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MSc Information Systems

This course is available through the following application route(s)

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The MSc in Information Systems incorporates aspects of information technology and data analytics with a firm grounding social science. The programme is interdisciplinary in nature and examines how information is gathered, analysed and communicated along with emerging technologies such as artificial intelligence within the broader context of emerging ethical questions concerning the impact of technology in society. 

Students will learn the core theoretical principles involved in the design, development and deployment of technologies such as artificial intelligence and machine learning and will gain the skills to utilise machine learning and social network analysis to uncover new information from datasets. They will also gain the skills to critically evaluate artificial intelligence and identify issues that pose potential ethical risk to organisations and society. The programme is flexible allowing for a range of specialisations such as human-computer interaction. 

The MSc in Information Systems is designed for both non-technical and technical backgrounds. A central aim of this course is to ensure that all students gain the skills needed to participate in the design and critical evaluation of emerging technologies. 

The MSc in Information Systems introduces students to core disciplines integral to the deep exploration of the practical and theoretical issues related to the design and deployment of human centered information systems. The degree incorporates a strong interdisciplinary and human-centered focus, combining theory and practice-based perspectives from across a range of disciplines. We envisage students to become critical thinkers as to the role of the human within the development and design of interfaces and systems and impact that technology  has upon individuals, organisations and society.

The learning environment of the programme encourages the development of research and design as well as  analytical and group work skills. Students conduct a range of individual and group based assignments that focus on key theoretical, research and design based challenges in human centered computing.

The programme engages students primarily through lectures, online learning exercises and group work as well as individual assignments.

• UCD School of Information & Communication Studies is an active member of the iSchools consortium – a global collection of Information Schools dedicated to advancing the information field and sharing a fundamental interest in the relationships between information, people, and technology.

About This Course

What will i learn.

The MSc in Information Systems introduces students to core concepts in information systems, practical skills in processing and analysing information along with critical skills to evaluate ethical risks of technology in organisations and society. Students will gain:

·       Knowledge of the foundations along with key theories and principles associated with information systems. 

·       Understanding of the historical context and principles of artificial intelligence. 

·       Skills in uncovering new information from large data sources using techniques such as machine learning and social network analysis. 

·       Critical skills required to evaluate the collection and processing of information and the broader impact on society.

·       Ability to integrate ethical frameworks and conduct ethical risk assessments on artificial intelligence systems. 

·       Expertise to participate in cross-disciplinary teams on the design and deployment of emerging technologies. 

·       Project management competencies. 

·       A solid understanding of how to research a topic using published sources. 

·       Understanding of information technology and social computing, including its limitation, strengths and future possibilities, and issues in a constantly changing a complex world of information.

·       Skills in conducting collaborative and team-based projects.

Career & Graduate Study Opportunities

Information Systems encompass every aspect of society. Understanding how data is collected, processed, analysed and the principles underlying technologies such as artificial intelligence is key to the future success of many organisations from industry, government and NGOs.

The MSc in Information Systems teaches key skills currently in demand such as machine learning, data analytics and ethical evaluation of AI. The strong multi-disciplinary ethos of the School of Information and Communication ensures that students who graduate with the MSc in Information Systems will have strong skills in critical thinking and an ability to work alongside people from a range of backgrounds.

There is a growing job marked for information systems graduates with roles within consulting firms, software and technology companies, start-up companies and government and non-governmental organisations. The MSc in Information Systems is design with an eye to both present and future trends within the job market, particularly in relation to emerging trends in data analytics, technology and emerging societal questions.

View All Modules

Below is a list of all modules offered for this degree in the current academic year. Click on the module to discover what you will learn in the module, how you will learn and assessment feedback profile amongst other information.

Incoming Stage 1 undergraduates can usually select an Elective in the Spring Trimester. Most continuing undergraduate students can select up to two Elective modules (10 Credits) per stage. There is also the possibility to take up to 10 extra Elective credits.

A) Min 15CR: A) Min 15CR: A) Min 15CR: A) Min 15CR: A) Min 15CR: A) Min 15CR: A) Min 15CR: A) Min 15CR: A) Min 15CR: A) Min 15CR: A) Min 15CR: A) Min 15CR: A) Min 15CR: A) Min 15CR: A) Min 15CR: B) Min 0 of:

Testimonial

Graduate Profile

Smriti Rao, MSc Information Systems

Graduate Profile Nour Mohammed Al Dawood,Saudi Arabia, I chose UCD because I believe it is the best university in Dublin and it is well known around the world. UCD has a great atmosphere, places to study quietly, friendly staff and classmates and good resources in the library and online. I’d say to other international students to apply to UCD because employers are looking to recruit students with an international outlook who are aware of other cultures and have the skills to work with colleagues, stakeholders and customers from around the world, and from my own experience Ireland is the best place to study in.

