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Based on the feedback from the students and the reference group no major modifications to course content and structure are necessary. (see attachments) Minor adjustments will be made based on discussions with the next student cohort in Spring 2024.

Overall learning outcomes and student achievements are within the expected range.

NTNU:TIA:REST

Institutt for biologi

Department of Biology

Ingen hjelpemidler tillatt.

Engelsk

Mer om vurdering

Ved begrunnelse/klage på karakter er det skriftlig avsluttende eksamen som vurderes på nytt.Ved stryk eller gjentak er det skriftlig avsluttende eksamen som tas på nytt. Eksamen kan avholdes muntlig utenom undervisningssemesteret.

Anbefalte forkunnskaper

Forkunnskaper i organisk kjemi og biokjemi anbefales i tillegg til BI 1001 Celle - og molekylærbiologi eller tilsvarende

Faglig innhold

The aims of the course are:<ul><li>Provide an overview of the organelles and structures found in animal and plant cells.</li><li>Introduce the underlying cell-biological mechanisms and processes enabling cells to perform their functions.</li><li>Highlight organizational and functional differences between prokaryotic and eukaryotic cells.</li><li>Provide hands on training in routinely used molecular and/or cell biological methodologies.</li></ul>

Kursmateriell

Læringsutbytte

Kunnskaper:<ul><li>Avansert teoretisk kunnskap om eukaryote organeller, strukturer og mekanismer som muliggjør cellebiologiske prosesser</li></ul>Ferdigheter:<ul><li>Avansert kompetanse i standard molekylær- og cellebiologiske metodikker, eksperimentell design og kritisk lesning av vitenskapelig litteratur.</li></ul>Generell kompetanse:<ul><li>Avansert ekspertise innen dataanalyse, vitenskapelig rapportskriving og presentasjon av forskningsdata.</li></ul>

Læringsformer og aktiviteter

Forelesninger: 20 timerForskningsprosjekt / semesteroppgaver: 30 timer, obligatoriskProsjekt presentasjon: 4 timer, obligatorisk

Godkjent semesteroppgave

Cellebiologi

Biologi

Bioteknologi

Biologi - bachelorstudium

Lektorutdanning i realfag for trinn 8 – 13

Bioteknologi (5-årig) - masterstudium

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Based on the feedback from 2021: where possible, proprietary videos were replaced with open access material, most groupwork was removed from the digital lectures, and the overlap with BI2014 (e.g. sequencing methodologies and transcriptomics) was taken out. I kept a short section on molecular cloning (related to the use of GFP in cell biology research). To help the students to prepare for each lecture, lecturers were recommended to provide a more detailed reading list, showing the sections of the chapter being covered. Feedback from the student reference group was that the reading lists really helped the students to prepare because it was a more manageable amount to cover in advance than the entire chapter. Additionally, based on feedback from the 2021 and 2022 student reference groups, lecturers were advised to provide their slides a few minutes before the beginning of the lecture to facilitate note-taking. Students using digital notebooks seemed to find this particularly useful. The changes to the project presentation exercise implemented in 2021 were kept. The class was split in two and I used two full afternoon sessions for the students to present the research in groups and provide guided feedback and questions to the other groups. The sessions had full attendance; the use of peer feedback was a good tool to encourage their interest in the other research topics and to promote self-reflection. A virtual laboratory was introduced into the course to teach the topic cell division. This was the only in-person teaching in the lecture series and was largely well received by the students; they enjoyed the interactive group learning and the use of real data. Further evaluation and suggested improvements to this exercise will be included in a separate document.

