or other electronic systems used by the University (this requirement may be in addition to a requirement to submit a paper copy of your work). If you are asked to do this, you must do so within the required timescales.
The School also reserves the right to submit work handed in by you for formative or summative assessment to TurnitinUK and/or other electronic systems used by the University.
Please note that when work is submitted to the relevant electronic systems, it may be copied and then stored in a database to allow appropriate checks to be made.

3.6 Mitigating Circumstances

Mitigating circumstances are personal or medical circumstances which are unforeseeable and unpreventable that could have a significant adverse effect on your academic performance. You should only submit a mitigating circumstances application if you consider it serious enough, and the timing critical, to have affected your performance in your assessed work and examinations.

Request for mitigation must be submitted to your programme administrator, in advance of your assessment submission deadline or exam. Requests for mitigation submitted after the assessment or exam (except those requests made as a result of circumstances that have arisen during the course of that assessment period) will not be considered without a credible and compelling explanation as to why the circumstances were not known before the beginning of the assessment period or why you were unable to complete or submit an application prior to the assessment or exam. Please note that not informing the University of circumstances due to personal feelings of embarrassment and pride, or having concerns over the confidential treatment of requests for mitigation, are not considered to be credible and compelling explanations

All mitigating circumstances applications must be supported by independent third party evidence. The type of evidence required will vary according to the nature of the circumstances. Examples of evidence include a doctor or other health professional’s letter, counsellor’s letter, self-certification form signed by your GP or GP’s Medical Practice (for illnesses of 7 days and under only). Please note that it is a University policy that the self-certification form must be signed by a GP; we cannot accept forms which have not been signed by a GP. Please note that if evidence has not been received within 2 weeks of the submission of your form, and you have not contacted them to inform them of any delay, your application will be refused and no further action will be taken.

Please ensure that you password protect or encrypt your mitigating circumstances form and supporting evidence before sending to your programme administrator.

Any requests for mitigation will be considered confidentially by a mitigating circumstances panel or sub-panel. Where a request for mitigation is supported, a recommendation will be made to the exam board for them to decide on the best course of action for the student.

You are advised to consult the following guidance, which directs you to seek advice and support before and whilst submitting a request for mitigation.

The University form and guidance for students is available on the web: A Basic Guide to Mitigating Circumstances.

For further information about the process and acceptable grounds for mitigation see: Mitigating Circumstances Policy & Procedures: http://documents.manchester.ac.uk/DocuInfo.aspx?DocID=4271

Please be advised that any requests need to be submitted by midday the day before the pre-arranged Mitigating Circumstances meeting. The dates of Mitigating Circumstances meetings for the 2019/20 academic year are as follows:

Wednesday 23^rd October 2019
Wednesday 27^th November 2019
Wednesday 15^th January 2020
Wednesday 19^th February 2020
Wednesday 18^th March 2020
Wednesday 22^nd April 2020
Wednesday 20^th May 2020
Wednesday 17^th June 2020

3.7 Late Submission Penalty (Including Dissertation)

Work submitted after the deadline without prior approval will be subject to a late penalty in accordance with the University Policy on Submission of Work for Summative Assessment on Taught Programmes. The penalty applied is 10% of available marks deducted per day/24 hours (from the time of the original or extended deadline), until the assignment is submitted or no marks remain.

Penalties for late submission relate to 24 hours/calendar days, so include weekends and weekdays, as well as bank holidays and University closure days.

The mark awarded for the piece of work will be reduced by:
10% of the available marks deducted if up to 24 hours (1 day) late
20% of the available marks deducted if up to 48 hours (2 days) late
30% of the available marks deducted if up to 72 hours (3 days) late
40% of the available marks deducted if up to 96 hours (4 days) late
50% of the available marks deducted if up to 120 hours (5 days) late
60% of the available marks deducted if up to 144 hours (6 days) late
70% of the available marks deducted if up to 168 hours (7 days) late
80% of the available marks deducted if up to 192 hours (8 days) late
90% of the available marks deducted if up to 216 hours (9 days) late
100% of the available marks deducted if up to 240 hours (10 days) late

If the assessment is submitted within 10 days of the deadline the assessment should be marked and feedback to the student provided. If this mark before the penalty is applied reaches the appropriate pass mark but the applied penalty results in a fail of the assessment, the student should not be required to resit the assessment as the original mark can be taken as the resit mark. Further information and examples can be found in the Policy and associated Guidance documents.