Fees, Funding and Scholarships

Entry requirements.

• This programme is intended for applicants with a degree in any discipline. An upper second class honours or international equivalent is required.
• Applicants whose first language is not English must also demonstrate English language proficiency of IELTS 6.5 (no band less than 6.0 in each element), or equivalent.
• These are the minimum entry requirements – additional criteria may be requested for some programmes 

Who Should Apply?

Full Time option suitable for:

Domestic(EEA) applicants: Yes International (Non EEA) applicants currently residing outside of the EEA Region. Yes

Part Time option suitable for:

Domestic(EEA) applicants: Yes International (Non EEA) applicants currently residing outside of the EEA Region. No

How to Apply

General application route(s) for Irish/UK/EU applicants* for International (non-EU) applicants* to MSc Information Systems :

MSc Information Systems

Information Systems
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MSc Information Systems

Information Systems
Opens 01 Oct 2024

Further Information

Other courses of interest.

• Master of Library & Information Studies (W006)
• Computer Science (Conversion) (T195)

From time to time UCD would like to send you further information that we feel, based on your enquiry, would be of interest to you.

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2 Rankings Recognize UC Davis for Excellence, Value, Impact

• by Julia Ann Easley
• August 27, 2024

The University of California, Davis, took the No. 11 spot among public universities and No. 26 among all 438 national universities in the  Washington Monthly  2024 College Rankings released Sunday (Aug. 25).

UC Davis was also recognized as 28th, or 21st among public universities, on the Best Bang for the Buck list for the West.

In a new ranking for the best and worst schools for women in STEM, or science, technology, engineering and mathematics, UC Davis was 14th in civil engineering.

Among public universities in the overall national universities category, UC Davis was in good company with sister campuses: No. 2 UC Berkeley, No. 7 UCLA and No. 9 UC San Diego.

The rankings have three equally weighted categories: social mobility, research, and community and national service. “This means that top-ranked colleges needed to be excellent across the full breadth of our measures, rather than excelling in just one measure,” the editors wrote in an explanation of the methodology.

Princeton Review rankings

In other rankings, UC Davis was recognized in  Princeton Review’s The Best 390 Colleges — 2025 Edition , released today. Among public universities, the campus was:

• seventh in the Top 20 Best Schools for Making an Impact
• 27th among the Top 50 Best Value Colleges 
• 15th for the Top 20 Best Career Placement 

UC Davis also made unranked lists for Best Value Colleges, Green Colleges and Best West Colleges.

UC Davis and rankings

A world-class university, UC Davis is highly ranked for how it transforms students’ lives, the impact of its research, the excellence of its academic programs, sustainability and more. The university performs self-evaluations and appreciates the value of third-party assessments. However, ranking methods vary, change over time and can be subjective. UC Davis focuses on those rankings that most closely align with its mission and values — including serving the public good, inclusiveness and equity, and social mobility — and in national rankings looks most closely at its standing among public universities. UC Davis encourages prospective students and their families to weigh rankings among other factors in their college decision, talk with counselors and UC Davis admissions advisors, and, if possible, visit the campus.

Media Resources

• Bill Kisliuk, Strategic Communications, 530-760-9726, [email protected]

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AgBioResearch

New msu research shows gardening improves mental, social well-being.

Cameron Rudolph <[email protected]> - August 26, 2024

Researchers observed that participating in community gardening boosts mental and social well-being through caring for plants, connecting to nature and feeling a sense of accomplishment.

EAST LANSING, Mich. — Newly published research from Michigan State University demonstrates that participating in community gardening bolsters mental and social well-being through caring for plants, connecting to nature and feeling a sense of accomplishment.

Findings were published in the journal People and Nature .

The project was led by Katherine Alaimo , a nutritional epidemiologist and associate professor in the Department of Food Science and Human Nutrition . Alaimo, whose work is also supported by MSU AgBioResearch , is an expert in community-based participatory research on topics such as food justice, community food security, urban agriculture and gardening, and school nutrition and health.

Alongside Alaimo were colleagues from MSU, Wayne State University and the University of South Carolina. To conduct the study, they partnered with Denver Urban Gardens in Denver, Colorado, one of the largest independent networks of food-producing community gardens in the U.S.

In recent years, a multitude of research has shown mounting support for gardening and other nature-based activities as viable tools to boost mental and physical health. From finding purpose and joy to feelings of accomplishment, Alaimo said there are several benefits.

Her previous research uncovered that gardening increases consumption of vegetables and fiber, encourages physical activity, and lowers perceived stress and anxiety. Community gardening builds social support networks and improves physical functioning.

