Archaeology and Ancient History

Transcription

School of Archaeology
and Ancient History
DISTANCE LEARNING COURSES IN
Archaeology
and Ancient History
WINNERS 2007-2013
www.le.ac.uk/ulmc/
www.le.ac.uk/archaeology
2
UNIVERSITY OF LEICESTER · SCHOOL OF ARCHAEOLOGY AND ANCIENT HISTORY
Welcome to the School of Archaeology
and Ancient History
We believe that our world-changing research
produces high quality teaching – and will
inspire you to go further.
The School of Archaeology and Ancient History is one of the
leading research and teaching departments in the UK. We
aim to push boundaries and consider knowledge and
education to be a power for good. For example, in 2011 our discovery
of structures built by the Garamantes in Libya’s south-western desert
challenged prevailing views of this ancient civilisation.
We know our work is better in a shared academic community that
includes you. You will have your own personal perspectives and ideas;
your experience, energy and willingness to ask the difficult questions
benefits you and us. At Leicester, staff and students work together
to create a stimulating environment for learning and furthering
our understanding of the past.
Recent external national assessments have confirmed
our position at the forefront of archaeology and
ancient history. Our proportion of internationallyranked research places us second equal among UK
archaeology departments and first equal among
departments teaching both disciplines. This
success is founded on our continuing
commitment to students and to innovative,
high-quality teaching. We have more than 20
specialist academic staff, a range of part-time
and honorary lecturers and numerous
research students, as well as technicians and
administrators. The School also houses the
University of Leicester Archaeological Services
unit, ULAS, and our staff are involved in field
projects in many parts of the world, as well
as in the UK.
The University of Leicester was founded in
1921 and we received our Royal Charter in 1957.
Discover more: www.le.ac.uk/archaeology
DISTANCE LEARNING COURSES IN ARCHAEOLOGY AND ANCIENT HISTORY
Contents
Why study archaeology and
ancient history by distance
learning at Leicester? .........................4
Which course
should you choose? ............................6
Your Learning Experience ..................7
Undergraduate Courses .....................9
BA (Hons) Ancient History
and Classical Archaeology..................9
BA (Hons) Archaeology ....................15
Postgraduate Courses.......................19
MA in Archaeology
and Heritage....................................19
MA in Historical Archaeology...........20
MA in The Classical
Mediterranean .................................21
PG Certificate ..................................23
PG Diploma .....................................23
Research ............................................24
PhD .................................................24
Entry requirements,
fees and how to apply .....................25
Richard III found under a car park in Leicester
“
Three years of amazingly satisfying study and a great deal of unexpected
pleasure...one of the most rewarding experiences of my life so far.
”
How to apply
Jane Hatton (UK)
“
Yes it is difficult when you are working but well worth the effort. The staff
”
could not be more helpful – totally geared up to help you in every way.
Kath Stone (UK)
“
I really enjoyed the course and found it enormously helpful. The staff are
fantastic. Congratulations to you all for creating such a good course.
”
Heidi Paffrath (Eire)
Our application processes are
designed to be user-friendly. Our
staff are happy to advise if you
have any queries about your
application. Applying online is
fast and straightforward.
For undergraduate and
postgraduate online applications,
please visit: www2.le.ac.uk/study/
ways/distance/courses
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Why study archaeology and
ancient history by distance
learning at Leicester?
Research-led courses
The recent discovery of the remains of Richard III under a
car park in Leicester city centre has of course made world
news. The varied contributions of different members of
staff in the School show how different specialisms are
drawn together in archaeology and ancient history to
present a history-changing understanding of the finds.
Experts in the study of human remains, ancient DNA,
late medieval religious practices and buildings, and texts
have all worked on the exciting story which has led to
the identification of Richard III, the last Plantagenet
King of England.
All of our courses are based on our extensive experience in
developing and teaching both archaeology and ancient
history and our world-leading research. The outcome of
the 2008 Research Assessment Exercise (RAE) confirmed
our place as one of the leading Archaeology and Ancient
History departments in the UK. No less than 65% of our
research was rated in the top two brackets of international
excellence (4*, 3*). This proportion puts us second equal
among UK Archaeology departments, and first equal
among departments teaching both ancient history and
archaeology. Our research strategy exploits the
disciplinary mix within the School. Staff work all over the
world on research projects in Britain, Ireland, France,
Italy, Greece, central Europe, Egypt, Libya, North
America, Iran, Syria, Pakistan, Southeast Asia, Venezuela
and elsewhere. We cover all periods from the earliest
humans to the recent past. This means you will be
taught by staff at the leading edge of developments in
your specific research area, allowing you to benefit from
these developments as they occur.
Excellent teaching
We have an excellent track record for student satisfaction.
Leicester’s levels of student satisfaction have been
consistently in the top 10 since the annual National
Student Survey commenced in 2005. In 2011, the
Department of Archaeology and Ancient History was
rated 1st in the UK for student satisfaction.
The University has won consecutive Times Higher
Awards between 2007 and 2013, including recognition
for its Outstanding Library Team, Outstanding Student
Support, as well winning the prestigious University of
the Year title. Leicester is the only university to win six
consecutive awards.
Pioneering approach to distance
learning
The University of Leicester has more than 20 year’s experience
of offering high quality distance learning courses and we fully
understand the specific needs of distance learning students,
wherever they are based. The School of Archaeology and
Ancient History pioneered archaeology distance learning with
the introduction of our MA Archaeology and Heritage in 1997
and we have been going from strength to strength ever since.
Structured, supportive framework
for study
Our courses are designed to be studied at a distance, giving
you the flexibility to study from any location within a
structured and supportive framework. Each of our modules is
developed and written with the specific needs of distance
learning students in mind and students from more than 25
countries have chosen to study archaeology and ancient history
by distance learning with us. We provide excellent learning
support, delivered by the same expert academics and
professionals as our on-campus courses. Because we
understand that many of our students are combining study
with demanding careers and family lives, we provide a range of
entry and exit points onto our courses, along with the
opportunity to move between full-time and part-time study if
circumstances change.
Career Progression
Our courses have been designed to enable you to
develop your skills and knowledge, whether you wish to
study to enhance your career prospects, proceed to
further study, or for general interest. Our modules cross
the traditional academic boundaries of archaeology and
ancient history, enabling you to gain a wider knowledge
in your chosen area. There are opportunities for you to
develop and enhance your practical skills, and
employability skills are embedded throughout our
curriculum. Consequently, our courses are highly valued
by employers who will recognise the key transferable and
subject-specific skills gained. Our courses will enable you
to focus on your specific interest, and enable progression
in archaeology, ancient history, or elsewhere.
The University’s Career Development Service offers a
comprehensive range of support to all students. See
www.le.ac.uk/careers
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Which course should you choose?
Whatever your educational background, we are confident that we have a course to suit you. Our suite of courses is designed to
enable progression through the full range of levels of UK higher education qualifications or to choose the level which is most
appropriate for your educational background and aspirations. You don’t need to have studied archaeology before to do one of
our undergraduate courses; you just need to have an active interest in archaeology and ancient history and a genuine
commitment to studying by distance learning.
BA
Our BA (Bachelor of Arts) courses are undergraduate level courses. They will be suitable for you if you would like to
study for a recognised University qualification but do not have previous experience of higher education or formal
qualifications. You should consider taking one of our BA courses if you want an introduction to archaeology, or
archaeology and ancient history, and to develop and enhance your study skills.
MA
Our MA (Master of Arts) courses are postgraduate level courses. They will be suitable for you if you already have an
undergraduate degree or are already an archaeology professional with relevant skills and experience. You should
consider taking one of our MA courses if you want to enhance your existing knowledge of archaeology or study for an
advanced qualification.
PhD
Our PhD programme is the most advanced level of study that we offer. You should consider taking our PhD by distance
learning if you want to become a professional researcher in archaeology or ancient history, or if you want to
demonstrate that you have the full range of theoretical and practical skills at the highest levels.