For work submitted more than 10 days late, it is regarded as a non-submission and need not be marked. In this case a mark of zero will be awarded and normal resit regulations will apply.

The sliding scale should only be applied to first-sit submissions. For all referred (resit) assessment, any late submission will automatically receive a mark of zero.

For further information:

Guidance on Late Submission

Policy on the Submission of Work for Summative Assessment on Taught Programmes

3.8 Policy on word counts for assessed work

The word count specified for each assessed submission, including coursework and research projects, includes all footnotes or endnotes, references in the main text, quotations, captions, chapter or section headings, content lists, text included as part of diagrams, and other apparatus that forms part of the content of the piece. It does not include the main document title or the bibliography/reference list.

The upper limit is an absolute maximum and must not be exceeded (there is no 10% leeway rule or similar).

Assessors will monitor the word count of submitted essays. You should note that different systems often give slightly different automatic word counts. In the event of any query, the word count we will use is the one produced from the submitted .docx version of your essay by Microsoft Word on a campus PC running the standard student Windows image.

If your submission is over the permitted length, penalties will be imposed as follows:

up to and including 5% over the word limit, 10 marks (percentage points) will be deducted
each additional 5% (or part thereof) over the word limit, another 10 marks will be deducted
if the penalty is equal to or greater than the assessed grading, the work will score zero.

For essays significantly below the indicated length, there is no specific numerical penalty scheme – but bear in mind that the indicated length is a guide to the breadth and depth of coverage required, so shorter essays are likely to score lower according to the mark scheme.
Dissertations and other large research projects can, with the supervisor’s approval, be submitted alongside appendices of primary source material (interviews, survey results, etc) if this is necessary to allow the assessors to judge the work. Such appendices do not count towards the word limit. Appendices must include primary source material only, and cannot be used to elaborate or extend the argument.
All judgments on word length and associated penalties will be made in accordance with the University-level Policy on Marking.

3.9 Academic Appeals, Complaints, Conduct and Discipline

Academic Appeals

Students have a right of appeal against a final decision of an Examination Board, or a progress committee, or a graduate committee or equivalent body which affects their academic status or progress in the University.
Students thinking of appealing should first discuss the matter informally with an appropriate member of staff, in order to better understand the reason for the result or decision.
Should you wish to proceed to a formal appeal, this must be submitted within the timeframe outlined in the Academic Appeals Procedure to the Faculty Appeals and Complaints Team, Room 3.21, Simon Building, University of Manchester, M13 9PL (e-mail: FBMHappealsandcomplaints@manchester.ac.uk).
The Academic Appeals Procedure (Regulation XIX) and associated documents, including the form on which formal appeals should be submitted, can be found at www.regulations.manchester.ac.uk/academic

Student Complaints

The University’s Student Complaints Procedure (Regulation XVIII) and associated documents, including a complaints form, can be found at www.regulations.manchester.ac.uk/academic
The University has separate procedures to address complaints of bullying, harassment, discrimination and/or victimisation - see https://www.reportandsupport.manchester.ac.uk/
Students thinking of submitting a formal complaint should, in most instances, attempt informal resolution first (see the procedure). Formal complaints should be submitted on the relevant form to Faculty Appeals and Complaints Team, Room 3.21, Simon Building, University of Manchester, M13 9PL (e-mail: FBMHappealsandcomplaints@manchester.ac.uk).

Conduct and Discipline of Students

General University information on the conduct and discipline of students can be found at www.tlso.manchester.ac.uk/appeals-complaints/conductanddisciplineofstudents/
Faculty policies for students on communication, social networking. and drugs and alcohol can be found at:
- http://documents.manchester.ac.uk/display.aspx?DocID=29039 (Drugs and Alcohol)
- http://documents.manchester.ac.uk/display.aspx?DocID=29040 (Social Networking)
Information on Academic Malpractice and how to avoid it can be found at http://www.regulations.manchester.ac.uk/guidance-to-students-on-plagiarism-and-other-forms-of-academic-malpractice/
In accordance with the Policy on Submission of Work for Summative Assessment on Taught Programmes, ‘All typed summative assessment, including dissertations, should be submitted online and subjected to plagiarism detection software, where appropriate’.

