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Whether "living out" or "sitting in", Southampton students have been making their own history since the university was founded in 1862. In this module we will be bringing the stories of the young women and men who attended the University of Southampton to life, using a range of source materials that have never been looked at by historians before. Every week you will take part in a handling session at Hartley Library's Special Collections Department, working with original photograph albums, scrapbooks, letters and newspapers produced by Southampton students, from 1862 to today. Every week we will also be visiting buildings on and around campus, looking for traces left by earlier generations of students. What can the university's halls of residence, Student Union and other buildings tell us about changing ideas of the university? How have students' expectations of university changed over time? Have they come to Southampton hoping to "get ahead" in the world - or change it? To uncover these stories we will need to draw connections between our students' experiences and more familiar stories - of class and gender, war and protest. This module will be of particular interest to anyone interested in possibly working in the heritage or museum sector, as part of the course will involve hands-on experience of making original sources accessible to non-specialist audiences, as well as thinking about what buildings and spaces are worth preserving.

Whether "living out" or "sitting in", Southampton students have been making their own history since the university was founded in 1862. In this module we will be bringing the stories of the young women and men who attended the University of Southampton to life, using a range of source materials that have never been looked at by historians before. Every week you will take part in a handling session at Hartley Library's Special Collections Department, working with original photograph albums, scrapbooks, letters and newspapers produced by Southampton students, from 1862 to today. Every week we will also be visiting buildings on and around campus, looking for traces left by earlier generations of students. What can the university's halls of residence, Student Union and other buildings tell us about changing ideas of the university? How have students' expectations of university changed over time? Have they come to Southampton hoping to "get ahead" in the world - or change it? To uncover these stories we will need to draw connections between our students' experiences and more familiar stories - of class and gender, war and protest. This module will be of particular interest to anyone interested in possibly working in the heritage or museum sector, as part of the course will involve hands-on experience of making original sources accessible to non-specialist audiences, as well as thinking about what buildings and spaces are worth preserving.

This module explores the origins of the Holocaust, the dynamics of Nazi persecution up to 1939 and the experience of Jews and other victims up to that point.

This module explores the origins of the Holocaust, the dynamics of Nazi persecution up to 1939 and the experience of Jews and other victims up to that point.

This module focuses on the implementation, experience and aftermath of the genocide of the Jews during the Second World War

This module focuses on the implementation, experience and aftermath of the genocide of the Jews during the Second World War

This module explores the Holocaust as a problem of public pedagogy. It examines the establishment of Holocaust museums in both Jewish and non-Jewish communities between 1945 and the present. It treats questions of memorialisation and commemoration in a variety of different communities and case studies. It examines the Holocaust as a problem of education, in both schools’ settings and civil society initiatives. It explores the impact of the digital revolution on issues of communication, considering the evolution of Holocaust pedagogy and awareness in the post-survivor age. This module encourages students to develop their own communication activity.

This module examines both canonical and non-canonical representations of the Holocaust in the post-war world. It examines responses from survivor, victim and exile communities, from former perpetrator societies and from others; it explores the interplay of creative, affective, cultural, commercial and political logics in the evolution of such works after 1945; it asks after moments of controversy and conflict in relation to particular acts of representation. It stresses both the authenticity of survivors’ voices as they were articulated in various acts of testimony and the wider presence of political, institutional, cultural and other factors in shaping post-war understandings of the Holocaust that were always partial, anchored in their particular presents, and open to appropriation and misappropriation by others.

The module covers several major topics in genetics including the molecular principles of genetic variation, different patterns of Mendelian inheritance, epigenetics and genetic evolution within a disease setting. The module will introduce how model organisms can be genetically manipulated to model disease and investigate gene function. Genetic approaches to the development of therapies will be considered.

The module covers several major topics in genetics including the molecular principles of genetic variation, different patterns of Mendelian inheritance, epigenetics and genetic evolution within a disease setting. The module will introduce how model organisms can be genetically manipulated to model disease and investigate gene function. Genetic approaches to the development of therapies will be considered.