aun-qa self-assessment reportiqa.surat.psu.ac.th/backoffice/kcfinder/upload/files/aun-qa sar... ·...
TRANSCRIPT
AUN-QA
SELF-ASSESSMENT REPORT
(Version 2.0)
GRADUATE PROGRAMS IN BIOCHEMISTRY
(INTERNATIONAL PROGRAMS)
DEPARTMENT OF BIOCHEMISTRY,
FACULTY OF SCIENCE,
MAHIDOL UNIVERSITY
THAILAND
ii
(This page is intentionally left blank)
iii
LIST OF ABBREVIATIONS
AEC ASEAN Economic Community
AUN ASEAN University Network
B.Sc. Bachelor of Science degree
CAF Central Animal Facility at the Faculty of Science, Mahidol University
CDC Curriculum Development Committee
CIF Central Instrument Facility at the Faculty of Science, Mahidol University
CLOs Course Learning Outcomes
ELOs Expected Learning Outcomes
FGS Faculty of Graduate Studies, Mahidol University
FTE Full-Time Equivalent
Gbps Gigabit per second
GPA Grade Point Average
HR Human Resource
ISI ISI Web of Science by Thompson Reuters
IT Information Technology
IUBMB International Union of Biochemistry and Molecular Biology
LAN Local Area Network
MCQ Multiple-Choice Question
M.Sc. Master of Science degree
MUIT Division of Information Technology, Mahidol University
OBE Outcome-Based Education
OHEC Office of Higher Education Commission, Ministry of Education, Thailand
PA Performance Agreement
PE Performance Evaluation
Ph.D. Doctor of Philosophy degree
QA Quality Assurance
SAR Self-Assessment Report
TLA Teaching and Learning Approaches
TOEIC Test of English for International Communication
TQF Thailand Qualification Framework
TRF Thailand Research Fund
Wi-Fi Local area wireless computer networking technology
iv
TABLE OF CONTENTS
CONTENTS PAGE
LIST OF ABBREVIATIONS iii
TABLE OF CONTENTS iv
I. INTRODUCTION 1
Executive Summary 1
Organization of the Self-Assessment 1
Overview of the University, Faculty, Department 2
II. AUN CRITERIA REQUIREMENTS 5
1 Expected Learning Outcomes 5
2 Program Specification 9
3 Program Structure and Content 11
4 Teaching and Learning Approach 16
5 Student Assessment 17
6 Academic Staff Quality 18
7 Support Staff Quality 24
8 Student Quality and Support 28
9 Facilities and Infrastructure 32
10 Quality Enhancement 35
11 Output 39
SELF-ASSESSMENT SUMMARY 45
III. STRENGTH AND WEAKNESS ANALYSIS 49
Summary of Strengths 49
Summary of Weaknesses 49
Improvement Plans 50
IV. APPENDICES A01-A62
Appendix 1 – IUBMB A01
Appendix 2 – Past records of alumni employment (job classifications) A02
Appendix 3 – Program specifications for Ph.D. and M.Sc. degree programs A03
Appendix 4 – Course syllabi for required courses A15
Appendix 5 – Example of student guideline and assessment for seminar course A58
Appendix 6 – FTEs calculation A61
Appendix 7 – Example of rubrics assessment sheet for student interview A63
Appendix 8 – Comparative curricula outlines before and after 2012 revision A64
Appendix 9 – Student satisfaction toward teaching and learning facilities A66
Appendix 10 – Employer satisfaction survey results A67
1
I. INTRODUCTION
EXECUTIVE SUMMARY
Graduate Programs in Biochemistry, offered by Department of Biochemistry, Faculty of
Science, Mahidol University, is among the top education programs in Thailand. The program
has a long history since it first started in 1964 to offer M.Sc. degree. Doctoral degree was soon
offered in 1969. The original syllabus was initiated by a group of American academic staff,
via support from Rockefeller Foundation, setting the international standard for the program
since day one. The program has been continuously adjusted to increase the quality of graduate
students training and to keep up with up-to-date knowledge and technology in the field of
Biochemistry. Our excellence in graduate education training has been well recognized in the
country and was awarded the Best Institution for Promoting Science and Technology in
Thailand from Thailand Toray Science Foundation in 2010. We are the only department in
Thailand that is home for five Outstanding Scientists. The Outstanding Scientist award given
by the Foundation for the Promotion of Science and Technology under the Patronage of H.M.
the King is considered the most prestigious award for scientists in Thailand. Our alumni have
also been very successful and become key figures in further development of biochemical
education in other universities in Thailand. To our pride, Prof. Sopit Wongkham (Ph.D.
alumnus) was also awarded the Outstanding Scientist Award in 2013 for her excellence in
research. In addition to academia, our alumni also play influential roles in private sectors.
Educational wise, our graduate programs have been continuously adjusted every 3-5
years to make the curriculum structure comparable to similar academic programs offered in top
universities abroad. In 1989 when the International Union of Biochemistry and Molecular
Biology first launched the Standards for the Ph.D. Degree in Biochemistry and Molecular
Biology guideline, our programs promptly adopted such philosophy and applied to teaching
and learning processes of our graduate students. Thus, our master’s and doctoral degree
programs could be considered outcome-based education since then. Nevertheless, most of the
operations and activities in the past have not been well documented until 2012, when our
graduate programs were last revised to comply with Thailand Qualification Framework
announced and regulated by Ministry of Education. Such revised curricula, also referenced to
the latest standard guidelines published in 2011 by the IUBMB, have been applied to students
entered the program since 2013. In this report, conformations of our curricula and activities
with the AUN-QA criteria are described in the main body of the SAR with examples of key
evidences provided as Appendices.
ORGANIZATION OF THE SELF-ASSESSMENT
This SAR is consisted of 4 main parts – I. Introduction, II. AUN-QA Criteria
Requirements, III. Strength and Weakness Analysis and IV. Appendices. Introduction part
entails executive summary and overviews of the university, faculty and department. The AUN-
QA Criteria Requirements section is the main part portraying how our academic programs
comply with criteria required for accreditation. Strength and Weakness Analysis lastly
summarizes our own findings of the good points and rooms for improvement. Appendices, the
last part of this SAR provide key examples of evidences/documents in support of the criteria
2
justification. Should further evidences or documents be required, they can be provided during
the on-site visit.
OVERVIEW OF THE UNIVERSITY, FACULTY, DEPARTMENT
Mahidol University
Mahidol University has its origins in the establishment of Siriraj Hospital in 1888 by His
Majesty King Chulalongkorn (Rama V), and the hospital's medical school is the oldest
institution of higher learning in Thailand, granting its first medical degree in 1893. Later
becoming the University of Medical Sciences in 1943, Mahidol University was renamed with
great honor in 1969 by H.M. King Bhumibol Adulyadej , after his Royal Father, H.R.H Prince
Mahidol of Songkla , who is widely known as the 'Father of Modern Medicine and Public
Health in Thailand'. Mahidol University has since developed into one of the most prestigious
universities in Thailand, internationally known and recognized for the high caliber of research
and teaching by its faculty, and its outstanding achievements in teaching, research, international
academic collaboration and professional services. This diversified institution now offers top
quality programs in numerous social and cultural disciplines, including the most doctoral
programs of any institution in Thailand, yet has maintained its traditional excellence in
medicine and the sciences. Mahidol University has set its own vision and mission as following:
Vision: Mahidol University is determined to be a world-class university.
Mission: To excel in health, sciences, arts, and innovation with integrity for the betterment
of Thai society and the benefit of mankind.
Faculty of Science
The Faculty of Science was founded as a Premedical School in 1958 by Professor Dr.
Stang Mongkolsuk with the assistance of the Rockefeller Foundation and the Royal Thai
Government. The Premedical School later took the name of Faculty of Science, Mahidol
University in 1969. Currently, the Faculty of Science, Mahidol University has set its vision
and mission as following:
Vision: To be the world-class Science Faculty.
Mission: To produce graduates with knowledge and virtue, and research of international
quality.
Department of Biochemistry
Since its establishment in 1964 with the main support from the University Development
Program of the Rockefeller Foundation, the Department of Biochemistry at Faculty of Science,
Mahidol University has been recognized as a country’s leading institution in both teaching and
research in Biochemistry. The professional leaderships of Professor James S. Dinning and
Professor James A. Olson during the initial period of setting up the department have laid strong
foundation and marked the internationalization and excellence of today’s teaching and research
3
activities in biochemistry. During the past 4 decades, the department has gone from strength
to strength and has contributed productively towards graduate training and high quality
research in biochemistry. Since its establishment, the graduate programs offered by the
Department of Biochemistry at the Faculty of Science, Mahidol University has produced over
75 Ph.D. and about 365 M.Sc. graduates.
4
(This page is intentionally left blank)
5
II. AUN-QA CRITERIA REQUIREMENTS
1. EXPECTED LEARNING OUTCOMES
Programs’ expected learning outcomes (ELOs) are a set of achievements that students
must accomplish upon their graduation. Attainment of the ELOs is ensured by gradual
imprinting of the skills on the students through a series of coursework requirements and
research training of the programs along with verification via various assessment methods. The
current ELOs as well as curriculum structure of our Graduate Programs in Biochemistry,
consisting of both master’s and doctoral degree curricula, were formulated according to the
protocol briefly described as following:
Curriculum Revision Procedure
At least every 5 years, the Department of Biochemistry appoints a Curriculum
Development Committee (CDC) consisting of representatives of academic staffs within the
programs and at least 2 external committees from outside Mahidol University. The CDC drafts
the programs’ ELOs as well as program structure and specification in the TQF2 document
format by taking into consideration: 1) international standard guideline for doctoral degree in
biological sciences, 2) the feedbacks received from stakeholders and 3) the past record of our
graduates’ employment. The drafted curricula were presented to and approved by the
departmental staff meeting before submission to the Faculty of Graduate Studies (FGS). Once
submitted, FGS rechecks the documents to ensure that the revised curricula conformed with
TQF requirement before handing further to a Peer Review Committee appointed by Mahidol
University Council. Upon receiving comments from the Peer Review Committee, the CDC
makes further revision(s) and programs get final approval by Mahidol University Council.
According to the last curriculum revision process in 2012, ELOs of our graduate programs have
been formulated as illustrated in Table 1 below:
Table 1. ELOs of Graduate Programs in Biochemistry, Department of Biochemistry, Faculty of Science,
Mahidol University. The present curricula were last revised in 2012. Expected Learning Outcomes Bloom’s Taxonomy Level
1. Demonstrate proper ethical conduct for research and scientific professions. Cognitive/Procedural/Applying
2. Demonstrate effective English communication skills in both verbal and
writing. Cognitive/Procedural/Applying
3. Independently operate international-standard laboratory experiments in
biochemistry. Cognitive/Procedural/Applying
4. Translate frontier knowledge in biochemistry to other audiences. Cognitive/Conceptual/Understanding
5. Analyze scientific questions and research finding using theoretical
framework and principles in biochemistry to come up with rational
explanation or discussion.
Cognitive/Conceptual/Analyzing
6. Critically evaluate scientific merit of up-to-date biochemistry knowledge and
literature. Cognitive/Conceptual/Evaluating
7. Formulate a novel research proposal with scientifically-sound experimental
design. Cognitive/Metacognitive/Creating
8. Create new knowledge or concept in biochemistry in the form of
international research publication. Cognitive/ Metacognitive/Creating
6
ELO 1 to 4 are expected skills for our master’s degree graduates while the additional
three ELOs (5-8) are additional requirements that the doctoral students must achieve before
they complete their degree.
1.1 The expected learning outcomes have been clearly formulated and aligned with the
vision and mission of the university.
