PROGRAMME SPECIFICATION FOR M.Sc IN ARCHAEOLOGICAL SCIENCE. 1. Awarding institution/body University of Oxford

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1 PROGRAMME SPECIFICATION FOR M.Sc IN ARCHAEOLOGICAL SCIENCE 1. Awarding institution/body University of Oxford 2. Teaching institution University of Oxford 3. Programme accredited by n/a 4. Final award M.Sc In Archaeological Science 5. Programme Archaeology 6. UCAS code n/a 7. Relevant subject benchmark statement Archaeology 8. Date of programme specification September Educational aims of the programme The aims of the degree are to give a broad but detailed grounding in the theory and practice of the major applications of science to archaeology. to provide a sound understanding of the potential of science to elucidate archaeological problems; to show how archaeological and scientific evidence may be combined so as to illuminate questions of major archaeological significance; to develop the research skills required for further academic or specialist work, in keeping with AHRB and Research Council guidelines (This is an especially important aim in such a cross-disciplinary context).

2 Programme outcomes A. Students will develop a knowledge and understanding of: the research methods appropriate to archaeological science, including qualitative and quantitative aspects; the strengths and weaknesses of science-based archaeological evidence and the critical assessment of primary sources; the role of historical and cultural interpretation of archaeological evidence, and the nature of the potential collaboration between such interpretation and that deriving from archaeological science. the presentation of clear and well-documented arguments in written form, in proper academic style; the fundamental concepts, techniques, and current debates relevant to the chosen subject areas; the role of archaeological science in the management of archaeological projects and in archaeological policy making. Related teaching/learning methods and strategies Lectures and classes provide the basic foundation by presenting relevant knowledge, theories and techniques, but also introduce questioning of the evidence and critical assessment of current approaches. Guided reading, especially of selected research papers, provides the main source of information, reinforces the critical aspects mentioned above, while also providing knowledge of the development of the field. Regular tutorials develop the questioning and weighing of received wisdom and the use of additional information to modify an interpretation; they also develop skills in oral presentation of arguments. Essays (based on the guided reading, and discussed in tutorials) develop the ability to read intelligently, to select evidence, and to develop clear arguments; Preparation of a 15-20,000-word dissertation provides training in the skills of collection and analysis of evidence on a large scale, in the critical assessment of current ideas relating to it, and in the presentation of well-documented arguments in a form appropriate for academic publication. Of particular importance is working in a laboratory over several months, where additional knowledge is built by example and through dialogue.

3 - 3 - Assessment The compulsory written examinations test range of knowledge, and the ability to select the most telling evidence and arguments to meet a specific need. The pre-set essay(s) allows students to develop and explore their interest within a specific focus, from which to develop and express a substantial argument. The 15-20,000-word dissertation provides a substantial test of the ability to collect and analyse evidence on a relatively large scale, and of the relevant analytical techniques. It provides a significant test of research aptitude and research training. B. Skills and other attributes Students will have the opportunity to develop the following skills during the course: I. Intellectual skills Ability to understand the nature of primary data (generally analytical data based on scientific techniques) and the problems of their validity and interpretation; Ability to gather, analyse, and extract significance from, substantial bodies of information; especially laboratory based analyses. Ability to assess critically the results of experiments by others and to generate reasonable resolutions of controversial positions; Ability to present, both orally and in written form, critical assessments of data and arguments to high academic standards. Teaching/learning methods and strategies: The system of regular essay writing and small-group tutorial discussion is well suited to develop all these skills; but they become particularly actively developed in the context of working for the dissertation. This is carried out under the guidance of one (sometimes two) supervisors. Assessment: All elements of the Final Examinations test these skills. The traditional written examinations test the ability to think clearly and quickly, selecting the most important and discarding the less. The preset essay and the dissertation test the ability to collect and organise information, to develop and criticise arguments, and to present clearly and effectively on a more extensive scale.

4 - 4 - II. Practical skills A variety of practical skills are learnt during the course. Some skills are explicitly taught (such as techniques of chemical or isotopic analysis, and of data analysis by statistical methods); their particular range is likely to depend on the subject matter of the dissertation. Other skills are taught implicitly through advice, practice and feedback during the course: these include basic IT skills, database management, electronic literature searching, and also presentational skills such as presenting talks and using PowerPoint. Teaching/learning methods and strategies The more basic skills are covered during classes and especially during discussion groups. Courses are available in computing via the University's IT Services, and specialist advice is available at the within the School of Archaeology. The Supervisor has the responsibility to ensure that the more specific skills are learned effectively; often this will involve the participation of laboratory technicians, who can show practical aspects of the necessary techniques. Assessment Explicit assessment of practical skills is covered in the marking of the dissertation, while other skills, such as literature searching, will be assessed implicitly from performance in the written examination.

5 - 5 - II. Transferable skills Ability to analyse and criticise arguments Ability to develop a critical approach to quantitative arguments (including the deployment of appropriate statistical analysis) Ability to discover and exploit sources of necessary information; Ability to use information technology, including in all cases web-searching, wordprocessing, and in some cases the use of statistical packages, GIS systems and/or CAD programs; Ability to communicate effectively through written and oral reports; Skills in efficient management of time; Ability to communicate effectively through written and oral reports; Related teaching/learning methods and strategies The reading for, and writing of, tutorial essays, and their defence during tutorial discussion develop all these skills in varying degrees; Preparation and presentation of papers in seminars further develop skills in oral presentation; Preparation of the dissertation nearly always involves a very significant analysis of sets of quantitative data. It also provides major training in information retrieval (electronic and conventional), in the organisation of ideas, information and arguments, which can be used in any setting. The need to produce the dissertation to a tight schedule provides excellent experience in organising time, and programming a complex production Basic computer literacy, word-processing, and internet use, where not already present, are commonly learnt from peers, but formal instruction is also available through the University's IT Services. Instruction in relevant statistical methods and in the use of advanced IT packages is available in the Institute of Archaeology through the Computer Officer and others. The Archaeology web page provides a ready introduction to electronic sources of information.

6 - 6 - Assessment Transferable skills are not specifically and formally assessed in isolation, although much feedback is given during the course. However:- The unseen written examination demonstrates ability to provide written presentations to a tight timetable, selecting the most important information and arguments. Preparation of the dissertation to a tight schedule tests the ability to provide a formal written report with well-organised information, clear argument, and critical analysis, as well as demonstrating skills in information retrieval, time management, and the IT accomplishments needed for proper presentation. 11. Programme Structures and Features In the first two terms of the course (October to April) candidates are taught material from three subject areas within Archaeological Science (currently Bioarchaeology, Principles and practice of scientific dating, and Materials analysis and the study of technological change); In place of one of the three subject areas, candidates may take one of the options from the MSt in Archaeology (Lists A and B) or the MSt in Classical Archaeology (List B only). The third term and following vacation (i.e. from May to September) are devoted to a project chosen with the supervisor s advice, which involves original investigation leading to the production of a 15,000 20,000 word dissertation. The dissertation project must be approved by the Committee for Graduate Studies in Archaeology. Assessment The three taught subjects are assessed after 2 terms by 3 unseen examination papers of 2 hours each, and an extended essay of 10,000 words, or two of 5,000 words each, whose subject is chosen from a range of pre-set topics. These carry 60% of the total marks. If an option from the MSt in Archaeology or Classical Archaeology is taken in place of one taught subject, it is examined by two 5,000 word essays in lieu of the exam and the extended essay(s). The project is assessed through the dissertation presented at the end of September, and carries 40% of the total marks. A viva voce examination (on the examinations, the dissertation, or both) may be held to resolve difficult issues, if the examiners so determine.

