Outline

Overview

This unit expands on your disciplinary knowledge in Immunology and Pathology by viewing it in the context of real-world health problems. The major aim of the unit is to work with students from other areas of science and medical science to understand that disease is not purely a host versus disease paradigm but integrates human behaviour, culture, economics, history and geography. Depending on the disease, these factors may be as important as the pathogen itself in defining our approach to treatments. Moreover, in chronic diseases such as type 2 diabetes or complex disorders such as depression societal factors can be the sole or major aetiological agent in the absence of a pathogen altogether. This unit will introduce to you through a series of expert panel discussions and workshops knowledge of other perspectives of disease including perceived and inadvertent biases that can affect design and interpretation of experimental results. Once empowered with this wider understanding of disease we will challenge you individually, and as part of your interdisciplinary team to define and solve a complex health problem of your choice. Your group will produce consultation paper that directs policy and investment towards the area that you consider most likely to reduce the burden of your chosen disease. Your report will also be summarised in the form of a poster and oral presentation and be reviewed by Academics and your peers.

Unit details and rules

Academic unit	Department of Medical Sciences
Credit points	6
Prerequisites ?	MEDS2004 or MIMI2X02 or IMMU2101 or BMED2404 or IMMU2X11
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	Fundamental cellular and molecular immunology and pathology as taught in IMMU3102 and CPAT3201
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Greg Sutherland, g.sutherland@sydney.edu.au
Tutor(s)	Greg Sutherland, g.sutherland@sydney.edu.au
Tutor(s)	Jan Slapeta, jan.slapeta@sydney.edu.au

Type	Description	Weight	Due	Length
Final exam (Record+)	Final Exam Four SAQ	30%	Formal exam period	2 hours
Outcomes assessed:
Assignment	Project Proposal Individual	15%	Week 05 Due date: 10 Sep 2021 at 23:59	650 words NOT including reference list.
Outcomes assessed:
Assignment	Reflective task Individual	5%	Week 06 Due date: 17 Sep 2021 at 23:59	350 words
Outcomes assessed:
Assignment	Project presentation (Pitch) Group	10%	Week 12 Due date: 05 Nov 2021 at 13:00	15 minutes powerpoint-type presentation
Outcomes assessed:
Assignment	Reflective task 2 Indvidual	10%	Week 13 Due date: 11 Nov 2021 at 23:59	500 words
Outcomes assessed:
Assignment	Final project output Group	30%	Week 13 Due date: 11 Nov 2021 at 23:59	3000 words excluding references & ToC
Outcomes assessed:
= group assignment ? = Type B final exam ?

Assessment summary

Discipline written reports: Individual 1500 word report.
Discipline presentation: Group oral presentation.
Interdisciplinary group written report: Group 3000 word (consultancy) report on a health problem of your choice that showcases contributions from all group members.
Teamwork participation and evaluation: Individual 2x Peerwise evaluation of self and group members.
Reflective online Quizzes: Reflect on how you have developed certain graduate qualities (6 – 9).

Assessment criteria

Result name	Mark range	Description
High distinction	85 - 100	All work was of an exceptional standard, and addressed all learning outcomes
Distinction	75 - 84	The majority of the work was to a very high standard and all learning outcomes met
Credit	65 - 74	Most work was of a good standard and met all learning outcomes
Pass	50 - 64	Work was satisfactory, the learning outcomes were met in the majority of assessment tasks, however there was evidence of limited understanding and participation
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

All assignments must be submitted by the due date. Students are expected to manage their time and to prioritise tasks to meet deadlines. Assessment items submitted after the due date without an approved extension using a special consideration or special arrangement form or request will incur penalties. If you encounter a problem submitting your work on time, you may be able to arrange a simple extension. A simple extension is an informal arrangement between you and your unit of study coordinator. You may be able to receive an extension of up to two working days for non-examination tasks, as outlined in clause 66A of the Coursework Policy 2014. If you need an extension for a longer period, you may be eligible to apply for special consideration. sydney.edu.au/students/simple-extensions