3.10 Essay Mark Scheme

The following mark scheme is used for essays and short coursework items unless otherwise stated. Mark scheme arrangements for dissertations may differ, and will be listed in the dissertation course unit outline.

90 - 100% Distinction-level performance of the highest possible quality. Exemplary work, highly accurate, innovatively analytical and critical, demonstrating rigorous and insightful judgement, thoroughly original approaches, an innovative and illuminating use of sources, and exemplary execution. Of comparable quality to publishable work. Presentation at or above typical professional standard.

80 - 89% Distinction-level performance of unusually high quality. Excellent work, very accurate, demonstrating highly analytical style and approach with insightful judgement and highly skilled execution, original critical approach and a thoroughly illuminating use of sources. Approaching the standards of publishable work. Excellent presentation.

70 - 79% Distinction-level. Excellent work, accurate, showing clear evidence of comprehensiveness, soundness of judgement, focus, analytical powers, insight, critical depth, skilful execution, and illuminating use of sources. Very good presentation.

60 - 69% Merit-level. Mainly accurate, based on good reading, shows evidence of understanding of the research topic, good structure and relevant conclusions, sound in its judgements and arguments, comprehensive in coverage, effective in its use of sources, well-presented, and exhibiting, especially at the top end, a degree of depth and imagination.

50 - 59% Pass-level. Shows sufficient grasp of the issues and reading of a sufficient range of relevant material. In argument and presentation, demonstrates accuracy, coherence, consistency, some critical and analytical ability, and (where relevant) adequate use of sources, but lacks depth and imagination. Presentation is acceptable for university purposes but not for a wider audience.

40 - 49% Below pass-level. Shows a basic grasp of the issues posed, evidence of reading in relation to them, and coverage of their major aspects. The work may be descriptive in character and will lack the level of analysis and argument required at Master’s level. The presentation of the work will be consistent with conventions. Presentation sufficiently clear for comprehension, but has no other merit.

30 - 39% Significantly below pass-level. Shows an elementary grasp of the issues posed, some evidence of reading in relation to them and some coverage, albeit incomplete, of their major aspects. The work is primarily descriptive but incompletely so or crudely analytical in character, and does not construct a cogent argument. Presentation is barely consistent with conventions.

20 - 29% Very poor work. Does not show even an elementary grasp of the issues, and reading is limited or irrelevant. The work is neither a cogent narrative or descriptive piece nor a structured argument. Presentation may not be consistent with conventions and has no other merit.

0 - 19% Should be reserved for work displaying ignorance of the most basic conventions. Marks below 10 are reserved for totally vacuous submissions (no submission or thoroughly incoherent prose).

3.11 Policy on Marker Assignment and Mark Moderation

Essays and similar coursework on this programme are generally assigned a mark and feedback by a single marker who has teaching responsibilities on the relevant unit, and a knowledge of the specialist literature relating to the title. It is normal for several markers to mark different essay titles on the same unit.

To ensure consistency in scoring between different markers, we follow a process of mark moderation:

For each unit, a single moderator will review a random sample of coursework at the end of the semester. The moderator must not be a marker on the unit.
As University regulations require a minimum of 10 scripts to be reviewed, this “sample” will in practice comprise all of the scripts for smaller units. For larger units, it will be 10 scripts including any Fails and an even distribution of scripts from across the available mark ranges.
The moderator should note any differences in judgment from the marker, but cannot propose to vary individual marks. (Doing so would be procedurally unacceptable because, for larger units where sampling is used, it would involve potentially advantaging/disadvantaging some students over others based on random sample selection.) The moderator’s role is to keep a check on the validity of the marking process and the overall fairness of the marking. The moderator can, if necessary, recommend reconsideration of the whole mark set, and can record any specific points for the external’s attention.
The External Examiner can, likewise, recommend reconsideration of the whole mark set, and can advise remarking of individual scripts if s/he has scrutinised the whole set. All marks are provisional until confirmed by the External Examiner.

Moderation generally takes place after the end of the teaching semester and following the final return of marks.