For more information about the specific entry requirements for each course, see page 26.
Short Courses
Perhaps you don’t want a formal
qualification, but would just like to study
archaeology or ancient history for interest.
It is possible to study up to two
undergraduate level 1 modules without
registering for a formal qualification; or up
to two level 2 modules if you already have
120 credits in archaeology or a cognate
subject at level 1. Successful completion
of an associate module will entitle you to
a transcript formally recording your
achievement and you may be able to
count the credits achieved on that module
towards further undergraduate study at
Leicester or elsewhere at a later date.
For details of the associate modules
available for study please see pages
10-14 and 16-18.
Your Learning Experience
Accelerated Study
Course Structure
It may be possible to study at a faster pace than detailed here
for our part-time undergraduate courses. If you are interested
in hearing more about this and what the possibilities are,
please contact us at Arts.HumsDL@le.ac.uk or telephone
+44 (0)116 252 2903 / 5365 to discuss this further.
Each course is made up of a series of modules, lasting 12
weeks (undergraduate courses) or 15 weeks (postgraduate
courses) with short breaks in between. Part-time students study
one module at a time. There are three start dates per year, in
February, June and October.
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Undergraduate Courses
6 years part-time
BA Ancient History and Classical Archaeology
BA Archaeology
Postgraduate Courses
2 years part-time / 1 year full-time
MA Archaeology and Heritage
MA Historical Archaeology
MA The Classical Mediterranean
Doctoral research
5 years part-time
PhD in Archaeology
PhD in Ancient History
Study Materials
Study Support
Each module consists of specially prepared self-study
materials, which are delivered at the start of each module to
your door and include:
You will be allocated an academic tutor for each module. Your
tutors are available by email or phone to provide advice on
academic and study matters.
• a workbook written specifically for the course by experts
within the School of Archaeology and Ancient History’s
academic staff
You will have access to the University’s award-winning DavidWilson Library. We invest over £6m a year in library
resources. The Library’s comprehensive online catalogue
comprises thousands of electronic journals and 350,000
books. This includes the Leicester Research Archive, a digital
collection of research papers and theses from members of
the University. As a Leicester student, you will be able to
access the online catalogue and download these resources
free of charge – wherever you are in the world.
• a selection of published textbooks
• extracts from books and journals.
The workbooks consist of one section for each week of the
module. These sections introduce topics and direct you
towards relevant chapters in the textbooks supplied with the
module as well as useful websites.
These printed materials are also supplemented with
additional material made available electronically through
Blackboard, our virtual learning environment, and the library,
to which you will have access for the duration of your course.
In 2012 the Library won the prestigious Times Higher
Education Outstanding Library Team award. You are, of course,
welcome to come onto campus and use our Library facilities at
any time.
www.le.ac.uk/library
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Study Time
If you are studying on one of our undergraduate
programmes you should plan to set aside 150 hours per
12-week module (about 12 hours per week). The dissertation
is a double module.
If you are studying on one of our postgraduate programmes
you should plan to set aside 300 hours per 15-week module
(about 20 hours per week). The dissertation is a double or
triple module depending on which course structure you are
following.
In practice, however, most students find that the amount of
time spent studying can vary slightly from module to module,
and of course also depends on your own academic
background and personal study habits.
Assessments
Modules are assessed by written coursework, usually in the
form of essays or reports. There are no examinations. You
will be provided with detailed written feedback on each
piece of work that you submit for assessment. This allows
you to see your progress, understand your strengths and
identify areas for improvement. Throughout your studies
academics will be on hand to provide tutorial support via
email or telephone and to give help and support when
required. We also provide written study skills guidance on
how to produce assignments.
The final piece of assessment for BA and MA students is the
dissertation. This is an original piece of research on a topic of
your choosing relating to some aspect of one or more of the
modules which has particularly caught your interest. You
will be assigned a supervisor who will help you to identify
the title and content of your dissertation and you will
receive direct, one-to-one supervision throughout the period
of your research.
Visiting Leicester
As a University of Leicester student you are entitled to visit
the campus at any time and to make use of the facilities,
although if you wish to see particular members of staff you
would be encouraged to make arrangements for this in
advance. In addition, we run various field schools and
laboratory weeks which take place on campus and in the
surrounding Leicestershire area. Visiting Leicester in this way
is optional for some courses and compulsory for others. For
more details see the individual course pages.
Finally, students who successfully complete their BAs or MAs
will be invited to attend a formal graduation ceremony in
Leicester – many of our students take this opportunity and
bring their families along too so that they can see at firsthand the University that they belong to.
Computer Access
In order to get the most from your learning experience, you
will need easy and regular access to a computer and the
internet, so that you can access Blackboard and library
facilities, view the websites referred to in your study
materials, and write and submit your coursework.
Undergraduate Courses
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Course Structure
Level 1 (part-time years 1 and 2)
BA
* Aims and Methods in Archaeology CORE MODULE
* Introduction to Classical Archaeology CORE MODULE
Our BA (Bachelor of Arts) courses are undergraduate
level courses. They will be suitable for you if you would
like to study for a recognised University qualification but
do not have previous experience of higher education or
formal qualifications. You should consider taking one of
our BA courses if you want an introduction to archaeology,
or archaeology and ancient history, and to develop and
enhance your study skills.
* Introduction to Roman History CORE MODULE
* Introduction to Greek History CORE MODULE
* Greek and Latin Language for Ancient History CORE MODULE
AND one of the following modules:
Later Prehistory
Archaeology of Egypt, Nubia and the Middle Nile
If you know from the outset that you can’t or don’t want to
commit to a full BA, you can apply for level 1 (Certificate) or
levels 1 and 2 (Diploma) only. Similarly, if for any reason you are
unable to complete the full BA programme, you can opt to
leave at the end of each level. Successful completion of level 1
entitles you to a Certificate or successful completion of levels 1
and 2 entitles you to a Diploma.
* Archaeological Theory CORE MODULE
If you don’t want to register for a qualification at all, that’s
fine – the modules are available as stand-alone modules for
interest only.
The Medieval Mediterranean
* Archaeology of the Roman World CORE MODULE
* The Age of Augustus CORE MODULE
* Deconstructing Sparta CORE MODULE
* Greco-Roman Slavery CORE MODULE
AND one of the following modules:
The Rise of States in the Old World
Fieldschool
BA (Hons) Ancient History and Classical
Archaeology
Archaeology of Urbanism CORE MODULE
Duration: 6 years part-time
Archaeology, Religion and Belief CORE MODULE
Start dates: February, June, October
Households and Families in the Past CORE MODULE
The Later Roman Empire CORE MODULE
Course aims and objectives
The aims of this course are to:
Individual Dissertation in Ancient History or
Classical Archaeology CORE MODULE
• introduce you to key issues in the study of the past through
textual and material remains and to reflect on the contrasting
and complementary images that these approaches generate
* Modules are taken in the above order with the exception of
the Fieldwork option module which can be taken at any point
of your level 2 studies upon agreement.
• develop your skills in textual analysis and the interpretation
of archaeological information
Special features
• introduce you to two ancient languages
• enable you to pursue your personal interest in the classical
world.
• The course features an innovative and unusual opportunity
to study beginners’ Greek and Latin languages through
self-directed study and self-assessed tests through Blackboard
We will provide you with an intellectually challenging and
stimulating curriculum which draws on the full expertise of
members of the School of Archaeology and Ancient History
and our proven track record of delivering archaeology by
distance learning and which will enable you to develop
transferable skills necessary for successful career development
or further academic study.