“Community gardening offers many positive things to participants such as encouraging healthier behaviors, improving mental and physical health, and increasing access to green spaces,” said Linda Appel Lipsius, executive director of Denver Urban Gardens. “Our study aimed to identify key aspects of gardening that are meaningful to people, help them stay involved in gardening, and contribute to their mental and social well-being.”

Alaimo said that as many chronic, noncommunicable diseases continue to rise in prevalence, the healthcare system is becoming increasingly taxed. Researchers aimed to highlight nature-based interventions that positively affect some of the leading causes of these diseases and discover ways to make the interventions accessible to a variety of groups.

“One of the most important aspects of implementing these interventions and ensuring the equity of their impact is engaging diverse populations,” Alaimo said. “This includes low-income families and immigrant communities who may not have easy access to land and other resources. It’s also important to identify how their participation can be sustained over time.”

For this project, researchers conducted qualitative interviews with 34 individuals who were new to community gardening. The participants took part in community gardening for one season.

The team explored each participant’s initial motivation to begin gardening and their previous gardening experiences. Alaimo and her team then examined the meaning of gardening to participants, how social support influenced gardening engagement, and how individuals overcame gardening challenges over the course of the season.

The researchers found there was significant fulfillment for participants in growing food and being active in their gardens. The team coined the term “the gardening triad,” which refers to three additional key elements of the gardening experience that kept participants active and had mental and social benefits:

• The responsibility and act of caring for their gardens, and forming a nurturing and loving relationship with their plants.
• Feelings of pride and a sense that they were accomplishing something important.
• Feeling connected to nature, which included appreciation, fascination and wonder.

“We were surprised to find that the gardening triad was nearly universal among the participants and that love was integrated throughout the gardening experience — love and connection with plants, self and nature,” Alaimo said.

Several of the new gardeners reported that they formed new emotional bonds with fellow participants, and their existing social relationships improved as well.

“We saw that many individuals found joy, purpose and meaning in their work, and their confidence and self-esteem was boosted, which helped them deal with mental health challenges such as depression, anxiety and stress,” said Eva Coringrato, an author on the study who was previously at Wayne State University during the research.

Alaimo believes the results show that gardening should be considered as a viable intervention on a larger scale.

“The act of gardening itself holds many benefits, but when participants gardened with others, whether that was fellow community gardeners or family or friends, those benefits were enhanced even further,” Alaimo said. “Understanding how and why gardening improves health and well-being is important, particularly when designing nature-based health programs. Based on our findings, we believe that gardening should absolutely be explored as an avenue for improving well-being and should be widely supported.”

Michigan State University AgBioResearch scientists discover dynamic solutions for food systems and the environment. More than 300 MSU faculty conduct leading-edge research on a variety of topics, from health and climate to agriculture and natural resources. Originally formed in 1888 as the Michigan Agricultural Experiment Station, MSU AgBioResearch oversees numerous on-campus research facilities, as well as 15 outlying centers throughout Michigan. To learn more, visit  agbioresearch.msu.edu .

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Applying to the Biological Engineering PhD program

Thank you for your interest in MIT BE – we want to receive your application! This page explains the application process and provides information specific to our program that you may use to strengthen your application. Our evaluation process begins with your electronic application folder and proceeds through an on-site interview.

We believe that our diverse, welcoming, and collaborative community fosters the most effective environment for training students to conduct world-class research. To maintain and further strengthen our culture, we depend on continuing to receive applications representing a broad range of academic and personal backgrounds. From 2019-2022, we invited applicants from 64 different undergraduate institutions holding and expecting bachelors degrees in many different disciplines to interview for admission. Of applicants invited to interview from 2019-2022, about 52% self-identified as female, and more than 18% self-identified as underrepresented minorities (as defined by MIT). Many students join the program immediately after completing their undergraduate studies, while others have already received advanced degrees or acquired post-baccalaureate professional experience.

The guidance below is intended to help prospective students understand the aspects of academic preparation and experience that poise applicants for success in our program and how to present this information effectively in their application materials. This guidance is not intended to describe any “ideal” application profile or minimum standards for admission (no quantitative standards exist). Every complete application received is reviewed holistically by BE faculty.

Application to MIT BE is competitive, with fewer than 10% of applicants receiving an offer to interview each year (we offer admission to the majority of interviewees). Applicants holding international undergraduate degrees may apply, and such applicants received about 3% of the interview offers made from 2019-2022. Interview offers are communicated asynchronously to applicants in January and February each year.