Teaching and learning activitiesThe lecture series was well received by some students. In order to appeal to a broader learner profile lectures could be combined with some self-study and in-class problem-solving activities for example.The reference group feedback was that the BI2021 lectures were sometimes hard to follow. There was some annoyance over technical difficulties with some of the digital lectures, however, there was no consensus on a preference for digital vs physical lectures. The responses to the questionnaire were quite mixed about the lectures; split as to whether there were enough lectures and whether the lectures were well structured and understandable. However, most students thought the lecture handouts were helpful.  The vast majority of students really benefited from their involvement in the research environment, evidenced by the reference group meetings, the presentations, and the many excellent discussions I had with the students during the oral exams. Different levels of expectation of what students could accomplish in a week did lead to some students struggling while others were not challenged enough, and this was the main source of negative feedback.The projects were also more challenging for some students who had not taken laboratory courses before. Specific feedback from the MREAL student group (in reference group meeting 2) was that the students felt underprepared to start the lab work and underprepared to write the report. They would have liked a better introduction to the project. This could be improved by giving more specific instructions to the teaching assistants, based on the experience of the course coordinator and project supervisors on the types of projects that work best.  ResourcesFive teaching assistants was sufficient to run the research projects. Group work rooms were available when required for both the virtual laboratory exercise and the project presentations.   AssessmentGrading of the course was via an oral exam. Entry to the exam required approval of the research project, (lab presence, pass grade in the written report, and participation in the project presentations).The exam grading was divided into two parts. Part 1 was 10 min of questions related to the student’s research project (40%). Part 2 was a question set covering two different topics from the lecture series and one applied question (60%). Most students had a good grasp of the topics examined and were typically better at recalling information than answering the applied question. Students typically received 1 grade higher for part 1 than part 2. This was the same in 2021 and reflected that the students were better prepared to answer questions on their research projects. The few students who did not achieve a pass grade for part 2 performed well in part 1, so achieved an overall pass grade. I think that the performance of some students was hindered by the stress of the oral exam; they are not used to taking oral exams at the bachelor’s level, however, the additional stress could have motivated them to spend more time preparing.   Learning environmentDigital teaching in this case was not suited to an open campus setting and I would recommend a return to physical teaching when possible. I think this was shown by the drop in attendance presumably reflecting how the students perceived the usefulness of the lectures, versus independent study, to their learning. Blackboard worked well to get information to the students about the course, and as a place to upload relevant information. I would alter the structure a bit to make it clearer where extra digital resources are available and include this information in the course introduction. Other Recommended actions for 2023Based on collegial feedback, and the student’s difficulty with the applied question in the exam, I would move the methods in cell biology lectures to the end of the course. The thinking is that the methods become less abstract when the student has a better understanding of the processes being studied and maybe has some hands-on experience from the research projects.

Ved begrunnelse/klage på karakter er det skriftlig avsluttende eksamen som vurderes på nytt.Ved stryk eller gjentak er det skriftlig avsluttende eksamen som tas på nytt. Eksamen kan avholdes muntlig utenom undervisningssemesteret.

The aims of the course are:<ul><li>Provide an overview of the organelles and structures found in animal and plant cells.</li><li>Introduce the underlying cell-biological mechanisms and processes enabling cells to perform their functions.</li><li>Highlight organizational and functional differences between prokaryotic and eukaryotic cells.</li><li>Provide hands on training in routinely used molecular and/or cell biological methodologies.</li></ul>

Kunnskaper:<ul><li>Etter å ha fullført kurset skal studentene ha kunnskaper omelleorganellers og cellemembraners struktur og funksjon.</li></ul>Ferdigheter:<ul><li>Studentene skal ha grunnleggende kapasitet til å utføre eksperimenter innen cellebiologi.</li></ul>Generell kompetanse:<ul><li>Studentene skal ha grunnleggende kompetanse til å oversette et biologisk spørsmål inn i et eksperiment.</li></ul>

Forelesninger: 20 timerPraktiske øvelser/semesteroppgaver: 30 timer, obligatorisk

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Assessment of the quality of the course is based on the following information:<ol><li>Notes from meetings with reference groups, and final reference group report.</li><li>Mentimeter surveys</li><li>Student participation </li><li>Grades from projects and exams.</li></ol> The course went largely as planned with several modifications made to improve the online experience for the students and to accommodate alterations to the assessment procedure. The research projects were a particularly valuable aspect of the course, driving engagement and motivation of the vast majority of those involved.

