PATHOL 3104 - Investigative Cell Biology
North Terrace Campus - Semester 2 - 2020
General Course Information
Course Code PATHOL 3104 Course Investigative Cell Biology Coordinating Unit Medicine Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Prerequisites HLTH SC 2104 or PATHOL 2200 or PATHOL 3101 Incompatible ANAT SC 3104 Course Description Investigative Cell Biology will provide students with a foundation to be effective researchers by providing an understanding of current areas of medical research and knowledge of a variety of laboratory and analytical skills used to investigate these. This course will develop the research skills to prepare students for both a research position as well as postgraduate study. Investigative Cell Biology specifically investigates methodology used to answer real life research questions. Assessment tasks are given during the semester and will develop skills as a scientific researcher such as communication and critical analysis.
Investigative Cell Biology has been designed to enable students to develop and improve various skills such as critical thinking, critical evaluation and analysis as well as academic writing, time management and an understanding of planning and conducting research. This exciting and stimulating course will be based around several themes and will be presented by internationally recognised researchers from the Faculty of Health Sciences. Each theme will have a biology and pathology background component introducing students to the lecturers' field of research. This will be followed by review and discussion of research techniques and findings in their research fields and laboratories.
Tutorials/workshops will be held with a specific emphasis on the theory and process of current techniques/models, including the application of the method, via videos and examples from scientific ppr. In workshops students may be asked to critically evaluate the information gained from and limitations of the use of particular technique to answer research questions in scientific publications/examples. Students are expected to come along to workshops and be prepared to interact with the lecturer/tutors.
This course will stimulate an interest in biological and pathological processes and how scientific research and methodology investigates these. Each of the different assessment components is aimed at developing and improving each student's research skills.
Course Coordinator: Associate Professor Tania CrottiFor personal course information and documents please contact
A/Prof Tania Crotti email@example.com AND Helen Tsangari firstname.lastname@example.org
Please place PATHOL 3104 in the subject heading
For general course-related queries and content please post on the discussion board.
To communicate with your group regarding the group assignment please use the group's discussion link in CAVAS
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
This course has been designed to support you to achieve course learning outcomes and develop broad skills that can be used in your academic and professional work.
- Identify current and emerging research techniques in human health and disease
- Generate, illustrate and interpret experimental results in a medical research setting
- Explain how the structures at the level of cells, tissues and organs relate to their overall function in both health and disease states
- Critically evaluate scientific literature used in medical research
- Assemble and record a range of medical scientific literature
- Communicate self-generated medical research findings in written/oral format
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, 4 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, 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
1,2, 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
1, 2, 6 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
5, 6 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
Required ResourcesNo text book required. All lecture material is examinable and where possible URL links and references will be provided for additional information to support the content.
Online LearningPlease bring laptop/ipad to workshops for active participation and online quizes
Lectures will be uploaded as PDFs and recorded in Echo360 and available through CANVAS
Learning & Teaching Activities
Learning & Teaching ModesCourse structure and expectations
Face to face lectures – this course benefits from the real time delivery of content. Academic staff and affiliates from the all the disciplines within the School of Medical Science will be used to deliver lectures specific to cell biology, and current research techniques for investigations. These lectures are supported by workshops/tutorials, whereby smaller groups of students will learn more about techniques and their application. Face to face lectures offer synchronous learning opportunities and enable students to quickly clarify complex descriptions and terminology.
As much of the content for this course is NOT supported by textbooks, and in line with University expectaitons, we support the audio and video capture of lecture content as an aid in revision, those unable ot attend, those with additional learning requirements.
Workshops/Tutorials – weekly sessions will enable research discovery through teacher - peer and peer-peer interaction as we explore the application and limitations of techniques.
Discussion board – use of the course discussion board is encouraged as will provide an interactive portal for students to post questions that may be of common interest to the group.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.This is a 3 unit course, and we expect that students should be spending;
2 hours per week attending/listening to lectures
1 hour in class workshops/tutorials (including reading and writing)
2 hours per week on revision for tests and examinations and prep for workshops.
1-2 hours per week on the research review assignment/meeting with group to discuss
Learning Activities SummaryWorkshops/Tutorials – weekly sessions will enable research discovery and peer interaction as we explore the application and
limitations of techniques applicable across multiple fields of research. The importance of ethical considerations will also be discussed in relation to experimental design.
Small Group Discovery ExperienceSmall Group Discovery Experience (SGDE)Investigative Cell Biology runs semester long small group projects, which can be considered a
“Small Group Discovery Experience”. Students will work in small groups of three or four and will be matched with a topic provided by an
experienced research active senior academic for the duration of the semester.
Students will research literature around the pathology and research findings in the field with theoretical concepts and provide additional opportunities to clarify complex procedures, descriptions and terminology.
The review will extend skills by encouraging students to identify gaps in research areas and propose aims and ways to investigate these.
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 Assessment Task Weighting
Online tests Summative 3X 10% 1,3 Proposal/review
Summative 20% 4,5,6 End-of-Semester Examination Summative 50% 1, 2, 3
Assessment DetailOpen Book Online Test through CANVAS- To encourage revision and break down learning of key concepts
These will be completed during your workshop
Bring electronic device to be able to log on
Small Group Discovery Experience (SGDE)
Investigative Cell Biology runs semester long small group projects, which can be considered a “Small Group Discovery Experience”. Students will work in small groups of two or three and will be matched with a topic provided by an experienced research active senior academic for the duration of the semester.
This enables students to research literature around the pathology and research findings in the field with theoretical concepts and provide additional opportunities to clarify complex procedures, descriptions and terminology.
The review will extend skills by encouraging students to identify gaps in research areas and propose aims and ways to investigate these.
End of Semester Exam (50% of final grade)
There will be a two hour theory examination for this subject.
Important information about exams that all students should be aware of can be found at
Tests and examinations will be graded using marks.
Questions in the written theory paper will be based on material covered in the lectures and workshops. The examination aims to examine the depth of a student’s understanding of the topics that have been covered during the semester. The total possible mark for the exam will be specified on the test / examination. Marks for individual questions in the examination will be stated on the question paper.
The marks give a guide as to how much you should write in your answer. Do not assume that, for example, 3
marks means that only 3 points/facts must be covered in the answer. Three marks just means that you need not give as much, or as detailed, information as for a 10 mark question.
Course Learning outcome:
Identify current and emerging research techniques in human health and disease
Explain how the structures at the level of cells, tissues and organs relate to their overall function in both healthy and disease states
Deep discipline knowledge
Critical thinking and problem solving
SubmissionSubmission of a dot plan of the review via CANVAS to encourage early collaboration within groups and enable feedback and clarification around the topic and content.
Submission of Research review via TurnIT in CANVAS
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
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.
In 2018, the Bachelor of Health/Medical Sciences Program changed to incorporate research projects for all students to be run centrally. As such, course design and assessments were required to undergo major modifications as we could no longer offer a lab-based project as part of the experience in PATHOL3104.
Assessment tasks have been revised in response to feedback on load and in response to changes in the program and research experience management.
The workshops were introduced in 2018. They are designed to complement lecture material across the course and expand on a student's understanding of ethical practise, application and information gained by current research techniques as well as the limitations of techniques.
Ethics workshop-relates to all research discussed over the course of semester
Animal well being and behaviour-relates to all studies using animals in all fields of research
Imaging analysis-relates to not only musculoskeletal but cancer research
Protein analysis and biomarkers- optimal biomarkers design and implementation is critical to reliable diagnosis and prognosis in the clinic
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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