This policy applies to essays and similar pieces of coursework. It does not apply to dissertations and other large research-based submissions, which are usually fully double-marked; or to non-text assessments such as oral presentations, for which clear alternative marking arrangements will be notified in advance.

4. Student Progression

4.1 Progression Requirements

Successful completion of 120 credits across Semesters 1 and 2 is required in order for students to be eligible to submit a dissertation project.

4.2 Monitoring Attendance and Wellbeing of Students

The programme director and teaching staff will monitor the work and attendance of students on the programme. This is for your benefit and helps to ensure you are coping with the work. Regular or a pattern of non-attendance and/or engagement will result in you being contacted by the School to meet with your programme director. Following this, further action will be taken if there isn’t a significant improvement in attendance.
For further information see:
Regulation XX Monitoring Attendance and Wellbeing of Students

The University offers a range of advice and support to students experiencing problems with attendance. The A-Z of Services can be found on the MyManchester website. Here you can find a information on a wide range of topics such as library services, disability support and careers advice.

You can also speak to your Programme Director and/or Academic Advisor.

What to do if you are absent
In case of illness you should supply a doctor’s certificate or, if the illness is brief, a self-certification. If you are absent for other reasons then you should write a letter to the Programme Director explaining the circumstances. Medical certificates or letters should be given in person or sent to the Programme Administrator. Whatever your reason for being away, tell your supervisor about it and make any necessary arrangements to catch up with work you have missed.

4.3 Special Permissions

Interruptions to programme and extensions to writing up
It is the expectation of the University that postgraduate taught students pursue their studies on a continuous basis for the stipulated duration of their programme. However, it is recognised that students may encounter personal difficulties or situations which may seriously disrupt or delay their studies. In some cases, an interruption or extension to your programme of study may be the most sensible option.
Students who wish to interrupt the programme or extend to write up the dissertation should initially discuss their plans and reasons with the Programme Director and/or their Academic Advisor.
Students should also provide documentary evidence when appropriate, for example, doctor’s letter, sick note etc.
The forms required for formal application are available from your Programme Administrator.

4.4 Tier 4 Visa Attendance Monitoring Census

The University operates attendance monitoring census points within the academic year in order to confirm the attendance of students holding a Tier 4 Student Visa. This is to ensure the University meets the UKVI statutory requirements as a sponsor of Tier 4 students and its responsibilities in accordance with its Highly Trusted Sponsor status.
If you are a Tier 4 visa holder, you must attend these attendance monitoring census points, in addition to complying with your programme’s attendance requirements.

When are the census points?
In the 2019/20 academic year, the attendance monitoring census points will be during the following periods:

23rd September - 4th October 2019
13th January - 24th January 2020
13th May - 3rd June 2020
13th July - 24th July 2020

Please note:

If you are a new student, registration is your first point to confirm your attendance at the University and you will not be required to attend a separate census point in September/October 2019.
You will receive an e-mail from your programme administrator to confirm when and where you should go to have your attendance confirmed. You must check your University e-mail account regularly. Failure to check your e-mail account is not a valid reason to be absent from a census point.

What if a Tier 4 student cannot attend a census point?
If you cannot attend in person due to a valid reason which includes: illness; placement; field studies; on year abroad; research work; or any other reason connected to your programme of study, you must email your programme administrator to inform us of your absence and your inability to attend in person. In the case of illness, you must provide a copy of a medical certificate. If you are in this position you should report in person to the School as soon as possible after you return to campus.
Students who are recorded as interrupting their studies are not expected to attend during their period of interruption.

What happens if a student does not attend a census point?
The School must be able to confirm your presence to the UKVI by the end of each census point in the academic year. If you do not attend a census point when required by your School and you do not provide a valid explanation for your absence you will be deemed to be “not in attendance”.
Those students identified as “not in attendance” will be reported to the UKVI and the University will cease to sponsor the student’s Tier 4 visa. The Tier 4 visa will then be curtailed and the student must leave the UK within 60 days.