• The optional Fieldschool module gives you the
opportunity to get practical, hands-on experience in a
number of aspects of survey and excavation. You can
participate in the fieldschool that we organise each
summer at Bradgate Park in Leicestershire, or opt to make
your own fieldwork arrangements (as long as we have
given prior approval)
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BA (Hons) Ancient History and Classical Archaeology
Level One
Aims and Methods in Archaeology – core module
Introduction to Roman History – core module
This module provides an introduction to key ideas and issues,
including a discussion of what archaeology actually is, and
what archaeologists actually do. How do archaeologists find
sites, and how do they get information from sites? How do
archaeologists work out the date of a site? What are the
common artefacts found on archaeological sites, and how are
they analysed? These are the sorts of things we cover in this
module, which provides a good foundation for moving on to
the other modules at level 1 and beyond.
There is a wealth of historical material relating to the Roman
Republic and Empire, and this module guides us through the
key texts showing how they allow us to build up a detailed
picture not only of the narrative history of Rome itself, but
also of the lives of the people of Rome and the Roman
world. The main political events and their implications and
repercussions are considered, and then the module looks at
what the texts can tell us about such things as household
structures and relationships and the differences between
living in towns and cities and the countryside.
Introduction to Classical Archaeology – core module
The archaeology of Ancient Greece begins by looking at what
is often called the ‘Dark Age’ or Archaic period, from 1000479 BC, and continues into Classical Greece (the fifth and
fourth centuries BC or approximately 479-300 BC) up to
Alexander the Great. This allows us to understand how such
things as democracy, classical Greek Architecture and
sculpture developed – things that have had a huge impact on
the western world as a whole. This module then looks at the
rise of the Roman world, from its beginnings as a Republic,
right through to the end of the Empire in the 4th century AD.
Economy, trade, buildings, settlement, architecture and towns
are all explored in order to understand what made the Roman
world so successful.
Introduction to Greek History – core module
The foundations of Greek history are rooted in earlier
developments in prehistory, which is where this module
begins. Such major events as the Persian wars, the
Peleponnesian wars and rise of Macedon are all covered
here, and placed in the wider context of political and social
changes within Greece, as well as linked to the wider
contemporary Mediterranean world. Alexander the
Great is one of the most notable figures in Greek History,
and his legacy to Greece and other states he conquered is
still apparent today. This module draws on wide ranging
historical material to understand the development of
classical Greece.
Greek and Latin Language for Ancient History –
core module
The Archaeology of Egypt, Nubia and the
Middle Nile
This module covers the development of writing and
alphabets, and gives an overview of the ways in which
literacy changed the Greek and Roman worlds. The role of
writing in religion, and the power that writing conferred
both on individuals and certain groups in society are all
investigated. Equally fascinating are explorations of the ways
in which early societies calculated time and the effect this
had on culture and politics. This module looks at the
significance of language, writing and numeracy within both
ancient Greece and Rome.
Egypt has always had very strong connections to areas to
the south, such as Nubia (modern Sudan) and beyond, with
the river Nile playing a key role in the movement of people,
goods and ideas. In this module the main cultural and
political developments in both Egypt and Nubia are
explored, and the ways in which archaeology reflects the
relationships between the two states is considered. As well
as looking at the growth of the pyramids in Egypt and
other evidence for complex social relations, the powerful
Kingdom of Kush in southern Egypt and Sudan is much less
well known, but equally fascinating, and is introduced in
this module.
Then choose ONE of Later Prehistory OR Archaeology of
Egypt, Nubia and the Middle Nile.
Later Prehistory
This second module dealing with the prehistoric world explores
the rise of metallurgy – the production of copper, bronze and
iron objects – and how this changed the way people carried
out trade and their connections across wide areas. This is the
time when the first complex state societies emerged, and the
first urbanised societies are evident in the archaeological
record. Early states in Mesopotamia (now Iraq), the Indus
(modern Pakistan and north-western India), China, and Egypt
are reviewed, along with later prehistory in the Americas and
south-east Asia.
Level Two
Archaeological Theory – core module
How we think about people, societies, material culture and
of course archaeology itself is all shaped by our theoretical
approach, whether we think we have one or not. In this
module we work through a whole range of different
theories such as postmodernism, dualisms, and
postprocessualism, as well as looking at the ways in which
archaeology draws on different issues such as identity,
globalisation, and representation in order to analyse and
understand more about people in the past.
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The Archaeology of the Roman World – core module
Beginning with a discussion about why the archaeological
study of the Roman world is important, and worth carrying
out, this module explores the city of Rome in some detail.
This is followed by explorations of the archaeological evidence
for a number of issues such as Roman religion, the expansion
of the Roman Empire, and what Roman death and burial can
tell us about life as a Roman. The concept of ‘Romanisation’
is debated in some depth, along with other recent ways of
understanding the power and domination that came with the
Roman Empire in many parts of the known world.
“
Deconstructing Sparta – core module
All aspects of the concept of the ancient city-state of Sparta are
investigated here, including the creation of Sparta as a political
entity and how people came to think of themselves as
belonging to it. How Sparta was understood from other places
in both Greece and beyond is explored, as are ideas of women
in Sparta and the decline of this highly important military
power, particularly in the middle of the 1st millennium BC.
Greco-Roman Slavery – core module
There were different types of slaves in the Greek and Roman
worlds, and different ways for people to become and obtain
slaves. In turn, this meant that there were different
experiences of being a slave, and exploring historical accounts
and materials can help us learn more about these. In some
circumstances slaves could become free or be freed, and
examples from inscriptions in the Roman world present freed
slaves who have gone on to achieve business success but find
attaining social acceptance much harder. This module looks at
slavery as a bigger institution, and also at particular examples
from antiquity.
Choose ONE of the Mediterranean in the Medieval
World OR Rise of States in the Old World OR Fieldschool
program. You have a wonderful staff and an excellent
program which allowed me to retain my employment
with the National Park Service while furthering my
education. The archaeological resources which I
manage will directly benefit from my mini-dissertation
research. In the future, I will certainly consider
”
applying for the full MA program.
The Age of Augustus – core module
Augustus was the founder and first Emperor of the Roman
Empire and he ruled from 27 BC until AD 14. Not only does
this module consider some of the great achievements of his
reign, it also looks at how he was able to create what is
arguably one of the most significant political entities of the
historical period. The impact of Rome and the Roman Empire is
still felt today and the themes and topics covered here reflect
this, ranging from the literature of this ‘Golden Age’ through
the ways in which Augustus obtained and maintained power,
how the Empire was established and expanded, and the sorts
of processes put in place for maintaining political form and
power after his death.
I sincerely enjoyed the University of Leicester DL
“
Keith Lyons (USA)
Studying by distance learning with Leicester is
brilliant and much easier to fit in around work and
”
everything else than attending a college.
Sara O’Connor (UK)
The Mediterranean in the Medieval World
The expansion of the Christian church, the rise and spread of
Islam, and the powerful Byzantine Empire all make the study
of the medieval period around the Mediterranean from an
archaeological perspective fascinating and unusual. Such
things as the role of castles, warfare and weapons in contests
for power and domination are explored, with a section on the
archaeology of the Crusades. Trade around (and beyond) the
Mediterranean world is traced through archaeological studies,
along with changes to settlement patterns and changing
urban forms.
Rise of States in the Old World
How do we define and understand the incredibly complex
social structures that are states in archaeology? Drawing on
ideas from anthropology, history and sociology as well as
archaeology, this module explores the origins of four old
world states (Egypt, Mesopotamia, the Indus, Shang China)
and what might have led to their development at certain
times and places. The archaeological evidence for such
things as settlement, craft production, trade, warfare and
burials are all explored in some depth for each state.
Fieldschool
This module consists of at least one week’s practical work on a
current research project, plus linked readings and assessment.
The School currently runs two research fieldprojects (one local to
Leicestershire, see our website for current details, and Mohegan
Fieldschool, Connecticut, USA), but we are also happy to accept
fieldwork experience from elsewhere for credits, as long as we
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have given prior approval. The fieldwork week usually includes
not only supervised experience in a number of aspects of survey
and/or excavations, but also seminars and introductions to the
particular project’s research aims. We also set formal assessment
for this module, whether students attend our fieldschools or
approved fieldschools elsewhere.
