GENETICS 4010A - Advanced Genetics and Evolution (Hons) Pt 1
North Terrace Campus - Semester 1 - 2017
General Course Information
Course Code GENETICS 4010A Course Advanced Genetics and Evolution (Hons) Pt 1 Coordinating Unit School of Biological Sciences Term Semester 1 Level Undergraduate Location/s North Terrace Campus Contact Mixed mode - flexible and/or intensive Available for Study Abroad and Exchange N Incompatible GENETICS 4000A/B Restrictions Available only to students admitted to the relevant Honours program Course Description This course is part of the Honours in Genetics and Evolution degree structure, and the aim is to introduce breadth and depth to the students? advanced genetics and evolution knowledge, understanding, application, and analysis. The purpose of the Frontiers in Genetics activity is to develop the ability to think creatively and critically and to provide extended experience in reading scientific literature and formulating original hypotheses based on published research, and to plan a piece of research to test the hypothesis. Assessment includes a primarily formative preliminary written proposal and interview, followed by a summative component consisting of a mature written proposal and interview.
Course Coordinator: Associate Professor Jeremy Austin
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
On successful completion of this course students will be able to:
- Read research literature in the area of genetics and evolution in depth.
- Understand the concept of hypothesis driven research and formulation of an hypothesis, as demonstrated in the preliminary written proposal and interview.
- Understand the concept of novel, well-founded research as demonstrated in the preliminary written proposal and interview.
- Apply the principles of appropriate experimental design to rigorously test an hypothesis, as evidenced in the final written proposal and interview.
- Make predictions and interpret experimental data.
- Communicate results in both oral and written format.
- Understand the ethical, regulatory and/or accreditation standards required to conduct research in this discipline.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1, 2, 3 ,4, 5, 7 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1, 2, 3 ,4, 5 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
2, 3 ,4, 5, 6 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
5, 6, 7 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
4, 5, 6, 7 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
1, 2, 3 ,4, 5, 6, 7
Learning & Teaching Activities
Learning & Teaching Modes
Activity 1: Choice of topic, including identifying and seeking guidance from expert in field
Activity 2: Preparation of preliminary submission of hypothesis containing evidence that it is novel, well founded and non-trivial
Activity 3: Interview with panel of academics to gain feedback – primarily formative
Activity 4: Preparation of mature submission incorporating feedback on preliminary submission, and fully developed ideas on experimental approach and interpretation of dataActivity 5. Interview with panel of academics to defend the proposal - summative.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.A student enrolled in this course should expect to spend, on average, 12 hours per week on this 6 unit course. This is primarily self-directed reading and developing hypotheses and experimental plans, and includes two formal interviews, each of 40 minutes duration.
Learning Activities Summary1. Preliminary Written Proposal and Interview - 20% (word limit = 600; interview 40 minutes)
2. Mature Written Proposal and Interview - 80% (word limit = 2,500; interview 40 minutes)
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment task Type of assessment Percentage of total assessment for grading
Outcomes being assessed/achieved Approximate Timing of Assessment for both
Semester 1 and 2
Written Proposal - Preliminary (20%) Formative and
20% No 1, 2, 3, 4, 5, 6, 7
Written Proposal - Final (80%) Summative 80% No 1, 2, 3, 4, 5, 6, 7 Week 28
The preliminary written proposal consists of a 600 word written submission, followed by a 40 minute interview with a panel. The final written proposal consists of a 2,500 word written submission, followed by a 40 minute interview with the panel.
For the written proposal, assessment is focussed on the originality and underlying logic of the proposal, the adequacy of background information, the appropriateness of the hypothesis, the practicality and feasibility of the experiments, and the ability of the experimental approach to allow the hypothesis to be rigorously tested.
For the oral discussion, assessment is focussed on demonstrating skills in reinforcing the written proposal and in discussing the proposition, evidence of a thorough understanding of the topic and the proposed experiments, and the clarity and adequacy of presentation.
SubmissionIf an extension is not applied for, or not granted then a penalty for late submission will apply. A penalty of 10% of the value of the assignment for each calendar day that the assignment is late (i.e. weekends count as 2 days), up to a maximum of 50% of the available marks will be applied. This means that an assignment that is 5 days late or more without an approved extension can only receive a maximum of 50% of the marks available for that assignment.
Grades for your performance in this course will be awarded in accordance with the following scheme:
NOG (No Grade Associated) Grade Description CN Continuing
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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