Further information
For more information on Tier 4 visas: https://www.gov.uk/tier-4-general-visa
If you have any concerns about the attendance monitoring census points, or your Tier 4 visa status, please contact visa@manchester.ac.uk

4.5 Withdrawal from the Programme

Students who are considering withdrawing from the programme should discuss this in the first instance with the Programme Director.
If arrangements for withdrawal need to be made, this will be handled by the Programme Administrator, who will manage communication with the Fees and Records Departments and other University bodies as appropriate OR Students may liaise directly with the Programme Administrator who will communicate this information directly to the University Student Services Centre.

5. Student Support and Guidance

5.1 Student Support and Guidance

Student support and guidance within the programme
Support and advice is available to all students both formally and informally from the Programme Directors, the Programme Administrator and research project supervisors.
If you have any queries or would like to discuss any issues at all – academic, administrative, technical or personal – please do not hesitate to get in touch. All personal issues will be dealt with confidentially.
If we are unable to help you directly, we can put you in touch with many of the support services that are available to students of the University through our Student Services Centre. You can approach these services independently, without the involvement of programme staff. Use the A-Z of Student Services Guide as an additional source of information.

Student support for the dissertation
During the research project and writing up of the dissertation, students will have individual support from their research project supervisor and scheduled structured sessions to monitor their progress and provide support, with help being offered if any problems are being encountered. In addition, students are made aware that they have the option of contacting the programme directors at any time if they are experiencing difficulties, whether this is in relation to their project, or indeed, with regard to any other issue of relevance.

Student support from the University
The University offers a range of support and guidance services to students, for example, Student Health Service, Student Union Advice Centre, Student Counselling and Careers Advice. Details of all these services can be obtained from the A-Z of Student Services

Counselling Service
The Counselling Service is available for all students. It is free and consists of a team of professional counsellors. The service provides confidential counselling for anyone who wants help with personal problems affecting their work or well-being.
The service is open 9.00am to 5.00pm Monday to Friday all year round except public holidays.

Occupational Health
The Occupational Health service is a specialised area of medicine concerned with the way in which an individual’s health can affect his or her ability to do a job and to study and conversely how the work environment can affect an individual’s health. Their aim is to promote the physical, mental and social well-being of students and to reduce the incidence of ill-health arising from exposure to work place hazards.

Students Union Advice Centre
The Students Union has advisers who can help with any matter ranging from finances to housing and beyond. On the South Campus, the Advice Centre is on the first floor in the Student Union Building, and is open Monday to Friday, 10.00am to 4.00pm, term time and vacation. There is no need to make an appointment.

Pastoral advisor
On arrival, all students are assigned a pastoral advisor, who will be a member of staff with teaching responsibilities at CHSTM. The pastoral advisor is the recommended first point of contact for general support requests, and can also advise generally on teaching and learning issues. Pastoral advisors may be approached in confidence with any queries, comments or complaints about any aspect of the programme or your experience as a student.

Full-time students will need to organise two short formal meetings with the pastoral advisor in Semester 1, to discuss settling in and your progress on the course, before handing this support role over to the dissertation supervisor in Semester 2. Part-time students will meet the pastoral advisor four times, on a similar basis, in the first and second years. You are welcome to arrange additional meetings as appropriate.

PhD mentor
On arrival, all students are assigned a mentor from among CHSTM’s current PhD students. Mentors can provide general support and advice on campus life, and are, of course, particularly good sources of guidance for students considering going on to PhD research.

5.2 Disability Advisory and Support Service (DASS)

The University of Manchester welcomes students with a disability or specific learning difficulties. The University has a Disability Advisory and Support Service, who can supply further information and DASS advisors will be pleased to meet you to discuss you needs. DASS will liaise with your School through the Disability Coordinator to make the necessary arrangements for your support during your time in Manchester.

The DASS office can also provide a copy of the University’s Disability Statement, ‘Opportunities for Students with Additional Support Needs at the University of Manchester’ which sets out the policy and provision for students with a disability.

DASS Contact Details:-
Location: 2nd Floor, University Place
Email: dso@manchester.ac.uk; Phone: 0161 275 7512
Text: 07899 658 790; Website: www.dso.manchester.ac.uk/

Disability Coordinator Contact Details:-
Name: Kay Gardner (0161 306 7978) & Wiktoria Obidniak-Marciniak (0161 306 5519)
Email: kay.gardner@manchester.ac.uk or wiktoria.obidniak-marciniak@manchester.ac.uk

6. Student Representation and Feedback

6.1 Student Representation and Feedback

Students, in consultation with the Programme Administrator, should arrange an informal election of their Student Representative near the beginning of the academic year. If more than one person is interested in the role, then each candidate is asked to write a short proposal which is circulated to the student body, and an election is held.