Level Three
Archaeology of Urbanism – core module
Archaeology is well placed to provide a lot of information
about towns and cities. The study of buildings and material
culture can address not only the urban physical form in the
past, and the ways in which this changed and developed, but
also evidence for elites and the poor in towns and cities, trade
and traders, religion in urban areas, and in particular dedicated
sacred cities. The archaeology of urban areas is explored not
only to understand the physical evidence for towns and cities
themselves, but also to learn about how people would have
lived and interacted within them.
Archaeology, Religion and Belief – core module
Religion, belief and ritual have been important to humans for
many millennia, yet such things are very difficult to understand
from the archaeological record. What we mean by religion and
ideology is discussed, and this is followed by a consideration
of the different ways in which they have been identified and
studied in archaeology. Examples of interpretations of rock art
as a religious expression are analysed, along with a whole
range of other case studies, such as the importance of places
and spaces in religious practice.
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Households and Families in the Past – core module
For a lot of prehistory and history people have lived within
something that could be described as a family group or a
household, and the purpose of this module is to look at the
archaeological and historical evidence which relates directly to
understanding more about these social structures in the past.
Case studies include Roman Pompeii, Pharaonic Egypt,
Medieval Europe, and the different sorts of households in
each are analysed and compared.
The Later Roman Empire – core module
This module covers the period from the late third century to
the early fifth century AD. It examines the Roman Empire in a
period of transformation, and a time when Christianity
became the religion of the state. It looks at the ways Emperors
tried to manage the administration of a vast empire; at their
responses to the new threats from borders east, west, north
and south; the power of the military and the influences of
court politics. The ‘triumph’ of Christianity is examined in the
light of internal divisions within the Christian communities and
the reactions of different Emperors to their perceived position
in the Church hierarchy. The rise of Christianity did not
prevent a flowering of paganism in the period, seen
particularly in the reign (and writings) of the enigmatic
emperor Julian in the mid-fourth century. The primary
evidence for the period is rich in both content and variety.
There is a huge corpus of literary and documentary evidence
and surviving archaeology and material culture point to vibrant
and creative societies across the empire. The period is often
defined as one of decline but this module will present a very
different picture of the later Roman world.
Individual Dissertation in Ancient History or Classical
Archaeology – core module
The dissertation is your opportunity to carry out original
research into an archaeological or ancient history topic which
interests you. You will be sent a dissertation preparation guide
at the start of level 3, although the dissertation itself will be
the last (double) module of your degree programme. The
dissertation preparation comprises a series of exercises to help
you think about what might make a good dissertation topic,
along with guidance on how to approach all aspects of your
dissertation. In addition to an individual supervisor who will be
assigned according to topic, there is a dissertation module
tutor who will also be available to answer questions and
discuss possible topics.
BA (Hons) Archaeology
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Course Structure
Duration: 6 years part-time
* Aims and Methods in Archaeology CORE MODULE
AND five modules from the following:
• enable you to pursue your personal or professional interest
in archaeology
• introduce you to key themes in the study of archaeology and
enable you to develop your knowledge and understanding
of the wide chronological and geographical range of the
discipline of archaeology
Early Prehistory
Later Prehistory
Introduction to Classical Archaeology
Medieval Archaeology
Historical (Post-medieval and Industrial) Archaeology
The Archaeology of Egypt, Nubia and the Middle Nile
* Archaeological Theory CORE MODULE
• provide you with practical, hands-on experience of fieldwork
and laboratory work
* Fieldschool CORE MODULE
• develop your ability to draw upon appropriate archaeological
theories, methods, techniques and concepts towards
understanding the past through material culture and other
residues
AND three modules from the following:
We will provide you with an intellectually challenging and
stimulating curriculum which draws on the full expertise of
members of the School of Archaeology and Ancient History
and our proven track record of delivering archaeology by
distance learning and which will enable you to develop
transferable skills necessary for successful career development
or further academic study.
* Interpreting Archaeological Evidence CORE MODULE
Being Human: Evolution and Prehistory
The Rise of States in the Old World
The Archaeology of the Roman World
The Archaeology of Urbanism CORE MODULE
Archaeology, Religion and Belief CORE MODULE
Archaeological Practice CORE MODULE
Households and Families in the Past CORE MODULE
Individual Dissertation in Archaeology CORE MODULE
* Modules are taken in the above order with the exception of
the Fieldwork module which can be taken at any point of your
level 2 studies upon agreement.
Special features
• The compulsory level 2 Fieldschool module gives you the
opportunity to get practical, hands-on experience in a number
of aspects of survey and excavation. You can participate in the
fieldschool that we organise each year at Bradgate Park in
Leicestershire, or opt to make your own fieldwork
arrangements (as long as we have given prior approval).
• The compulsory level 3 Archaeological Practice module
requires attendance at a week-long practical laboratorybased session in the School of Archaeology and Ancient
History at the University of Leicester. This session is held in
May or September of year 5 or 6.
• In addition to the compulsory Fieldschool module, all BA
Archaeology students are required to have carried out
another four weeks of non-assessed fieldwork before they
can graduate. This field experience can be gained at any
approved field project, anywhere in the world.
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BA (Hons) Archaeology
Level One
Aims and Methods in Archaeology – core module
This module provides an introduction to key ideas and
issues, including a discussion of what archaeology actually
is, and what archaeologists actually do. How do
archaeologists find sites, and how do they get information
from sites? How do archaeologists work out the date of a
site? What are the common artefacts found on
archaeological sites, and how are they analysed? These are
the sorts of things we cover in this module, which provides
a good foundation for moving on to the other modules at
level 1 and beyond.
Then choose FIVE out of the following SIX modules.
Early Prehistory
Prehistory – the study of humans before the widespread use
of the written word – is generally broken down into early
prehistory and later prehistory. Early prehistory covers the
development of modern humans by looking at the latest finds
and methods in human evolution. This includes the
application of DNA analysis and the study of the bones of
human ancestors. The ways in which hunter-gatherer groups
lived are explored, bearing in mind that hunting and
gathering were the ways in which people obtained food for
many thousands of years – far longer than being settled
farmers. This then leads on to the emergence and spread of
farming, which is possibly one of the most important
developments in prehistory.
Later Prehistory
This second module dealing with the prehistoric world
explores the rise of metallurgy – the production of copper,
bronze and iron objects – and how this changed the way
people carried out trade and their connections across wide
areas. This is the time when the first complex state societies
emerged, and the first urbanised societies are evident in the
archaeological record. Early states in Mesopotamia (now Iraq),
the Indus (modern Pakistan and north-western India), China,
and Egypt are reviewed, along with later prehistory in the
Americas and south-east Asia.
Introduction to Classical Archaeology
The archaeology of Ancient Greece begins by looking at what
is often called the ‘Dark Age’ or Archaic period, from 1000479 BC, and continues into Classical Greece (the fifth and
fourth centuries BC or approximately 479-300 BC) up to
Alexander the Great. This allows us to understand how such
things as democracy, classical Greek Architecture and
sculpture developed – things that have had a huge impact
on the western world as a whole. This module then looks at
the rise of the Roman world, from its beginnings as a
Republic, right through to the end of the Empire in the 4th
century AD. Economy, trade, buildings, settlement,
architecture and towns are all explored in order to
understand what made the Roman world so successful.
Medieval Archaeology
Following the end of the Roman Empire, Europe was
subject to many significant changes in terms of the ways in
which society was organised. The rise and spread of
Christianity had a major impact, and the archaeology of this
period explores the ways in which these changes can be
seen in buildings, towns, artefacts and so forth. This module
also considers the rise of the other recent major world
religion – Islam – and the ways in which archaeologists have
studied the Arab world and the spread of Islam, as well as
medieval kingdoms in Africa, and developments at the same
time in South America and Mesoamerica, and preColumbian North America.