Learning outcomes (LO): <ol><li> Knowledge regarding organelles, structures and mechanism enabling cell biological processes.</li><li>Basic competencies in standard molecular and cell biology methodologies.</li><li>Expertise regarding data analysis, scientific report writing and presentation of research data.</li></ol> Learning outcomes are up to date and relevant to the course. These were communicated to the students through an introductory lecture and then referred to in more detail prior to specific tasks. There was some minor overlap in teaching material with the BI 2014 Molecular Biology course, which can be removed in future semesters.

Teaching and learning activities:Lectures (LO-1):Amount and level of content was ok. Students requested lecture slides beforehand, specific pages numbers for the pensum, and examples of the level of detailed required for the exam. Students requested a more practical approach to the ‘methods in cell biology’ lectures.   Modifications made to the course to facilitate online learning:<ol><li>Mentimeter mini-quizes: enabled students to reflect on their understanding of a topic.</li><li>JoVE and other videos were useful but better if they had access to watch them at home in addition to during lectures</li><li>Groupwork exercises were organized by the lecturer to cover some course content provided social interaction, but there were too many and sometimes too long. The relevance was not always fully understood. </li></ol> Projects (LO- 2&amp;3): the diverse research projects were successful, and went largely as planned, but students wanted them to be graded.  Projects could be started earlier. Written report (LO-3) 80% of the students achieved a grade B or higher. Feedback from the project leaders was useful, both verbal and written, and the ‘how to write a report’ presentation was useful. Presentation (LO 3): Project presentation were a great learning experience, enhanced by not being assessed. 100% of students participated and provided feedback and questions to their peers which was very helpful preparation for the oral exam.  Almost all students performed as well or better in the oral examination of the projects as their written report would have been assessed in earlier years.

Modification made to course assessment to accommodate loss of written exams: 10 min oral exam on students individual research projects, and 20 min oral exam on pensum topics.   All students had a good or excellent understanding of their research projects. Students did less well in the oral examination covering topics in the pensum, even though they felt there was a good atmosphere and that the figures used by the examiners were helpful.

Forkunnskaper i organisk kjemi og biokjemi anbefales i tillegg til 
BI 1001 Celle - og molekylærbiologi eller tilsvarende

Alle vurderingsdelene som inngår må være bestått.. Det gis ikke karakter på de enkelte delene, men én samlet karakter. Eksamen kan avholdes muntlig utenom undervisningssemesteret. Ved begrunnelse/klage på karakter er det skriftlig avsluttende eksamen som vurderes på nytt. Ved stryk eller gjentak er det skriftlig avsluttende eksamen som tas på nytt

UTF §5-6 i utfyllende regler for realfagsstudiene gjelder for gjentak av skriftlig og muntlig avsluttende eksamen i realfagsemner.


The aims of the course are:

-	Provide an overview of the organelles and structures found in animal and plant cells.
-	Introduce the underlying cell-biological mechanisms and processes enabling cells to perform their functions.
-	Highlight organizational and functional differences between prokaryotic and eukaryotic cells.
-	Provide hands on training in routinely used molecular and/or cellbiological methodologies.

Forelesninger: 20 timer
Praktiske øvelser/semesteroppgaver: 30 timer, obligatorisk

Eksamen kan avholdes muntlig utenom undervisningssemesteret



Kunnskaper:
Etter å ha fullført kurset skal studentene ha kunnskaper om celleorganellers og cellemembraners struktur og funksjon.

Ferdigheter:
Studentene skal ha grunnleggende kapasitet til å utføre eksperimenter innen cellebiologi.

Generell kompetanse:
Studentene skal ha grunnleggende kompetanse til å oversette et biologisk spørsmål inn i et eksperiment.


Lektorutdanning i realfag - masterstudium (5-årig)

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Cellebiologi - BI2012