The overall responsibilities of the Student Representative are

to liaise between staff and students about matters of concern
to provide two-way feedback on programme and teaching quality
to promote active student involvement in the development of the programme
to identify student issues and needs on the programme
to attend programme committee meetings representing the student voice
to find effective ways to feedback the outcomes of meetings to the student body
to attend relevant student representative training
to liaise with other Student Representatives to gain support and ideas
to become established as a central point for information and guidance for students in the group.

Student representatives are not required to get involved with fellow students’ personal problems, academic difficulties, or individual student allegations of unfair or inappropriate treatment.

Confidentiality is imperative when dealing with student issues. The representative is chosen by fellow students and has their trust, and must maintain it. Any discussion of an individual student’s situation with a third party requires their consent beforehand.

7. Programme Management

7.1 Programme Management and Committee Structure

Programme Management
The programme is managed and operated in accordance with the policies, principles, regulations and procedures of the University of Manchester.
Programme Directors relate to the School and Faculty Postgraduate Teaching Committees on matters relating to admissions, exams, reviews and approval of new programmes and units, quality assurance etc. and policy issues of broad relevance to the Graduate School.
The Programme Committee will meet each semester and consist of the Programme Director, Programme Administrator, Programme Committee members and the unit co-ordinators.

The remit of the committee will be to:

Oversee the teaching, assessment and examining arrangements;
Monitor cohort progression including failure rate, withdrawal rate;
Evaluate the extent to which the learning outcomes are achieved by students;
Monitor, maintain and enhance standards of all aspects of the programme;
Evaluate the effectiveness of the curriculum and of assessment in relation to programme learning outcomes;
Evaluate the effectiveness and relevance of the teaching and learning methods employed;
Review and revise the programme in the light of any relevant Quality Assurance Agency (QAA) benchmarks, any other relevant external and/or professional requirements and developing knowledge in the subject area;
Receive, consider and respond to feedback from students, employers and external examiners;
Where the need for change is identified, effect the changes quickly and efficiently;
Produce an annual action plan via annual monitoring;
Produce reports for periodic review
Produce relevant information for an Institutional Audit;
Review programme documentation, e.g., programme handbooks, programme specifications, promotional literature and programme website;
Ensure suitable and efficient arrangements are in place for recruitment, admission and induction.

Committee Structure

The Programme Committee acts as a curriculum development team for the Programme. The Programme Committee will report to a School, or Department, or Faculty level committee. The Programme Director is responsible for the management of the programme, and the Programme Committee is established to support the Programme Director in the carrying out of their responsibilities.

7.2 The role of the External Examiner

External Examiners are individuals from another institution or organisation who monitor the assessment processes of the University to ensure fairness and academic standards. They ensure that assessment and examination procedures have been fairly and properly implemented and that decisions have been made after appropriate deliberation. They also ensure that standards of awards and levels of student performance are at least comparable with those in equivalent higher education institutions.

External Examiners’ reports

External Examiners’ reports relating to this programme will be shared with student representatives and details of any actions carried out by the programme team/School in response to the External Examiners’ comments will be discussed. Students should contact their student representatives if they require any further information about External Examiners’ reports or the process for considering them.”

7.3 External Examiner Details

The External Examiner for MSc HSTM is Professor Mike Brown of the Institute of Psychology, Health and Society, University of Liverpool.

Please note that it is inappropriate for students to make direct contact with External Examiners under any circumstances, in particular with regards to a student’s individual performance in assessments. Other appropriate mechanisms are available for students, including the University’s appeals or complaints procedures and the UMSU Advice Service. In cases where a student does contact an External Examiner directly, External Examiners have been requested not to respond to direct queries. Instead, External Examiners should report the matter to their School contact who will then contact the student to remind them of the other methods available for students. If students have any queries concerning this, they should contact their Programme Office (or equivalent).

