Science Student Projects

Introduction

Since 2009 undergraduate science students have been preparing online group projects as part of their ANAT2341 Embryology course. Each year a main topic is selected in consultation with the course coordinator. Each student group (4-5 students) then selects a specific topic within the main theme that they then work collaboratively on throughout the semester.

Note that the current year (2012) projects are currently at the stage of being allocated. Check back later to see their progress.

2011 Congenital Abnormalities

2011 Projects: Turner Syndrome | DiGeorge Syndrome | Klinefelter's Syndrome | Huntington's Disease | Fragile X Syndrome | Tetralogy of Fallot | Angelman Syndrome | Friedreich's Ataxia | Williams-Beuren Syndrome | Duchenne Muscular Dystrolphy | Cleft Palate and Lip | Related page - Abnormal Development

2010 Diagnostic Techniques

Ultrasound | Chorionic villus sampling | Amniocentesis | Percutaneous Umbilical Cord Blood Sampling | Fetal Fibronectin | Maternal serum alpha-fetoprotein | Related page - Prenatal Diagnosis

2009 Animal Models

Rabbit | Fly | Zebrafish | Mouse | Frog | Related page - Animal Development

Background Information

Project Pedagogy
These projects extend far beyond the original "research poster concept". It requires ongoing participation from both the teacher and the student, if you are not prepared to have an ongoing contribution, do not even consider setting this type of assessment.
Students Groups work independently throughout the semester on a specific topic the group has selected within the general topic set by the teacher. Groups are assigned randomly by the teacher, do not want "friends" and "non-friends" groups. Online work consists of the "project page" and the "discussion page" where student online interaction occurs. Face-to-face time is allowed each week in the last 10 minutes of practical classes. Projects are also presented to the class at a "work in progress" phase. Each student carries out a "online written assessment" of all other projects late in the semester, when groups are near completion. Groups then collate and use these "online written assessments" to edit their own project.	Teacher Designs specific assessment criteria. Designs the general topic and allocates groups. Provides handouts and brief tutorials each week in practical class time on: basic editing, copyright/plagiarism , reference sources and referencing and uploading images. Provides regular in-class advice, online comments and email support to queries and feedback. Analyses project "edit history" and "discussion" comments to identify individual students not contributing to the project. Analyses the final submitted project providing specific online feedback.

Group Assessment Criteria

1. The key points relating to the topic that your group allocated are clearly described.
2. The choice of content, headings and sub-headings, diagrams, tables, graphs show a good understanding of the topic area.
3. Content is correctly cited and referenced.
4. The wiki has an element of teaching at a peer level using the student's own innovative diagrams, tables or figures and/or using interesting examples or explanations.
5. Evidence of significant research relating to basic and applied sciences that goes beyond the formal teaching activities.
6. Relates the topic and content of the Wiki entry to learning aims of embryology.
7. Clearly reflects on editing/feedback from group peers and articulates how the Wiki could be improved (or not) based on peer comments/feedback. Demonstrates an ability to review own work when criticised in an open edited wiki format. Reflects on what was learned from the process of editing a peer's wiki.
8. Evaluates own performance and that of group peers to give a rounded summary of this wiki process in terms of group effort and achievement.
9. The content of the wiki should demonstrate to the reader that your group has researched adequately on this topic and covered the key areas necessary to inform your peers in their learning.
10. Develops and edits the wiki entries in accordance with the above guidelines.

Before 2009

Prior to 2009, students in ANAT2341 Embryology course worked on similar projects, but in the form of research posters. Towards the end of the course the posters were presented to the class for peer assessment.

Other Assessments

• Students also submit individual assessments each week online based upon the practical class they had just completed.
• A similar project format is used in the science ANAT3231 Cell Biology course.

Glossary Links

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Cite this page: Hill, M.A. (2024, May 3) Embryology Science Student Projects. Retrieved from https://embryology.med.unsw.edu.au/embryology/index.php/Science_Student_Projects

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© Dr Mark Hill 2024, UNSW Embryology ISBN: 978 0 7334 2609 4 - UNSW CRICOS Provider Code No. 00098G