Historical (Post- Medieval and Industrial) Archaeology
The archaeology of the modern world is an exciting and
(relatively) new subject to study. Exploring the ways in which
the world has changed in the last 500 years, this module
looks at the ways in which European countryside and towns
changed after the medieval period, and the major impact of
the industrial revolution. Conquest and colonialism are also
important themes in historical archaeology, and examples
from South America, the Caribbean, North America and
Africa are all presented and discussed.
The Archaeology of Egypt, Nubia and the Middle Nile
Egypt has always had very strong connections to areas to the
south, such as Nubia (modern Sudan) and beyond, with the
river Nile playing a key role in the movement of people, goods
and ideas. In this module the main cultural and political
developments in both Egypt and Nubia are explored, and the
ways in which archaeology reflects the relationships between
the two states is considered. As well as looking at the growth
of the pyramids in Egypt and other evidence for complex
social relations, the powerful Kingdom of Kush in southern
Egypt and Sudan is much less well known, but equally
fascinating, and is introduced in this module.
Level 2
Archaeological Theory – core module
How we think about people, societies, material culture and of
course archaeology itself is all shaped by our theoretical
approach, whether we think we have one or not. In this
module we work through a whole range of different theories
such as postmodernism, dualisms, and postprocessualism, as
well as looking at the ways in which archaeology draws on
different issues such as identity, globalisation, and
representation in order to analyse and understand more about
people in the past.
Fieldschool – core module
This module consists of at least one week’s practical work on a
current research project, plus linked readings and assessment.
The School currently runs two research fieldprojects (one local to
Leicestershire, see our website for current details, and Mohegan
Fieldschool, Connecticut, USA), but we are also happy to accept
fieldwork experience from elsewhere for credits, as long as we
have given prior approval. The fieldwork week usually includes
not only supervised experience in a number of aspects of survey
and/or excavations, but also seminars and introductions to the
particular project’s research aims. We also set formal assessment
for this module, whether students attend our fieldschools or
approved fieldschools elsewhere.
* While Fieldschool is a core module for the BA in Archaeology,
we recognise that timing needs to be flexible so you can decide
which year to do it in (if part-time) and at which point in the
year if you are attending a non-Leicester Fieldschool.
Interpreting Archaeological Evidence – core module
Archaeological fieldwork generally gives archaeologists a lot of
‘things’ that are the result of past human activity. These things
might include pottery, stone tools, human bones, animal
bones, and metals, and it is important to remember that
‘things’ alone do not tell us anything – it is how we analyse
and interpret them once discovered that is important. This
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module looks at the most commonly recovered archaeological
materials, and ways in which we can understand more about
the people who produced and used these things.
Then choose THREE out of the following FOUR modules.
Being Human: Evolution and Prehistory
What is the evolutionary journey to being human over the last
50,000 years or so? This module introduces the key lithic
(stone tool) phases that archaeologists have identified for early
humans and then goes on to evaluate our archaeological
knowledge of Neanderthals. This is followed by settlement and
subsistence right through the last Ice Age up to the beginnings
of agriculture. It builds on some of the themes from Early
Prehistory (level 1) and expands them.
Rise of States in the Old World
How do we define and understand the incredibly complex
social structures that are states in archaeology? Drawing on
ideas from anthropology, history and sociology as well as
archaeology, this module explores the origins of four old world
states (Egypt, Mesopotamia, the Indus, Shang China) and what
might have led to their development at certain times and
places. The archaeological evidence for such things as
settlement, craft production, trade, warfare and burials are all
explored in some depth for each state.
The Archaeology of the Roman World
Beginning with a discussion about why the archaeological
study of the Roman world is important, and worth carrying
out, this module explores the city of Rome in some detail. This
is followed by explorations of the archaeological evidence for a
number of issues such as Roman religion, the expansion of the
Roman Empire, and what Roman death and burial can tell us
about life as a Roman. The concept of ‘Romanisation’ is
debated in some depth, along with other recent ways of
understanding the power and domination that came with the
Roman Empire in many parts of the known world.
The expansion of the Christian church, the rise and spread of
Islam, and the powerful Byzantine Empire all make the study
of the medieval period around the Mediterranean from an
archaeological perspective fascinating and unusual. Such
things as the role of castles, warfare and weapons in contests
for power and domination are explored, with a section on the
archaeology of the Crusades. Trade around (and beyond) the
Mediterranean world is traced through archaeological studies,
along with changes to settlement patterns and changing
urban forms.
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Level 3
Archaeology of Urbanism – core module
Archaeology is well placed to provide a lot of information
about towns and cities. The study of buildings and
material culture can address not only the urban physical
form in the past, and the ways in which this changed and
developed, but also evidence for elites and the poor in
towns and cities, trade and traders, religion in urban areas,
and in particular dedicated sacred cities. The archaeology
of urban areas is explored not only to understand the
physical evidence for towns and cities themselves, but also
to learn about how people would have lived and
interacted within them.
Archaeology, Religion and Belief – core module
Religion, belief and ritual have been important to humans
for many millennia, yet such things are very difficult to
understand from the archaeological record. What we mean
by religion and ideology is discussed, and this is followed
by a consideration of the different ways in which they have
been identified and studied in archaeology. Examples of
interpretations of rock art as a religious expression are
analysed, along with a whole range of other case studies,
such as the importance of places and spaces in religious
practice.
Archaeological Practice – core module
This module requires compulsory attendance at a week long
practical laboratory based session in the School of
Archaeology and Ancient History at the University of
Leicester. This module is run only twice a year: firstly, with
the laboratory session held in May, which means that there is
no gap between completing the previous module (which
should have started in February) and starting this one; and
secondly with the laboratory session held in September,
which means there is no gap between completing the
previous module (which should have started in June) and
starting this one. However, you will have a longer period
than usual in your module timetable after the laboratory
based week before starting your next module.
The module usually covers four different archaeological
materials or data gathering methods, and these may
include: animal bones, human bones, geophysical survey,
aDNA, lithics, and pottery – not all of these will be offered
in each week in every year, and you will need to talk to us
to find out which materials and approaches will be running.
It is not possible to substitute this module with work at
another institution.
Households and Families in the Past – core module
For a lot of prehistory and history people have lived within
something that could be described as a family group or a
household, and the purpose of this module is to look at the
archaeological and historical evidence which relates directly
to understanding more about these social structures in the
past. Case studies include Roman Pompeii, Pharaonic Egypt,
Medieval Europe, and the different sorts of households in
each are analysed and compared.
Individual Dissertation in Archaeology – core module
The dissertation is your opportunity to carry out original
research into an archaeological or ancient history topic which
interests you. You will be sent a dissertation preparation
guide at the start of level 3, although the dissertation itself
will be the last (double) module of your degree programme.
The dissertation preparation comprises a series of exercises to
help you think about what might make a good dissertation
topic, along with guidance on how to approach all aspects
of your dissertation. In addition to an individual supervisor
who will be assigned according to topic, there is a
dissertation module tutor who will also be available to
answer questions and discuss possible topics.
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Postgraduate Courses
MA
Our MA (Master of Arts) courses are postgraduate level courses. They will be suitable for you if you already have an
undergraduate degree or are already an archaeology professional with relevant skills and experience. You should
consider taking one of our MA courses if you want to enhance your existing knowledge of archaeology or study for an
advanced qualification.
MA in Archaeology and Heritage
Duration: 2 years part-time, 1 year full-time
Course Structure
Critical Approaches to the Archaeological Heritage
Archaeology of Standing Buildings
Landscape Archaeology
Managing Archaeological Practices
Dissertation
• train you for work within professional archaeology and
related fields or contribute to your professional development
and skills enhancement
Special features
• introduce you to the range of techniques used to study
archaeological landscapes and buildings
• equip you with skills of site evaluation and project management
• instruct you in a range of skills needed in the analysis and
presentation of archaeological data
• offer the opportunity of interpreting and presenting the
archaeological heritage
Successful graduates include those working for English Heritage
and other government agencies in the UK; the National Park
Service, Parks Canada, the US military and State offices in north
America; and numerous private CRM firms in many parts of the
world. Some students have gone on to doctoral research.
