ATTACHMENT 5. T6. COURSE SPECIFICATIONS (CS)

(1)

يميداكلاا دامتعلااو ميوقتلل ينطولا زكرملا

National Center for Academic Accreditation and Evaluation

ATTACHMENT 5.

(2)

Course Specifications, Ramadan 1438H, June 2017. Page 2

Course Specifications BIOC 401

Institution Tabuk University Date of Report : 4/1440

College/Department College of Science / Biochemistry Department

A. Course Identification and General Information

1. Course title and code: Immunology BIOC 401 2. Credit hours : ( 2 )

3. Program(s) in which the course is offered.

(If general elective available in many programs indicate this rather than list programs) General Biochemistry Program

4. Name of faculty member responsible for the course

Dr. Salem Abdel Hadi Habib 5. Level/year at which this course is offered : Seventh Level

6. Pre-requisites for this course (if any): Blood & Biological Fluids – BIOC 305

7. Co-requisites for this course (if any): None

8. Location if not on main campus: Faculty of Science Building

9. Mode of Instruction (mark all that a

a. Traditional classroom

√

What percentage? 100%

b. Blended (traditional and online) What percentage? c. e-learning What percentage? d. Correspondence What percentage? f. Other What percentage? Comments:

(3)

B Objectives

1. What is the main purpose for this course?

This course aims to the following learning outcomes :

1. Knowledge of the basic components of the immune system.

2. Explain the functions and subpopulation of T- lymphocytes.

3. Compare and contrast the differences between types of lymphatic organs. 4. Describe and identify the complement cascade and its different types. 5. Describe different types of adaptive immunity.

6. Distinguish scientific explanations that show how antibodies can mediate specific immunity.

7. Describe the primary and secondary antibody response.

2. Briefly describe any plans for developing and improving the course that are being implemented. (e.g. increased use of IT or web based reference material, changes in content as a result of new research in the field)

1- Annual review of course by departmental course planning committee. 2- Updating the course with latest curriculum developments in the field. 3- Updating course curriculum using internet materials.

4- Comparison of course topics with equivalent local and international courses.

C. Course Description (Note: General description in the form to be used for the Bulletin or handbook should be attached)

1. Topics to be Covered

List of Topics No. of

Weeks

Contact Hours - Introducing the curriculum (course content)

- Review of the previous prerequisite

- Highlighting the knowledge and skills the curriculum is based on

1 2

- Introduction to the components of immune system 1 2

- Lymphatic organs 1 2

- Innate immunity 1 2

- Innate immunity 1 2

- The complement cascade 1 2

(4)

- Types of adaptive immunity 1 2

- Humoral immunity 1 2

- Types and functions of immunoglobulins 1 2

- Pre-Final Exam 1 1 2

- T- cell immunity 1 2

- Major histocompatibility system 1 2

- General Revision 1 2

- Pre-Final Exam 2 1 2

Final Exam

2. Course components (total contact hours and credits per semester):

Lecture Tutorial Laboratory Practical Other: Total Contact

Hours

28 --- 28

Credit 28 --- 28

3. Additional private study/learning hours expected for students per week.

None

4. Course Learning Outcomes in NQF Domains of Learning and Alignment with Assessment Methods and Teaching Strategy

Course Learning Outcomes, Assessment Methods, and Teaching Strategy work together and are aligned. They are joined together as one, coherent, unity that collectively articulate a consistent agreement between student learning, assessment, and teaching.

The National Qualification Framework provides five learning domains. Course learning outcomes are required. Normally a course has should not exceed eight learning outcomes which align with one or more of the five learning domains. Some courses have one or more program learning outcomes integrated into the course learning outcomes to demonstrate program learning outcome alignment. The program learning outcome matrix map identifies which program learning outcomes are incorporated into specific courses.

On the table below are the five NQF Learning Domains, numbered in the left column.

First, insert the suitable and measurable course learning outcomes required in the appropriate learning domains

(5)

Fourth, if any program learning outcomes are included in the course learning outcomes, place the @ symbol

next to it.

Every course is not required to include learning outcomes from each domain.

NQF Learning Domains And Course Learning Outcomes

Course Teaching Strategies

Course Assessment Methods 1.0 Knowledge

1.1 1- To describe the components of immune system

2- To Recall and differentiate between different lymphocyte systems.

3- To define the mode of action of innate immunity.

4- To label the difference in the complement pathways.

5- To get acquainted with the basics of the process of adaptive immunity.

6- To name properties of antibodies. 7- To memorize how the immune system respond to different antigens.

1- In class lecturing (using PowerPoint and illustrations on the white board). 2- Discussions. 3- Self-learning and cooperative learning. 4- Application of scientific method in thinking by solving scientific problems. 5- Activities and homework.