Evaluation of applications for PhD study in BE particularly focuses on:

• Evidence of strong academic preparation and demonstrated interest in both a quantitative discipline and a biological discipline
• Evidence of aptitude for and experience/accomplishment in scientific or engineering research
• Explanation of interest in pursuing a career that leverages PhD-level training in Biological Engineering under the guidance of MIT BE faculty advisors

Academic preparation. Success in the challenging coursework and research components of the MIT BE PhD program requires a strong academic background in both biology and quantitative engineering or science. While many successful applicants hold undergraduate engineering degrees and have completed substantial coursework in biology, there are many different ways to demonstrate the academic preparation needed. Applicants whose principal degree is quantitative, computational, engineering, or in the physical sciences can bolster their training in biology by taking core biology courses like biochemistry, genetics, and cell biology. Applicants whose principal degree is in a life science field can acquire quantitative training in courses beyond calculus, biostatistics, and programming/informatics such as differential equations, linear algebra, and advanced courses in probability, statistics, analysis, and computer science.

Understanding that every applicant’s personal and college experience is unique and that grading practices differ, BE has no minimum grade point average (GPA) requirement. We strongly consider the factors other than GPA described on this page in our admissions process. However, most applicants receiving an interview offer have a GPA in the A range (>3.6 on an A = 4.0 scale), and from 2019-2022 the median GPA of interviewees was 3.94. Many applicants with high GPAs do not receive interview invitations, and applicants with GPAs below the A range may be competitive for admission in our holistic evaluation process given other extraordinary aspects of their academic record, experiences, and achievements detailed in their application materials.

Applicant statement. This application component is a free-form opportunity to introduce yourself in writing to the admissions committee, explain your interest in Biological Engineering at MIT, and contextualize other application components including your academic record, research experience, and letters of recommendation. The admissions committee wants to hear why PhD-level training in Biological Engineering under the mentorship of MIT BE faculty is right for you, which research groups you may be interested in joining, how you have prepared to receive PhD training, and how this training may power your aspirations for the future. The MIT BE Communications Lab CommKit has additional content on writing statements of purpose . While not a particular focus of our evaluation, the statement is an opportunity to directly demonstrate your writing skills and attention to detail.

Letters of recommendation provide crucial evidence of research aptitude in successful applications. The most impactful support letters come from your faculty research supervisor(s) who know you well and have substantial experience advising PhD students. Support letters from other research supervisors, academic advisors, or course instructors may also be included. You can find general guidance (not specific to applications to study in the BE PhD program) on requesting letters of recommendation and on support letter content from the Biological Engineering Communication Lab.

To apply , go to the online application and create a user id and password. You do not need to complete the entire application in one sitting. You may begin the application, save it, and return to it at a later time using your user ID and password.

Applicants are encouraged to submit their applications ahead of the deadline and are responsible for ensuring that all admissions credentials are submitted on time. Your application will not be reviewed until all materials have been received. There is no separate application for financial support; all admitted applicants are offered a full support package.

The BE Department does not require the standardized Graduate Record Examination (GRE) test as part of our application process, but will consider scores if provided by the applicant.

To apply follow these steps.

1. Fill out the online application by 23:59, EST, December 15.

You will be providing the following information:

• Field(s) of interest
• Personal information/addresses
• International student data
• Three or more names and email addresses of letter writers
• Scanned copies of your College Transcripts
• For international students, scanned copies of your IELTS scores
• Academic preparation and research/work experience
• Applicant statement
• Credit card payment of $90 (Information on requesting a fee waiver is here )

2. Arrange for submission of the following (official reports only):

Scanned PDF transcripts and IELTS scores are considered unofficial documents but are sufficient for review purposes. Official documents are required before an admissions decision can be made. Please have any test scores electronically transmitted to MIT Admissions and mail official copies of your transcript(s) to:

MIT Department of Biological Engineering

77 Massachusetts Avenue, Bldg. 16-267

Cambridge, MA 02139

For international students:

IELTS scores should also be electronically sent directly to MIT.

• To register for a test, visit the IETLS website.
• IELTS does not require a code. Please write “Department of Biological Engineering, Massachusetts Institute of Technology”. No address is required as scores are reported electronically.
• If you are an international student, you should take the IELTS test by November 15. The Department of Biological Engineering does not waive this requirement.

The IELTS is waived for applicants who are citizens of Australia, Canada, India, Ireland, New Zealand, Nigeria, Singapore, or the United Kingdom, or for applicants who have or will earn a BS degree at a US university.

International Master’s Award of Excellence (IMAE)

Award type: Scholarships

Award description:

Effective May 1, 2019 (spring 2019 admissions cycle), the International Master’s Award of Excellence, valued at $2,500 per term for a maximum of five full-time terms within the allowable program time limits (6 terms), will be awarded to eligible international master’s students normally entering a research-based graduate program at the University of Waterloo. Faculties will nominate eligible students based on the Faculty’s award allocation. Students will be selected based on academic excellence as demonstrated through their application for admission to the graduate program.