7 Support for Students and their learning 1. All students have a departmental supervisor, who is responsible for their overall academic progress, but is also a source of more general support. Where problems arise they can consult the Director of Graduate Studies in Archaeology or the Chairman of the School of Archaeology. The university has a counselling service which provides advice both immediate and long term to students in need. 2. All students also have a college adviser who provides less specialised academic support (including an alternative route for resolving any problems with a supervisor), and also help with general welfare. This line is extended by the college Women s Advisors, Chaplains, and (if necessary) Head of the College. There are also college nurses, a college doctor and usually a college dentist. Colleges also administer hardship funds. 3. Those giving the lectures welcome questions from students after lectures or (where lecture sizes are small enough to permit this) during them, or by e- mail. Students normally receive tutorials and/or small group classes for all components of their course. These small groups provide the most appropriate forum for discussion of academic problems. 4. Students have access to all university libraries (including electronic access). Facilities including computers and office space are made available to students within the RLA. 5 Students on the Archaeological science courses (MSc and MSt), participate in formal and informal internal seminars within the Research Laboratory for Archaeology. They also take part generally in the intellectual life of the Laboratory, and thereby receive very substantial support in their questioning within the subject and also in its context within the wider society. 6. There is a Graduate Archaeology Organisation (GAO) run by post-graduates to promote interaction between graduates and academics in Archaeology, which provides an official avenue for issues and concerns of graduate students to be discussed with members of the faculty.

8 Procedures and Criteria for Admission Candidates are normally expected to have a good second class honours degree (or equivalent) in a relevant subject, although other evidence of interest and ability may also be accepted. Sufficient knowledge of relevant modern languages (depending on interests) and of English (for non-native speakers) is also required. From the Graduate Admissions Office each application goes to the academic in charge of applications for the degree, who selects two appropriate colleagues to assess it. Provided that proper supervision and teaching can be provided, the decision to accept or reject is based on the assessors judgement of the applicant s qualifications, the references, the personal statement of interests and intentions, and the two pieces of written work required. The assessors consider both achievement and potential for study at graduate level in the chosen field. Since many applicants are from overseas, interviews are not required, but they may be arranged where this would be helpful to either party. Applications accepted at departmental level pass to the college indicated by the candidate or to the college allocated by the University Graduate Admissions if no preference is expressed. Where the chosen college is not able to accept, the application returns to the Graduate Studies Administrator for Archaeology who liaises with colleges until a place is found.

9 Methods for evaluating and improving the quality and standards of learning Annual examiners reports note any difficulties experienced by students in reaching the course goals, as well as suggesting ways of improving the examination process. The external examiner s report provides valuable insights into best practice at other institutions, and into comparability of standards. Examiners reports are considered each year by the Graduate Studies Committee, which arranges for appropriate changes in the regulations. The Graduate Studies Committee annually reviews the effect of recent changes, and evaluates other proposals for improving the degree, arranging for changes in the regulations where appropriate. Student progress is monitored by the supervisor s termly report on each student; these reports are monitored by the GSC and also by the Colleges. The GAO is the main mechanism for conveying student feedback on provision. GAO committee members sit on various bodies within the School of Archaeology, including the Graduate Studies Committee. In addition suggestions made by the GAO feedback both in subject areas and in colleges. The University periodically reviews the teaching programmes of all departments. Archaeological Science was reviewed in The Archaeology external advisory committee (consisting of distinguished archaeologists from UK and European universities) provides suggestions for improvement. The Subfaculty of Archaeology (a broad-based body of those in the University and Colleges concerned with teaching and research in archaeology) provides a regular source of ideas and criticism. New lecturers are assigned mentors who are available to advise on all aspects of teaching. The mentor is also required to attend at least some of the lectures given, and report back to the Social Sciences Division on their quality. Instruction on lecturing and tutoring is also available through the University s Institute for the Advancement of University Learning. Regular self-monitoring by academic staff is also encouraged by the University s annual appraisal scheme, and by the inclusion of all relevant academic staff in the admission and examination procedures. The Archaeology Graduate Studies Committee has initial responsibility for evaluating suggested changes and putting them into practice. Substantive changes also require the approval of the Committee for the School of Archaeology, the Social Sciences Division, and Educational Policy and Standards Committee. These bodies also monitor action taken as a result of examiners reports, and review the performance of the degree. The recent review of courses in Archaeological Science has provided an opportunity for the incorporation of improvements to be considered.