8. Learning Resources

8.1 Student Facilities at CHSTM

Office space
Hot desks and networked PCs for MSc students are provided in the CHSTM Postgraduate Room (Simon 2.54), which also houses the PhD students’ desks. The keycode for the office door is available from the Programme Administrator.

Computer facilities, wifi and printing
There is a large PC cluster on the sixth floor (Simon 6.004) which contains 140 PC terminals and is open Monday to Friday, 08.30 to 17.30.

Terminals are also available in the School of Medical Sciences’ main student facilities in the Stopford Building, and in other locations including the University of Manchester Library Main Building.

The IT Services website displays real-time information on cluster PC availability around the University.

Free wifi for student use is provided across the campus. See Wireless service on the IT Services website for more details. The eduroam service is generally more convenient than the University-specific wifi, and you can also use it at many other higher education institutions, in the UK and internationally, with the same login details.

The university has a pull-print system allowing you to send documents to be printed from any networked computer, or your own device, and collect them from any of the Xerox printers in the PC clusters and other locations: see Student printing for details. More specialised printing services are available from the University Print Shop in the Humanities Bridgeford Street building.

CHSTM Library
The CHSTM Library is based in Simon 2.48. It has a large subject-specific collection, and is reserved for the use of CHSTM staff, postgraduates and selected undergraduates. The keycode for the Library door is available from the Programme Administrator.

To make sure that everyone has access to the books they need, the CHSTM Library is reference-only. MSc students must not remove books from the Library at any time. Always remember to re-shelve books correctly after use.

Photocopying
Unfortunately, we can’t provide copying facilities for students within CHSTM. A bank of photocopiers is available at the University of Manchester Library Main Building.

Kitchen
The kitchen (Simon 2.59) is open to students at all times during the day, and contains a kettle and microwave. Please bring your own mug and supply of teabags, coffee, etc. If you use milk, don’t steal other people’s! There is a CHSTM milk-buying rota which you can join.
Nobody is paid to clean this area for us, so make sure you wash up and put away all mugs, dishes etc, and wipe down the surfaces after you use the kitchen.

Receiving mail
Internal correspondence from the University will in most cases be sent electronically, except for a occasional official communications which will be sent on paper to your home address. If you need to use a University mail address for external correspondence (for instance, in relation to research projects), then please give the CHSTM postgraduate office as the mail point – “2.54 Simon Building, Brunswick Street, University of Manchester, Manchester M13 9PS” – with your own name clearly included, to make sure that the replies are delivered correctly.

8.2 Learning Resources

Libraries
All registered students may become members of the University of Manchester Library on the main campus.
Up-to-date news about the library is available here.

Study skills support
Study skills support is provided as part of the Communicating Ideas course unit and in various optional classes scheduled outside of standard teaching time. There are also two main University initiatives that offer further support:

My Learning Essentials, run by the University Library, offers face-to-face workshops and online resources on a wide variety of study skills.

Methods@Manchester, organised by the School of Social Sciences, provides various resources focusing on social science methods. These may be useful if you are involved in a research project involving interviews, surveys, or quantitative data analysis.

8.3 IT Services and eLearning

IT Services Support Centre online
Details of what IT support is available and how to access it can be found on the FBMH eLearning Support page.
Login to the Support Centre online to log a request, book an appointment for an IT visit, or search the Knowledge Base.
Telephone: +44 (0)161 306 5544 (or extension 65544). Telephone support is available 24 hours a day, seven days a week.
In person: Walk-up help and support is available at the Joule Library, Main Library or Alan Gilbert Learning Commons:
Use Support Centre online for support with eLearning, from where you may make a request, report a fault, or search the Knowledge Base. The email address is: elearning@manchester.ac.uk

Blackboard
Blackboard, the University's 'virtual learning environment', will be used for online teaching.

What is Blackboard?
Blackboard is a web-based system that complements and builds upon traditional learning methods used at The University of Manchester. By using Blackboard you can

view course materials and learning resources,
communicate with lectures and other students,
collaborate in groups,
get feedback
submit assignments
monitoring your own progress at a time and place of your own convenience.

Training in the use of software
The Faculty eLearning team have produced a short introduction to Blackboard for new students. The recording is hosted in two places: the VLS and on YouTube:

The recording is just over seven minutes long and covers most of the commonly used tools in Blackboard.