Value description:

Award valued at $2,500 per term for a maximum of five terms.

• International students who are registered full time and assessed international tuition fees. 
• Normally given to students in research-based programs (thesis or major research paper). 
• Will normally only be given to students entering the first term of their program (term 1.0).
• Students must demonstrate academic excellence through criteria established by the Faculty.
• Students must meet the academic progress requirements of their program and not have outstanding probationary admission requirements. 
• This award could be in addition to other internal or external scholarships (e.g., UW Graduate Scholarship, OGS,  etc).   Note: scholarships are different than sponsorships – see next bullet.
• Normally, students should not be concurrently receiving foreign government or agency sponsorship (e.g., China Scholarship Council, Libyan sponsorship, etc) or be fully or partially self-funded in excess of the Faculty minimum levels of support.  
• Students grandparented under the existing IMSA program cannot be nominated for an IMAE; however, a student previously awarded an IMSA for a previously completed master’s degree can be nominated for an IMAE.
• Students will be automatically considered for this award based on their application for admission. Departments and/or Faculty will define their own internal process by which they select recipients based on the eligibility criteria and allocation.
• Faculties may impose stricter eligibility criteria as appropriate.

For information regarding international funding programs, please visit the Graduate Studies   International Funding webpage .

Level: Masters Program: Open to any program Citizenship: International/study permit student Selection process: Student selected automatically by Faculty/Department Term: Winter, Spring, Fall

Contact person:

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Design expert joins RMIT Europe

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Professor Laurene Vaughan, a practising designer, researcher and educator, has joined RMIT’s European Innovation Hub in the role of Research Director.

Designing regenerative futures

With a diverse research background in the field of design and over 20 years’ experience at RMIT in Melbourne, Vaughan will continue the groundwork laid by Professor Wendy Steele to establish a regenerative futures direction at RMIT Europe.

According to Vaughan, design is fundamental to the vision of regenerative futures.

Given the complexity of the problems regenerative futures aims to address, the discipline of design offers creative and collaborative ways to reimagine future possibilities by working collaboratively with other disciplines, explains Vaughan who is from RMIT's School of Design.

"This is about taking a considered approach to addressing and imagining futures and how we can manifest them," she said.

"One of the things that's really interesting about regenerative futures is that it is future orientated.

"To regenerate is to adapt, change or renew in some way in order to be able to be in the future; it is not about looking back or returning to some idealised past.

"Regenerative futures accept where we are and that change is inevitable, but we can design our way into a preferred future."

• Art, Design and Culture
• Society and Environment

Design as a relational discipline

Vaughan’s diverse research background has led her to see design as a relational discipline.

Design practitioners and researchers typically work with colleagues in other disciplines to achieve particular outcomes.

Beyond the relational aspect of working with other disciplinary colleagues, she has experience looking at the connection between design and other phenomena, including the design of place, design and interaction, and digital design.

"My current research looks at design and care or design as a practice of care, which fits into the current as well as our future directions into regenerative futures," said Vaughan.

Looking forward

Over the coming months, Vaughan will continue to explore her research interests while engaging with relevant European partners.

"I've recently been doing some research and work around regenerative futures and regenerative practices as being ultimately care practices; it is this regeneration and care that I really want to interrogate with partners," said Vaughan.

At RMIT Europe, Vaughan takes over from Professor Wendy Steele, the recent incumbent in the role of Research Director.

"I will continue to work on grant applications that we started together and carry on some of that work that Wendy has been doing," she said.

Vaughan is looking forward to spending a longer period in Barcelona, adding the Catalan capital to the diverse locations in which she has worked, including Japan, the US, the UK and Norway.

"I have been to Barcelona twice or three times a year for the last 10 years but always for short stints," said Vaughan.

"I’m looking forward to having that extended opportunity of working with the team in Europe, and being able to continue to collaborate and really make some solid plans."

Vaughan will also continue her work for RMIT's PRS Europe, a practice-based PhD symposium held twice annually, as well as her supervision of PhD candidates under the multidisciplinary doctoral networks  REDI and CoDesign4Transitions .

Vaughan’s PhD candidates in CoDesign4Transitions will apply several sub-disciplines of design in their projects, including social design, co-design and design for sustainability, while engaging and interacting with stakeholders such as citizens, business and local government authorities.

Story : Hannah Raymond

• DSC Research

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Nsf invests $72 million in four university pandemic research centers.

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The National Science Foundation has awarded four grants worth a total of $72 million for research on ... [+] the detection and prevention of pandemics.

The U.S. National Science Foundation is investing a total of $72 million to establish four multi-university research centers that will conduct research on the prediction and prevention of pandemics as well as train the next generation of scientists to continue such work.

The projects are part of NSF’s Predictive Intelligence for Pandemic Prevention program, established during the Covid-19 pandemic. The focus of the research that will be conducted by the funded multidisciplinary teams, is to develop techniques that can help predict and mitigate future pandemics, whether they occur in animals, plants or humans.

The projects will bring together experts in several fields to target three primary areas: improving environmental surveillance, moving from data to decisions, and learning how hosts and pathogens interact.

"Research on emerging infectious diseases is a critical investment in our future, and it necessitates a collaborative approach that spans multiple disciplines and sectors and incorporates the newest tools and technology," said NSF Director Sethuraman Panchanathan, in the agency’s announcement of the grants.

"By bringing together experts in biology, computer science and artificial intelligence, engineering and more, these investments are well positioned to predict, prevent and respond to potential pandemics across all forms of life, thus safeguarding the health, economic stability and security of our nation," he added.

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The four PIPP Phase II Centers are each scheduled to receive $18 million in funding over a seven-year grant period. They will be led by the University of Kentucky, the University of Tennessee, the University of California, Davis, and Virginia Tech University. Here is a brief summary of each center.

The University of Kentucky’s NSF Pandemic Environmental Surveillance Center for Assessing Pathogen Emergence will focus on environmental surveillance by combining social science, engineering, bioinformatics and risk modeling. Collaborating institutions include the Alaska Native Tribal Health Consortium, Arizona State University, the University of Alaska Anchorage and the Wildlife Conservation Society.

The NSF Center for Analysis and Prediction of Pandemic Expansion , headed up by the University of Tennessee, will attempt to better identify the factors that can turn an infection into a pandemic. Collaborating institutions include Arizona State University, Bowdoin College, Duke University, EDGE Foundation, Georgia State University, Johns Hopkins University, Massachusetts Institute of Technology, Mount Holyoke College, Tufts University, the University of Florida, the University of Wyoming, Virginia Commonwealth University, Washington State University and Yale University.

“A lot of pandemic research is immunology and virology, work that happens in medical schools, but that’s only two parts among the very many parts that come together to create a pandemic,” said Nina Fefferman, the principal investigator for this grant in UT news release . “Think about it: A very small portion of an epidemic is what is happening inside one person. Public health is about changing the lives of an entire population.”

Other keys to understanding the onset and spread of pandemics include the built environment, economic resources, media, systems engineering, social networks and disease surveillance. The role of these factors will be investigated by the UT-led center.

The University of California, Davis will lead the NSF Center for Pandemic Insights , where investigators will focus on investigations into the pre-emergence phase of pandemic threats. It will collaborate with the Albert Einstein College of Medicine, Colorado State University, Labyrinth Global Health, Northeastern University, the San Diego Zoo Wildlife Alliance, Texas Tech University, UCLA, UC San Diego, the University of Michigan and the University of Southern California.

The NSF Center for Community Empowering Pandemic Prediction and Prevention from Atoms to Societies at Virginia Tech University will examine the genetic, molecular, cellular and chemical rules of life that dictate virus-host interactions. Its researchers will study how pathogens might may lower host barriers to infect a cell, how they may linger in the environment, and how previously approved drugs may be utilized to treat infections. The collaborating institutions include Cornell University, Meharry Medical College, the University of Michigan and Wake Forest University.

“This NSF award exemplifies what can be achieved by convening an interdisciplinary team of faculty committed to advancing an area of particular strength at Virginia Tech – the development of predictive models and approaches necessary for management of infectious diseases that so often arise from the inextricable linkages between humans, animals, and the environment,” said Virginia Tech’s Executive Vice President and Provost Cyril Clarke in a statement.

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UConn Today

August 28, 2024 | Combined Reports

With Record Success, UConn Research Looks to Make Profound Impact

UConn’s Research Enterprise celebrated a stellar year in 2024, eclipsing previous marks for expenditures and rising to meet global challenges.

A student works with some of the equipment in the Connecticut Center for Applied Separations Technology (CCAST) lab in the Innovation Partnership Building on June 25, 2024. (Sydney Herdle/UConn Photo)

UConn investigators won $367 million in awards in the 2024 fiscal year, an increase of $45 million over 2023 and a major step in the University’s strategic plan goal of surpassing the $500 million mark.

In addition, 2024 expenditures – a critical metric used to assess research productivity at colleges and universities nationwide – reached $342 million, setting a UConn record.

The increases in research awards and expenditures are tangible evidence of UConn’s depth and breadth of expertise, its strength in innovation, its excellence in research, and its commitment to our communities. In fact, UConn’s faculty members are dedicated to addressing some of the most daunting challenges of our lifetime and research funding makes their work possible.