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week -01	Interdisciplinary Panel Discussion and student Q&A - "Welcome & Unit overview, principles of engagement activity"	Seminar (3 hr)
Week -01	Skills and knowledge session - Biomedical science (Immunology and Pathology) – Who are we and what do we do well ? Why and when do we need interdisciplinary collaborations?	Workshop (3 hr)
Week -02	Interdisciplinary Panel Discussion and student Q&A - Who is who? (Meet the Industry)	Seminar (3 hr)
Week -02	Skills and knowledge session - Problem solving in Complex Disease – an Investigative algorithm and eHealth -Prospects for ahealthie Australia.	Workshop (3 hr)
Week -03	Interdisciplinary Panel Discussion and student Q&A - Brainstorming the projects that are offered and how they fill the big picture / role of teams within teams (AVBS/IMPA)	Seminar (3 hr)
Week -03	Skills and knowledge session - The Health Gap – An Australian Priority!	Workshop (3 hr)
Week -04	Interdisciplinary Panel Discussion and student Q&A - Is COVID-19 the new norm? Learning for the future from differential approaches to and outcomes from dealing with a pandemic.	Seminar (3 hr)
Week -04	Skills and knowledge session - Communicating interdisciplinary ideas for diverse non-technical audiences.	Workshop (3 hr)
Week -05	Interdisciplinary Panel Discussion and student Q&A - Up for grabs? [Industry]	Seminar (3 hr)
Week -05	Skills and knowledge session - Using interdisciplinary research and co-design to influence and implement good policy.	Workshop (3 hr)
Week 06	Interdisciplinary Panel Discussion and student Q&A - Human’s best friends or dangerous pathogen reservoirs for zoonotic diseases?	Seminar (3 hr)
Week 06	Skills and knowledge session - WIL (Sydney Business School) student networking session.	Workshop (3 hr)
Week 07	Interdisciplinary Panel Discussion and student Q&A - Presenting your group project outline- the Pitch!	Seminar (3 hr)
Week 07	Skills and knowledge session - The statistics of disease in Australia.	Workshop (3 hr)
Week 08	Interdisciplinary Panel Discussion and student Q&A - Will Silicon Valley save Humanity? (The role of industry in solving complex disease problems).	Seminar (3 hr)
Week 08	Skills and knowledge session - What makes ‘good’ evidence? Why do we trust scientific evidence and the different levels of robustness.	Workshop (3 hr)
Week 09	Interdisciplinary Panel Discussion and student Q&A - Presenting your group's progress	Seminar (3 hr)
Week 09	Skills and knowledge session - What are the opportunities and risks of genetic selection programs and gene editing to prevent or reduce disease?	Workshop (3 hr)
Week 10	Interdisciplinary Panel Discussion and student Q&A - Presenting your group's progress	Seminar (3 hr)
Week 10	Skills and knowledge session - Looking back and looking forward: Making recommendations for your final reports.	Workshop (3 hr)
Week 11	Interdisciplinary Panel Discussion and student Q&A - What is the interrelationship between climate change and disease?	Seminar (3 hr)
Week 11	Own time to work on group project	Workshop (3 hr)
Week 12	Interdisciplinary Panel Discussion and Q&A of students- The Shark Tank	Seminar (3 hr)
Week 12	Own time to work on group project	Workshop (3 hr)
Week 13	No class	Independent study (6 hr)

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. Apply immunology and pathology knowledge to solve health problems in an interdisciplinary context
LO2. Design an investigation strategy, explore solutions, discuss approaches and predict outcomes
LO3. Find, evaluate, and analyse data using modern information technology and digital skills
LO4. Demonstrate integrity, confidence, personal resilience and the capacity to manage challenges, both individually and in teams
LO5. Demonstrate the ability to collaborate effectively with colleagues from different areas of specialisation and across cultural boundaries
LO6. Communicate in a professional manner to a range of audiences using a variety of media

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

This Unit will run for the first time in S2, 2020

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

IMPA3888: Immunopathology Interdisciplinary Project

Semester 2, 2021 [Normal day] - Remote

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect