Senior Lecturer in Digital Humanities

Holocaust and Genocide Studies - UH-000413

<ul>
<li>Specifically, entry for this course requires a good (normally at least a 2.1) honours degree in History, or a cognate subject, usually from within the humanities or social sciences; applicants’ individual circumstances will be considered on merit.</li>
<li>Given that this is an MA that draws on many advanced scholarly concepts, applicants for whom English is not their first language will be expected to have an overall IELTS score of 6.5 with no component being lower than 6.0.</li>
<li>Claims for the formal accreditation of prior learning and experience will be submitted to, and handled by, the Music, Humanities and Media School Accreditation and Validation Panel, a sub-committee of the School Teaching and Learning Committee.</li>
<li>The course conforms to the University’s equal opportunities policy in all respects, including admissions and the operation of the course.</li>
</ul>

UH-000413 - Holocaust and Genocide Studies

Masters Core

Masters Optional

Masters Compulsory

Masters Level

Structure

Postgraduate Diploma

Postgraduate Certificate

working independently and liaising with others (PDP)

the ability to handle information and argument in a critical and self-reflective manner (PDP)

to design and successfully carry out advanced-level research projects appropriate to the aspect of the curriculum being studied and to interpret the results achieved.

A particular topic within the scope of the MA.

the ability to acquire substantial quantities of complex information of diverse kinds in a structured and systematic way (PDP)

Major issues in the contextual study of the history of the Holocaust and other genocides and their associated theories and historiography.



to carry out sophisticated literature (primary and secondary) searches using a range of means, including electronic sources, and to use citations accurately and appropriately.

share and discuss the outcomes and benefits of academic research with the wider public through public engagement vehicles (PDP)

Ideas, debates and models of cultural representations of minorities.

empathize with victims of genocides, while keeping a professional, scholarly perspective.

Implications from the Holocaust in current affairs, such as human rights violations, corporate social responsibility or medical ethics.

designing, planning and carrying out an extended project (PDP)

research skills, including scholarly information retrieval skills, involving the ability to gather, sift and organise material independently and critically, and evaluate its significance (PDP) 

Influential theories, approaches and findings in the study of the Holocaust and other genocides.

The detailed structure of the history of the Holocaust and other genocides, and associated theories and historiography.



to read, understand and evaluate higher level current research articles and specialist books in relevant areas of the subject.

the ability to understand, interrogate and apply a variety of theoretical positions and weigh the importance of alternative perspectives (PDP)

the capacity for independent thought and judgement (PDP)

the ability to sustain interrogation and critical analysis throughout an extensive,  long-term and largely independent piece of work (PDP)

to critique and communicate up-to-date and complex concepts, theories and problems of representation by a variety of appropriate means.

the ability to research and present sensitive topics in a professional and respectful manner (PDP)

<ul>
<li>Provision on the MA in Holocaust and Genocide Studies is subject to standards and procedures laid down by the School Teaching and Learning Committee.</li>
<li>Revisions to the course are subject to confirmation by the MA in Holocaust and Genocide Studies course committee, and the School of Music, Humanities and Media Accreditation and Validation Panel, a sub-committee of the School Teaching and Learning Committee.</li>
<li>New modules are validated by the School of Music, Humanities and Media Accreditation and Validation Panel, a sub-committee of the School Teaching and Learning Committee. Their impact on the coherence and quality of the course is assessed by the MA in Holocaust and Genocide Studies course committee.</li>
<li>The quality of teaching on individual modules is evaluated by the Subject Head in consultation with other members of staff, as well as by the external examiner for the MA. Evidence to be taken into account includes the annual module reports produced by module tutors, the comments of external examiners and student evaluations.</li>
<li>The quality of provision on the MA in Holocaust and Genocide course is evaluated on an annual basis by the Course Leader and the annual monitoring report is confirmed by the Course Committee and the School Board. Evidence to be taken into account includes the annual module reports produced by module tutors, the comments of external examiners and student evaluations of the course.</li>
<li>Mechanisms for maintaining and improving standards on the course include:
<ul>
<li>The continuous review of course issues by the staff team and the course committee</li>
<li>Interaction of staff members with the wider academic community and professional associations in fields relating to the subjects covered in the course.</li>
<li>A dialogue between the staff delivering the course and the external examiner.</li>
<li>Face-to-face Student Panels.</li>
<li>The maintenance of a strong research culture. All staff currently benefit from research days and sabbatical opportunities, and all staff are active in publishing their research. The Subject Area runs a regular research seminar series for staff and students. This attracts visiting speakers and also offers the opportunity for postgraduate students to present aspects of their work. Intended additions to this provision include the setting up of specific reading/research groups, which all MA students will benefit from.</li>
<li>Peer moderation of teaching and assessment feedback.</li>
</ul>
</li>
</ul>

UH-000413

The MA in Holocaust and Genocide Studies course is delivered within the overall framework of teaching and learning in the History area. It is subject to School, University and external evaluation. The main independent indicators of quality and standards are:
 
<ul>
<li>External examiners’ reports</li>
<li>School/University and external audits.</li>
<li>Student evaluation</li>
</ul>
Please note: This specification provides a concise summary of the main features of the Course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the study module guide and course handbook. The accuracy of the information contained in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.
 Additional information can be found in:
Course Handbooks
Module Handbooks
APPENDICES
<ol>
<li>Mapping of course learning outcomes to modules</li>
<li>Assessment schedule</li>
<li>PDP mappings</li>
<li>Mapping of Learning Outcomes to Benchmark Statements</li>
</ol>

<ul>
<li>All students take part in an induction programme run by the team which includes explaining the procedures and support offered by the university, the nature and organisation of the of the course, expectations regarding student input, using facilities such as the VLE and library (it includes a library induction by the academic librarian). Students unable to come to the induction programme in person are given access by virtual means such as Webinars. All the information presented is also made available in the course handbook and on BrightSpace.</li>
<li>The course handbook contains information about the university (regulations, procedures, facilities, support, etc.), the school (academic and admin staff, support, procedures, etc.) and the course (appropriate contacts , the organisation of the year, submitting assignments, avoiding academic misconduct, applying for extensions/extenuating circumstances, getting support and help, etc.).</li>
<li>Every module has a module handbook which contains information about the content and structure of the course, the assignments and deadlines, weekly activities and tasks, learning outcomes and assessment criteria.</li>
<li>There is the VLE site, BrightSpace, for the course which contains ample useful and important information such as: the course handbook, links to useful university sites, staff contact information, and weekly notices (e.g. events such as research seminars). There is a series of screencasts (made by university staff) showing students how to, for example, submit essays to Turnitin, make the most of the VLE, use the library resources, etc.</li>
<li>Extensive use is made of individual module sites on BrightSpace. There is a file for each topic/week containing introductory material, reading and tasks, screencasts and recorded Webinars, and other useful information (such as examples to analyse).</li>
<li>The teaching staff provide tutorial advice to students on this course. In addition, a personal tutor is assigned to each student at the start of the course. S/he remains, wherever possible, the student’s personal tutor for the duration of the course. The personal tutor is responsible for reviewing the student’s academic progress and offering support on academic and non-academic matters.</li>
<li>Student panel meetings are scheduled once a term.</li>
<li>Module tutors are responsible for monitoring students’ performance and engagement with the course, and bringing any problems to the attention of the Course Leader and/or personal tutor as appropriate. Both module tutors and personal tutors hold regular office hours during which students can seek their advice and help.</li>
</ul>