“We are developing a deeper understanding of issues such as grid resiliency, responsible energy consumption and production, health across the lifespan, cybersecurity, human rights, sustainability, and much more,” says Pamir Alpay, Vice President for Research, Innovation, and Entrepreneurship. “And, we have the capacity to make a profound difference for generations to come.”

In a highly competitive funding landscape, UConn stands out for the quality of its faculty and the excellence of its research infrastructure, which benefited from significant investments by the State of Connecticut, including the new Science 1 research and educational facility. These assets have allowed UConn to build interdisciplinary collaborations and forge strong partnerships with businesses and industry, both of which are critical to sustaining research over the long term.

“Our research success is not coincidental,” Alpay says. “We have purposefully strategized our growth to leverage existing strengths in areas such as the environment, materials and manufacturing, education, human rights, and health and life sciences and to build our capabilities through investments in faculty, infrastructure, and core centers and institutes. The result is a more prominent national profile and the ability to recruit and retain outstanding faculty and students, who, in turn, help build UConn’s research enterprise.”

“Our research initiatives have elevated all aspects of the University, including undergraduate education, sustainability, community service, innovation and entrepreneurship, and quality of health care at our hospital and clinics across the state.” says UConn President Radenka Maric. “Through our research programs, UConn directly contributes to the environmental, economic, and social vitality of the state and to the well-being and quality of life of Connecticut’s citizens.”

In an example of research funding driving programs that address real-world problems, UConn recently secured a $10 million grant from the Environmental Protection Administration to become the New England region’s Environmental Justice–Thriving Communities Technical Assistance Center (EJ-TCTAC). One of 17 regional centers selected in partnership with the U.S. Department of Energy, EJ-TCTAC will build capacity in New England in underserved and rural/remote communities to address environmental and energy justice concerns, serving as a resource and technical assistance hub. The program will provide technical assistance services, education, outreach and community engagement on environmental quality and health, energy justice, climate adaptation, and civic justice.

UConn’s public mission is a key to its success. “As a public university, our mission is to advance knowledge in service of the public welfare,” says Alpay. ” Research teams across our campuses engage with individuals and communities to understand and address the challenges they face. Community connections shape our research programs and deliver answers where they’re needed. Our work in community resilience in response to climate change, our public policy efforts, and our engagement with industry in support of economic development are good examples.”

Among the most prominent of UConn’s efforts linking research, innovation, and public service is QuantumCT, a collaboration led by UConn and Yale in collaboration with state government, business, and community leaders that aims to make Connecticut an engine for economic development fueled by innovations in quantum technologies and to bring opportunity to communities. UConn and Yale received a National Science Foundation Regional Innovation Engine Development Award in 2023 to start building the QuantumCT innovation engine.

“Pioneering research is one of the main differentiators between great universities and good universities,” says Maric, a noted researcher in clean energy engineering. “The continued upward trajectory of UConn Research’s funding shows the respect that our faculty have around the world.”

The increase in awards comes at a time when the University’s research strength is being recognized in other ways, from early career faculty awards to senior faculty being elected members of prestigious societies. In addition, UConn and UConn Health consistently have multiple faculty members named to the annual Web of Science Highly Cited Researchers List, including five in 2023. The list recognizes researchers whose publications ranked in the top 1% by citations for their field and year of publication, demonstrating significant research influence among their peers.

Research is also key to the quality of education we are able to provide our students. Because UConn’s faculty are leaders in their fields, they prepare their students to meet the world’s emerging challenges. In part because of research excellence, UConn attracted the highest number of applications for admission to its freshman class in its history, including 148 valedictorians or salutatorians.

“And while I am glad to see the year-over-year success of UConn Research, we are not resting on our laurels,” says President Maric. “We have a goal of $500 million in research funding, and we intend to meet – and surpass – that goal.”

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Chemistry (Negotiated Learning)

This course is available through the following application route(s)

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MSc Chemistry (Negotiated Learning) is a flexible programme which offers a diverse array of modules in a variety of Chemistry topics. The programme is suitable for you if you wish to sample different sides of the discipline ranging from the mathematical, through the physical and materials disciplines to the biological ends of the scientific spectrum. Initial academic advice ensures that your module choices can match your career aspirations or areas of interest. If you wish to broaden your understanding of chemistry, you could choose a range of modules across the discipline. If you are interested in progressing to a PhD programme, or into particular industries, you may choose to concentrate on a specific area, e.g., chemical biology, nanochemistry, medicinal, sustainable or materials chemistry.