• The MA is the equivalent of a regionally-accredited US
Master’s degree, and is accepted by the Register of
Professional Archaeologists as a qualifying degree for those
wishing to become Licensed Practitioners.
Modules
This module examines the ways in which archaeological sites
and landscapes are presented to the public and the ethical and
political issues surrounding preservation, conservation or
restoration. Case studies are taken from around the world and
you will be asked to take a critical look at archaeological,
museum or heritage sites of your choice.
This module provides you with an archaeological
understanding of building construction and evolution and the
ability to recognise different building materials and to
determine the different functions of buildings. Students are
introduced to analytical and survey skills and to more
sophisticated methods of investigation. You will be
encouraged to investigate buildings in your own locality and
to produce a detailed survey and report on one such building
as part of your coursework.
20
Landscape Archaeology
This module introduces the theoretical issues underpinning
landscape archaeology, and the range of techniques in the
human and natural sciences that can be combined in the
broad field of landscape studies. Students learn to assess the
different strengths and weaknesses of these techniques and
their appropriate application within problem solving research
and professional practice.
• provide you with practical skills in the analysis and
interpretation of appropriate landscapes, buildings and
material culture
The course is designed to appeal to archaeology graduates;
professionals interested in career development; and those
interested in learning about and developing innovative
approaches to later historical archaeology, already an
important sub-discipline in north America, and a growing
field in Europe and elsewhere. Some students have gone on
to doctoral research.
Managing Archaeological Practices
This module aims to familiarise you with the principles of site
evaluation and archaeological assessment within the
constraints of statutory legislation and local planning
constraints, using case studies drawn from across the world.
Attention is also paid to the financial issues of project
management, including the impact of developer funding and
competitive tendering for archaeological assessments.
Course Structure
The Archaeology of the Modern World
Doing Historical Archaeology
AND two modules from the following:
Dissertation
The Historical Archaeology of England (study tour)
You will be required to submit a dissertation of 15,000 words
on an approved topic relating to some aspect of one or more
of the modules. The title and content of the dissertation will
be discussed and agreed with a supervisor and you will receive
direct and one-to-one supervision throughout the period of
your research.
PLUS
Dissertation (15,000 words)
Alternatively, the following course structure may be
followed:
Both compulsory core modules
MA in Historical Archaeology
• introduce you to the variety of approaches within different
archaeological traditions and periods
• equip you with knowledge of the potential and limitations of
different forms of archaeological, historical and other types
of evidence
• help you to develop a critical understanding of the meaning
and nature of capitalism and colonialism in the early modern
and modern world
• enable you to develop an awareness of processes of social
and cultural change in the early modern and modern worlds
from a global perspective
• explore the history and potential of later historical
archaeology in Britain and elsewhere
One option module
Special features
• This course draws on the strength of our staff working in
later historical periods within both Europe and North
America – the largest concentration of later historical
archaeologists in any UK university
• The optional Historical Archaeology of England module
comprises a study tour in and around Leicestershire and the
Midlands region of England during the spring
• Students may opt to do an extended dissertation of
20,000 words (90 credits) and three taught modules,
instead of four taught modules and a standard
dissertation. Progress to all dissertations is subject to
successful completion of taught modules. Students
interested in taking a 90 credit dissertation are encouraged
to discuss this with the MA Directors.
Modules
Doing Historical Archaeology
Some of the major theoretical and philosophical issues
involved in historical archaeology are explored. Through wide
ranging case studies, the political and social contexts of
archaeological research and its effects in the contemporary
world are examined. The second part of the module
introduces students to the most common kinds of evidence
used by historical archaeologists, whatever period and place
they are studying.
21
Dissertation
You will be required to submit a dissertation of 15,000 words on
an approved topic relating to some aspect of one or more of the
modules. The title and content of the dissertation will be
discussed and agreed with a supervisor and you will receive direct
and one-to-one supervision throughout the period of your
research. For students aiming at progress towards a research
degree, it is also possible to take a 20,000 word dissertation
worth 90 credits. This would mean studying only three of the four
taught modules and would have to be approved by us in advance.
MA in The Classical Mediterranean
The Archaeology of the Modern World
The archaeological study of the last 500 years can enrich our
understanding of many kinds of people in the past, from
potentates in Benin, Khoikhoi in South Africa, and agricultural
labourers in the north of Ireland to settlers in Virginia.
Students will develop a critical understanding of the processes
of social and cultural change from a global perspective, and
develop skills in the interpretation of material culture to
address social and historical questions.
This module provides you with an archaeological understanding
of building construction and evolution and the ability to
recognise different building materials and to determine the
different functions of buildings. Students are introduced to
analytical and survey skills and to more sophisticated methods
of investigation. You will be encouraged to investigate buildings
in your own locality and to produce a detailed survey and
report on one such building as part of your coursework.
This module examines the ways in which archaeological sites
and landscapes are presented to the public and the ethical
and political issues surrounding preservation, conservation or
restoration. Case studies are taken from around the world and
you will be asked to take a critical look at archaeological,
museum or heritage sites of your choice.
The Historical Archaeology of England
A one-week residential field school based in Leicester around
Easter each year, which introduces students to the three
themes of landscapes, buildings and material culture, through
structured visits to sites throughout the Midlands. It involves
prior preparation through materials supplied as text books and
on-line. All costs for this module except travel to the UK are
included in the programme fee. Strongly recommended as a
great chance to meet your tutors face to face.
This course aims to:
• develop an approach to the study of the classical Mediterranean
that takes a critical perspective of the long history of the
investigation of its textual and material remains – landscapes,
buildings, art, inscriptions, coins and other archaeological finds
• take an approach to the classical world that engages with
current debates in ancient history and historical archaeology
• provide you with a high level of competence in the cultures of
the Greek and Roman Mediterranean
• familiarise you with current theoretical approaches used in
Greek and Roman studies and to enable you to reflect critically
on the potential of these
• enable you to reflect critically on the economic, social,
political, cultural, artistic and religious developments and
interaction between the various regions and powers of the
Mediterranean region in classical antiquity
This interdisciplinary programme provides an exciting and
challenging forum for exploring the archaeology and history of
the Classical Mediterranean world. Our integrated exploration of
texts and material culture within a range of spatial and
landscape contexts enables full recognition of the societies and
economies that shaped classical antiquity.
22
Course Structure
Households and Domesticity in the Ancient World
Two compulsory core modules
Classical Landscapes
Households and families were at the heart of social organisation in
the ancient Greek and Roman worlds, and are fundamental building
blocks for reconstructing past cultural life. Topics such as gender,
status, family composition, household economies, food, sexuality
and the political roles of households are set within wider theoretical
frameworks and present great opportunities to pursue stimulating
text-based and/or material explorations of the ancient world.
Households and Domesticity in the Ancient World
Encountering the Classical World
Study Tour in the Mediterranean
This module challenges the way we approach classical antiquity,
introducing current theoretical debates in the fields of ancient
history of classical archaeology. It explores how we understand
concepts such as economics, gender, ethnicity, and class in
antiquity, as well as our conception of the Mediterranean as a
region. This module also encourages students to think about the
role that classical antiquity plays in the modern world.
Text and Material Culture
Encountering the Classical World
Plus any two of the following option modules:
PLUS
Alternatively, the following course structure may be
followed:
Both compulsory core modules
One option module
Text and Material Culture
This module aims to familiarise you with the wide range of
source material available for the study of classical antiquity,
including literary texts, inscriptions, art, architecture, landscapes,
coins and other archaeological finds. Students will learn about
the challenges and potential of working with different types of
source material. The module challenges students to work in an
interdisciplinary way with several different types of source
materials to develop a nuanced perspective of the ancient world.
Special features
• This course draws on staff expertise and specialisms which
are exceptional in Britain, ranging across the classical world.
Our expertise extends fully to include southern Gaul, the
central Mediterranean, North Africa, the Aegean, Anatolia
and Syria, offering students a coherent perspective of the
whole Mediterranean.