1-Pre-final and final exams.

2-Activities and

homework evaluations.

2.0 Cognitive Skills

2.1 1- To refer different components of the immune systems.

2- To recognize an overview of the different immune cells.

3- To demonstrate how immune cells can function.

4- To know characteristics of different types of immune response.

5- To identify immunological reactions. 6- To contrast the pattern of different immuneoglobulins.

Activities and homework.

1- Students response during the class.

2- Evaluation of Activities and homework.

3.0 Interpersonal Skills & Responsibility

3.1 1- To choose a work in a team to conduct a specific project.

2- To demonstrate a specific project with minimal supervision.

3- To evaluate his results.

(6)

3- Dividing students into groups to cooperate with each other during the research work.

4.0 Communication, Information Technology, Numerical

4.1 • To be able to use computers and internet. • To use his observations to solve problems. • To research and conduct searches for restoring information.

• To calculate and discuss the facts and logical propose methods to solve the difficulties.

- Promoting students to submit activities, homework and writing reports.

- Evaluating the written

reports.

- Evaluating activities and homework.

5.0 Psychomotor

5.1 - To examine different genetic materials. - To characterize some examples of genetic materials.

- To examine pattern of digested genetic materials.

- To use computers and internet.

- - Using of virtual laboratory

demonstrations. -

- Evaluating the written reports.

5. Schedule of Assessment Tasks for Students During the Semester

Assessment task (e.g. essay, test, group project, examination, speech, oral presentation, etc.)

Week Due Proportion of Total Assessment

1 Activities and Short Quizzes Distributed

over 8 weeks

10%

2 Pre-Final Theoretical Exam 1 11 25%

3 Pre-Final Theoretical Exam 2 11 25%

4 Final Theoretical Exam 14 40%

D. Student Academic Counseling and Support

1. Arrangements for availability of faculty and teaching staff for individual student consultations and academic advice. (include amount of time teaching staff are expected to be available each week)

• Direct supervision by staff member over lab. Sessions.

• Office hours 8hr/ week. (the student has eight hours spread over days of the week) for asking and receive answers from his lectures.)

(7)

E. Learning Resources

1. List Required Textbooks

- Abul K. Abbas and Andrew H. Lichtman. Saunders, 2001.; 2002. Basic immunology

2. List Essential References Materials (Journals, Reports, etc.)

- European Journal of immunology- onlinelibrary.wiley.com/journal/10.1002/(ISSN)1521-4141 3. List Recommended Textbooks and Reference Material (Journals, Reports, etc)

- Abul K. Abbas, Andrew H. Lichtman and Jordan Pober, Cellular and molecular immunology. W. B. Saunders. The fourth edition was published in 2000

4. List Electronic Materials (eg. Web Sites, Social Media, Blackboard, etc.) • Websites on the internet that are relevant to the topics of the course.

5. Other learning material such as computer-based programs/CD, professional standards or regulations and software.

• Microsoft office package.

F. Facilities Required

Indicate requirements for the course including size of classrooms and laboratories (i.e. number of seats in classrooms and laboratories, extent of computer access etc.)

1. Accommodation (Classrooms, laboratories, demonstration rooms/labs, etc.)

lecture halls, containing white boards, and electronic monitors. The seats fit the number of students.

2. Computing resources (AV, data show, Smart Board, software, etc.) Data show

3. Other resources (specify, e.g. if specific laboratory equipment is required, list requirements or attach list)

• Video clip animation for demonstration.

G Course Evaluation and Improvement Processes

1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching • Distribution of questioners for course evaluation by students. • Students- teaching staff members meetings.

2 Other Strategies for Evaluation of Teaching by the Program/Department Instructor • Peer consultation by departmental course committee.

• Self-evaluation of the programme by the department. 3 Processes for Improvement of Teaching

(8)

• Implementation of suggestions by departmental course committee. • Monitoring of teaching activates by administration.

4. Processes for Verifying Standards of Student Achievement (e.g. check marking by an independent member teaching staff of a sample of student work, periodic exchange and remarking of tests or a sample of assignments with staff at another institution)

• Reviewing assessments by staff member/chairman/special committee when required and instructed by higher administration at the end of each semester.

5 Describe the planning arrangements for periodically reviewing course effectiveness and planning for improvement.

• Comparison of course with equivalent courses.

• Reviewing course topics annually by the departmental course committee. • Refreshment of teaching resources to ensure updating of knowledge. • Use of statistics of course evaluation by students to improve the course.

Faculty or Teaching Staff: Prof. Salem Habib

Signature: Date Report Completed: 4/1440

Received by: Adel Alalwy Dean/Department Head