10 Regulation of assessment 1. Candidates must follow a course of instruction in Archaeological Science for at least three terms and for a substantial part of the three subsequent vacations, and will be required to produce a certificate from their supervisors to this effect. 2. In the second week of Trinity Term, candidates are required to satisfy the examiners in an examination consisting of three 2-hour written papers, as well as a 10,000 word pre-set essay or two 5,000 word essays submitted by Friday of the first week of Trinity Term. If an option from the MSt in Archaeology or Classical Archaeology is taken in place of one taught subject, it is examined by two 5,000 word essays in lieu of the exam and the extended essay(s). 3. Candidates are required to submit three copies a dissertation of 15,000 to 20,000-words on an approved topic on the Friday four weeks and two days before the start of the following Michaelmas Term, and to attend an oral examination if required to do so by the examiners. 4. The dissertation topic must be approved by the Committee for Graduate Studies in Archaeology. 5. One copy of all theses must be deposited with the Clerk of the Examination Schools; a second copy of the thesis will be retained for the departmental library. 6. The examiners may award a Distinction for excellence in the whole examination.

11 Marking Scale Over 79 Outstanding work, including all the qualities listed below, but showing complete command of the subject, originality, evidence of extensive reading, and a developed understanding of the overall context of the problem or question Excellent work, with an unequivocal grasp of current major issues in the field, a depth of knowledge of the concepts and material involved. Knowledge, argument and methodology are reviewed critically, with insight and independence of thought. Arguments should show sophisticated reasoning and be clear, well focused and cogent. Thoroughness, insight, wide reading and understanding, clarity of thought and expression, critical ability and originality are all present Work shows consistency, fluency and critical ability in discussing and evaluating evidence and draws upon theories from a variety of sources, with the whole organised into a structured argument. An understanding and assimilation of the relevant literature is demonstrated, and there is a relation of concepts and ideas from different part of the teaching, showing some degree of independence of thought Work shows knowledge and understanding, but there may be little development of ideas and methodology. There are some omissions, shortcomings, or errors of fact, and limited deployment of evidence to support ideas or argument. There is reference to the literature, though not extensive, and there may be limited evidence of critical ability. Candidates must show that they have grasped the fundamental concepts and procedures in the field, and the work is adequately executed, although there may be some lack of clarity and focus Work shows a limited degree of knowledge and understanding of the essential literature for the course. Examination answers contain some relevant material but may demonstrate significant inaccuracies, be insufficiently focused on the question, or simply general and diffuse. Dissertations demonstrate some familiarity with the relevant literature, but may show significant deficiencies in organisation and discussion of ideas, while arguments may be inadequately supported or hard to follow. Practical work shows some ability but aspects of data collection and processing may be problematic. Under 40 Work that shows little understanding of and/or is barely relevant to the question, shows minimal evidence of reading, contains largely erroneous or irrelevant material, and is very short and/or unfocused; may be poorly expressed and organised.

12 Pass and Distinction levels: Candidates whose final average mark is 70 or above, and whose thesis receives a mark of 70 or above, will be awarded a Distinction. Candidates whose work reaches an average of 50 or above, and whose thesis receives a mark of 50 or above, will be awarded a pass. An average mark of 60 or above is normally required for progression to PRS status, but other evidence will also be taken into consideration in reaching a final decision on transfer applications. 16. Indicators of quality and standards Annual examiners reports regularly comment on the high standards reached by students, and on the attainment of the course goals. The external examiner s report is particularly valuable in establishing comparability of standards. Regular internal and external (e.g. TQA) reviews assess the course against others within the University and elsewhere. The high RAE (5*) and REF rating of archaeology at Oxford indicates the quality of the teachers involved in the degree. Comments from the Archaeology external advisory committee indicate general approval of our graduate degrees. Comments on students self-report forms, and the business of the GAO Committee indicate general satisfaction with the degree (students are drawn from widely different backgrounds, so have a range of different expectations). Comments from former students (many now employed in university archaeology departments and in archaeological units) and from employers of past students provide sporadic encouragement and criticism.