• The Study Tour in the Mediterranean optional module offers
students the opportunity to have a short period of intensive
study in the Mediterranean, working closely with University
of Leicester staff and engaging directly with classical sites,
monuments and objects.
• Students may opt to do an extended dissertation of 20,000
words (90 credits) and three taught modules, instead of four
taught modules and a standard dissertation. Progress to all
dissertations is subject to successful completion of taught
modules. Students interested in taking a 90 credit dissertation
are encouraged to discuss this with the MA Directors.
Modules
Classical Landscapes
This module explores the nature and scope of the various sources
of evidence, textual and archaeological, for the study of classical
landscapes and the social use of space. Divided into four sections,
the module covers both urban and rural landscapes, as well as
investigating the social significance of space and place, and the
economic, political and cultic functions of landscape.
Study Tour in the Mediterranean
This module is focused on a short research tour in the
Mediterranean held around Easter each year, where both Greek and
Roman material can be studied on site and in major museums. It
involves extensive prior preparation through materials supplied as
text books and on-line and offering various contexts for the visit, as
well as follow-up work in assignments and online seminars. All
costs for this module except initial travel to the study area and some
meals are included in the programme fee. A great chance to meet
your tutors and co-students face to face. NB: this optional module
may not run every year, subject to student demand. Please contact
the Distance Learning Hub for more information in each year.
Dissertation
You will be required to submit a dissertation of 15,000 words on
an approved topic relating to some aspect of one or more of the
modules. The title and content of the dissertation will be discussed
and agreed with a supervisor and you will receive direct and oneto-one supervision throughout the period of your research. For
students aiming at progress towards a research degree, it is also
possible to take a 20,000 word dissertation worth 90 credits. This
would mean studying only three of the four taught modules and
would have to be approved by us in advance.
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Postgraduate Certificate and Postgraduate Diploma
If you know from the outset that you can’t or don’t want to commit to a full MA, you can apply instead to do a Postgraduate
Certificate (two modules), or a Postgraduate Diploma (four modules). Similarly, if for any reason you are unable to complete
the full MA you can opt to leave with a lower award. Successful completion of the first two modules entitles you to a
Postgraduate Certificate or successful completion of four taught modules entitles you to a Postgraduate Diploma.
Postgraduate Certificate
Any two taught modules of your choice from the full range of
postgraduate modules (excluding the dissertation) can count
towards a Postgraduate Certificate in Archaeology.
Alternatively, you can choose to take two modules from the
Archaeology and Heritage course for a Postgraduate
Certificate in Archaeology and Heritage; or two from the
Historical Archaeology course for a Postgraduate Certificate in
Historical Archaeology; or two from the Classical
Mediterranean course for a Postgraduate Certificate in The
Classical Mediterranean.
Another option is to study a specific topic for a named award,
by combining one of the taught modules with a minidissertation related to your subject. For example, completing
the Landscape Archaeology module plus a mini-dissertation
would lead to a Postgraduate Certificate in Landscape
Archaeology. The mini-dissertation is 7,500 words and the title
and content need to be discussed and agreed in advance with
a supervisor. Please note that credits obtained by doing a minidissertation could not be counted towards an MA if you later
chose to continue on, although you could expand the topic
appropriately into a 60 credit dissertation.
If you are interested in applying for a Postgraduate Certificate,
you are advised to discuss your options with a member of the
Distance Learning Team on Arts.HumsDL@le.ac.uk or by
telephone on +44 (0)116 252 2903 / 5365.
Mini-Dissertation
If you want to obtain a Postgraduate Certificate in a named
subject, you will need to complete the relevant taught module
and a mini dissertation on the same topic. For example, if you
want a Postgraduate Certificate in Landscape Archaeology, you
need to complete the taught Landscape Archaeology module,
plus a mini dissertation. The mini dissertation is 7,500 words,
and the title and content of the mini dissertation need to be
discussed and agreed in advance with a supervisor.
Postgraduate Diploma
In order to obtain a Postgraduate Diploma, you must
successfully complete four taught modules (excluding the
dissertation) from one of the MA courses. Like the
Postgraduate Certificate, the Postgraduate Diploma can be
used as a stepping-stone towards a future MA.
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Research
PhD
Our PhD programme is the most advanced level of study that we offer. You should consider taking our PhD by distance
learning if you want to become a professional researcher in archaeology or ancient history, or if you want to
demonstrate that you have the full range of theoretical and practical skills at the highest levels.
PhD
The distance learning route to a PhD is suitable for those
with a developed career or other commitments who can't
afford to give up the day job! There is absolutely no
difference in examination procedures or standards
expected for PhDs gained by distance learning or oncampus. Even as a part-time qualification, however, a PhD
is a large and long-term commitment lasting several years
and requiring a substantial financial commitment.
However, we are committed to supporting you through
your research. We have been running PhDs by distance
learning since 2001. At any one time we have at least 20
students undertaking research degrees by distance
learning, in addition to more than 100 other
postgraduate students studying taught degrees by
distance learning.
Course structure
Supervision
Award of a UK doctorate is based solely upon individual
research, presented in the form of an 80,000-word thesis.
The course – normally comprising five years part-time
registration with the option of some additional 'writing
up time' – is designed to support the particular needs of
distance learners by combining online research training
modules and supplied textbooks, short residential visits,
and intensive supervision.
We take great care to match potential PhD students to the
most appropriate supervisors, in order to achieve the best
possible combination of topic, expertise and resources. For that
reason we ask prospective students to give careful thought to
their proposed area of research prior to making a formal
application. Acceptable thesis topics can be virtually anything
relating to the wide-ranging research interests of the School's
substantial staff of archaeologists and ancient historians, who
constitute potential PhD supervisors. You can find information
about potential supervisors and their research interests on our
website at www.le.ac.uk/archaeology/people.
If you are accepted as a candidate, then a residential
Induction Week in the autumn after starting is a good time
to meet your supervisor and other staff in person. Initially
you will be registered as an ‘Advanced Postgraduate
Student’ and progress to a PhD will depend on successfully
passing your upgrade submission.
You have to visit Leicester for your upgrade interview, as
well as for your final examination. Travel costs are your
responsibility, though we pay for accommodation while you
are at the University. Throughout your research you will
have regular communication with your supervisor via e-mail,
telephone and post. They may visit you if possible.
Further information
For further information please contact:
School of Archaeology and Ancient History,
University of Leicester, Leicester LE1 7RH, UK
T: +44 (0)116 252 2611
E: arch-research@le.ac.uk
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Entry requirements, fees and how to apply
Entry requirements for undergraduate
courses
Entry requirements for the PhD
Our BA courses do not have formal entry requirements – you
just need to demonstrate an active interest in archaeology
and ancient history and a genuine commitment to putting
the time in to study. However, if you have studied
archaeology at undergraduate level before, it may be
possible for you to transfer in the credits from your previous
study in place of some or all of the modules relating to that
particular level. For example, if you already hold a Certificate
in Archaeology, you may be able to enter the courses at the
Level 2/diploma stage. In order for us to assess your eligibility
to transfer credits, we will need to see a transcript of any
credits you have achieved to date, showing the title of all
modules and the marks/grades awarded.
Typically, as a distance learning doctoral student you will
have considerable professional experience in archaeology or
a related field, with access to any necessary specialist
facilities, and will already possess the methodological skills
needed. You will also have substantial knowledge of the
material which is to form the basis of your research, and
will be looking for a way to formalise and extend this
within the framework of a research degree. We thus expect
prospective candidates to have a good honours degree or
its equivalent in archaeology, anthropology, classics/ancient
history or a related discipline. You may also have an
appropriate Masters degree, or other demonstrable research
experience and writing skills, and you will almost always
have extensive professional experience in your proposed
field of study.