The UCD School of Chemistry has vibrant research in areas such as catalysis and new transformations, bionano interface, advanced spectroscopy, new materials for magnetic, medicinal, and electronic applications, and carbohydrate chemistry. Download the UCD Science Graduate Taught Courses brochure (pdf)

• Individualised programmes can be selected from a large suite of modules.
• A high-level research project will add significant value and lead to a qualification suited for career advancement in the chemical industry.
• Over 4000 m2 of high specification, modern laboratories within the recently refurbished UCD Science Centre
• EU Enquiries: [email protected]
• Non-EU Enquiries: [email protected]

About This Course

What will i learn.

• Be aware of, and be able to manipulate, on-line resources for the collection and collation of literature.
• Demonstrate ability in critically analysing and communicating complex sets of data verbally and in written form and have the insight to be able to scrutinise and reflect on aspects of the discipline.
• Demonstrate an ability to take significant responsibility and work in a self-directed manner both alone and in groups and be able to act in a wide variety of professional levels and contexts both within and outside the discipline.
• Demonstrate the standard and specialised technical skills required to safely operate in a research environment related to their chosen specialisms.
• Develop learning skills that allow them to self-evaluate and take responsibility for self-directed further study, within or outside the discipline, or in continuous professional development.
• Display, to a high level, a systematic and in-depth knowledge of their chosen areas of the chemistry discipline.

Career & Graduate Study Opportunities

The MSc Chemistry (Negotiated Learning) provides a basis for graduates to enter the chemical, pharmaceutical, bio-pharmaceutical and materials industries. Analytical services, environmental protection and primary and secondary school teaching present other possible opportunities. Furthermore, through judicious choice of modules within one particular sub-discipline of chemistry, the programme is an attractive route for some students into a PhD programme.

Student Internships

Limited places are available for a 30-credit industrial placement as an alternative to the research project. ***Placements are secured through a competitive process and are not guaranteed.

View All Modules

Below is a list of all modules offered for this degree in the current academic year. Click on the module to discover what you will learn in the module, how you will learn and assessment feedback profile amongst other information.

Incoming Stage 1 undergraduates can usually select an Elective in the Spring Trimester. Most continuing undergraduate students can select up to two Elective modules (10 Credits) per stage. There is also the possibility to take up to 10 extra Elective credits.

Testimonial

Graduate Profile

Cillian O’Beirne I chose to undertake the MSc Chemistry (Negotiated Learning) course as a pathway to both refreshing and improving my chemistry knowledge with hopes that it would lead to further career and postgraduate opportunities. In my time at UCD Chemistry, I was challenged by a broad range of topics in organic, inorganic and physical chemistry, whilst interacting with lecturers and professors and gaining insight to the requirements of further postgraduate study in a PhD. The climate in UCD Chemistry was welcoming and supportive, with the ChemSoc society providing a way to meet peers and colleagues that are still in my life to this day. The final lab project is an important aspect of the course and helped to reintegrate me into a research environment and eventually led to undertaking a PhD in UCD Chemistry. This has helped me in my career by allowing me to travel to France and Germany in a research capacity and find an exciting role as a Process Development Scientist here in Ireland.

Fees, Funding and Scholarships

Tuition fee information is available on the UCD Fees website . Please note that UCD offers a number of graduate scholarships for full-time, self-funding international students, holding an offer of a place on a UCD graduate degree programme. For further information please visit  International Scholarships .

Entry Requirements

• This programme is intended for applicants with an honours undergraduate Chemistry degree, or a degree with a significant component of chemistry (NFQ Level 8 or equivalent). An upper second class honours or international equivalent is required. However all applicants will be assessed on a case by case basis and relevant or extensive work experience will be taken into account, so that in certain exceptional cases an award at a lower level or a 2.2 classification may be considered.
• Applicants whose first language is not English must also demonstrate English language proficiency of IELTS 6.5 (no band less than 6.0 ineach element), or equivalent. Students meeting the programme’s academic entry requirements but not the  English language requirements, may enter the programme upon  successful completion of UCD’s Pre-Sessional or International Pre-Master’s Pathway programmes. Please see the following link for further information http://www.ucd.ie/alc/programmes/pathways/ 
• These are the minimum entry requirements – additional criteria may be requested for some programmes 

Who Should Apply?

Full Time option suitable for:

Domestic(EEA) applicants: Yes International (Non EEA) applicants currently residing outside of the EEA Region. Yes

Part Time option suitable for:

How to Apply

General application route(s) for Irish/UK/EU applicants* for International (non-EU) applicants* to Chemistry (Negotiated Learning) :

Chemistry (Negotiated Learning)

Chemistry (Negotiated Learning)

Chemistry (Negotiated Learning)

Chemistry (Negotiated Learning)

Further Information

Other courses of interest.

• Plant Biology & Biotechnology (F080)
• Biotechnology (X439)
• Biotechnology & Business (X447)
• NanoBio Science (T149)

From time to time UCD would like to send you further information that we feel, based on your enquiry, would be of interest to you.

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