Entry requirements for postgraduate
courses
English language requirements
• Applicants will normally have a minimum of a 2.1 honours
degree (or the equivalent overall grade e.g. a GPA of 3 or
higher for North American Students) in archaeology (or
anthropology in North America).
• If you have a 2.1 honours degree or equivalent academic
or professional qualifications, but in a different subject
area, we may make you a conditional offer on the basis of
you first taking some of our undergraduate modules as
‘bridging’ courses to postgraduate study of archaeology.
We usually ask that two specific bridging modules are
completed with a mark of 60% or higher in each. Part of
the cost of the bridging module can be off-set against the
cost of your MA when you progress. Talk to us about this
for further details.
• We will also consider applications from people who do not
possess a degree, but who have extensive professional
archaeological experience, typically 5 years or more. In
such cases we will ask for evidence of this experience,
usually in the form of employer references.
For applicants whose first language is not English, evidence
of a minimum standard of English is required. The usual
requirement is a score of 6.5 on the British Council IELTS
test, or its equivalent, taken within the last 3 years. We can
arrange for you to take a test through the University’s
English Language Teaching Unit (ELTU) at a very reasonable
cost, should you need to do so. Further details will be sent
at offer stage.
How to apply
The quickest and easiest way to apply is online via
www2.le.ac.uk/study/ways/distance/courses, but you can
apply by telephone or by post if you prefer.
For all courses, we will require
• A completed application form
• Proof of English language competence, if applicable
For postgraduate courses, we will also require
• If English is not your first language, you will need to
demonstrate evidence that you meet the University’s
formal English language requirements.
• A copy of your degree/qualification certificates
For information about bridging modules, see the
undergraduate modules lists on pages 10-14 and 16-18.
If you are seeking to transfer in credits from previous study we
will also need to see a transcript of any credits you have
achieved to date, showing the title of all modules and the
marks/grades awarded.
• A copy of your transcripts of modules/courses taken and the
marks you received
26
Tips for making a good application
• Attach all the relevant supporting documentation to your
online application. The offer-making process is much
quicker if we have all the relevant information available to
make a decision at the point at which we receive your
application
• Try to write a compelling and convincing personal
statement. For example, tell us why you want to do the
course, what motivates you and what relevant skills and
experience you can bring to the course. If there's any
information relevant to your application that isn't
captured elsewhere on the form, the personal statement
is a good place to give it.
What happens after we receive your
application
• If we are satisfied that you meet all of our entry criteria, you
will receive an unconditional offer, containing information
about how to pay and register for the course.
• If we require further information from you in order to make
a decision, you may receive a conditional offer, telling you
what you need to do in order to satisfy our entry
requirements. For example, we might need documentary
evidence of your qualifications, an academic or professional
reference, or a piece of written work.
• If we are unable to give you a place on the course, we will
write to you and tell you why.
Fees and fee payments
Undergraduate fees
Start dates
February 2015
June 2015
Fee status
Home/EU
BA fees
Fees before discount
UG Diploma
£16770
UG Certificate
UG Short Course
£5590
£932
£4472
£746
£11180
Overseas
Fees after 20% early payment discount deducted
£13416
£8944
Postgraduate fees
Start dates
February 2015
June 2015
Fee status
MA fees
PG Diploma fees
PG Certificate
Home/EU
£8025
£5345
£2670
Overseas
£9220
£6140
£3070
PhD fees
Start dates
Fee status
PhD fees
January 2015
July 2015
Home/EU
£2535 per annum
Overseas
£5960 per annum
The fees quoted in this table cover the whole course and are charged depending on
where you are based when you start your studies, regardless of your nationality. The
course fees include all study materials, tutor support and assessments. Our fees are
reviewed annually and you are advised to check our website before completing your
application form for the most up-to-date information about fees and fee payments.
20% Discount
Payment options
NEW FEES DISCOUNT
You can choose to pay
All self-funded students who register for an Undergraduate
programme are now eligible for a 20% early payment discount.
• The full course fee up-front when you register for the course
Provided each fee instalment is paid by a set deadline (details
will be sent to you on registration) you will receive a 20%
reduction on the course fees set out in the table above. Note
that if you fail to make the early payment deadline your fees
revert to the higher amount for the remainder of your course.
This represents a considerable saving on your course fees.
• In equal annual instalments over the six years (BA) or two
years (MA) of the course
• In three instalments per year over the six years (BA) or two years
(MA) of the course (i.e. one instalment every four months).
We accept payment by a variety of methods, including online
by credit or debit card, by sterling cheque or by bank transfer.
All payments must be made in pounds sterling. If your
application is successful we will send you instructions about
how to make payment.
If a sponsor, such as your employer, is paying your fees on
your behalf, then payment must be made either in full at the
start of the course or in equal annual instalments. We will
invoice your sponsor directly. If you are paying part of your
fees yourself, then you still have the option of six instalments.
Please note that if your sponsor fails to pay their proportion of
the tuition fee, you will become liable for the full amount.
Funding your studies
You must ensure that you are able to fully fund your studies
and many of our students are self-funded. You could speak to
your employer, explaining how your qualification will be a
sound investment for your organisation’s future. A number of
our current students are wholly or partly employer-sponsored,
and many organisations are also willing to offer study time, if
not to subsidise courses directly. Some professional
associations can be a good source of loans at preferential
rates, or even grants.
Some UK-based students on our undergraduate programmes
are eligible to apply for a Tuition Fee Loan from Student
Finance England. Please note that this funding is only available
to students on undergraduate programmes who have not
previously studied an equivalent or higher qualification, and
who are a UK or EU National who has resided in the UK for 3
years and currently lives in England.
There is more information about the student loans process and
eligibility criteria at
http://www2.le.ac.uk/offices/ssds/welfare/finance/finance
Other UK-based students have successfully applied for Career
Development Loans through their banks to fund their studies.
Although federal funding is not available, some US-based
students have funded their studies through a private provider.
One of the largest is SallieMae, and several of our former and
existing students have used this route. There are of course many
other providers of private loans for the purposes of education.
Scholarships
There may be scholarships for our courses that offer a
contribution towards fees. Please check our website for current
information.
UK Armed Services personnel
For those in the UK armed services, all of our courses at
undergraduate and postgraduate levels are registered for
Enhanced Learning Credits, a scheme which pays up to 80 per
cent of course fees. We are a registered provider which makes
27
applications to us very easy. We are also enormously proud to
be able to offer the Injured Personnel and Veterans Scheme,
which offers a further fee discount. The scheme is open to all
serving military personnel and veterans, both of the Regular
and Reserve Forces (including the former TA), who have
sustained a significant injury or condition which has been
officially attributed to their service (i.e. leading to permanent
downgrading or medical discharge, or a pension granted on
such basis).
Documentary evidence of eligibility will be required. This
should normally comprise the following:
• Currently serving personnel should request a letter from the
CO of their unit or ship confirming that they meet the
scheme criteria
• Veterans applying for this scheme will be asked to produce
evidence confirming that they sustained a significant serviceattributed injury or condition, i.e. a copy of their medical
discharge papers or equivalent documentation
Applications will be dealt with flexibly on a case-by-case basis,
although the University’s decision will be final. Anyone
interested in the scheme should first contact Prof Simon James
on stj3@le.ac.uk
Contact for further information and
support
The Distance Learning Team (arts and humanities subjects)
T: +44 (0)116 252 2903 / 5365
E: Arts.HumsDL@le.ac.uk
Contact Details:
The Distance Learning Team (arts and humanities subjects)
University of Leicester, University Road
Leicester, LE1 7RH, United Kingdom
t: +44 (0)116 252 2903 / 5365 / 3783
e: Arts.HumsDL@le.ac.uk
w: www.le.ac.uk/archaeology
All information in this brochure was correct at the time of
going to print. However, changes and developments are part
of the life of the University, and alterations may occur to the
programmes and services described in this brochure.
www.le.ac.uk
8105_12/14
© University of Leicester
Leicester LE1 7RH
UK

Archaeology and Ancient History

Transcription

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