Both Mahidol University and the Faculty of Science share the same vision and mission
as ‘aiming to be a world-class institution by providing high-quality education and producing
international-standard research outputs.’ Such strong intents from the university and faculty
have been communicated to all students and staffs by several means including web site,
newsletter, orientation, etc. Our programs’ ELOs simply align well to those goals. Graduate
Programs in Biochemistry at the Faculty of Science, Mahidol University aim to produce
graduates with international-level of knowledge and skills in biochemical research. In doing
so, the program ELOs have been formulated by taking into account the “Standard for Doctoral
Degrees in the Molecular Biosciences” guidelines (latest revision was published in 2011)
recommended by the International Union of Biochemistry and Molecular Biology (IUBMB).
IUBMB is an internationally-recognized organization and this guideline has been commonly
accepted by major universities, associations and labor markets in around the world (see
Appendix 1 page A1). Alignment of our programs’ ELOs with the recommended standard
outcomes from IUBMB is further presented in Table 2. By achieving our programs’
internationally-standard-conforming ELOs, Ph.D. graduates can work as postdoctoral fellows,
academic staffs or researchers anywhere in the world while the M.Sc. graduates can further
continue their education at the doctoral level or be employed as a researcher/technician in
biochemistry, molecular biology or other related areas. Thus, our graduate programs’ ELOs
are clearly aligned with the vision/mission of the university.
7
Table 2 Alignment of IUBMB international standard guidelines with ELOs of our graduate programs in
biochemistry.
IUBMB Standard for Doctoral Degrees in the Molecular Biosciences Matched ELOs
1. The candidate should demonstrate a general knowledge of physics,
organic and physical chemistry, mathematics (including calculus,
probability and statistics), computer science, biology and cell
biology, genetics, biochemistry and molecular biology,
bioinformatics, the particular Molecular Bioscience, and good
knowledge of the topic of research.
ELO #4: Translate frontier knowledge in
biochemistry to other audiences.
ELO #5: Analyze scientific questions and
research finding using theoretical framework
and principles in biochemistry to come up
with rational explanation or discussion.
2. The candidate should be familiar with the research literature of the
particular Bioscience, should have the ability to keep abreast of
major developments and to acquire a working background in any
area.
ELO #6: Critically evaluate scientific merit
of up-to-date biochemistry knowledge and
literature.
3. The candidate should demonstrate skill in the recognition of
meaningful problems and questions for research in the particular
Bioscience.
ELO #7: Formulate a novel research
proposal with scientifically-sound
experimental design.
4. The candidate should possess technical skill in the laboratory,
including computational and mathematical manipulations.
ELO #3: Independently operate
international-standard laboratory
experiments in biochemistry.
5. The candidate should demonstrate the acquisition of oral, written and
visual communication skills.
ELO #2: Demonstrate effective English
communication skills in both verbal and
writing.
6. The candidate should demonstrate skill in designing experiments and
in conducting productive self-directed research.
ELO #7: Formulate a novel research
proposal with scientifically-sound
experimental design.
1.2 The expected learning outcomes cover both subject specific and generic (i.e.
transferable) learning outcomes.
Our expected learning outcomes can be differentiated into both subject-specific and
generic skills. Subject-specific outcomes are knowledges and skills exclusive to the field of
biochemistry. Generic learning outcomes, on the other hand, are common skills universal to
any subject area, such as problem-solving skills, communication, ethics, IT, leadership and
teamwork, etc. It is common around the world that for graduate education, especially at the
doctoral level, more emphasis are placed on generic or transferable skills. In many European
countries, doctoral graduates are awarded with just a Ph.D. degree (or equivalent) without
specifying any of the subject area. As our graduate programs were initiated by a group of
American professors, our curricula follow the US system: a combination of coursework and
research training. According to the terminology of generic and specific learning outcomes,
Table 3 demonstrate the classification of our programs’ ELOs into either generic or specific
skills.
8
Table 3. Classification of our graduate programs’ ELOs as generic or subject-specific learning outcomes.
Program ELOs Generic
ELOs
Subject-Specific
ELOs
1. Demonstrate proper ethical conduct for research and scientific professions. √
2. Demonstrate effective English communication skills in both verbal and writing. √
3. Independently operate international-standard laboratory experiments in
biochemistry. √
4. Translate frontier knowledge in biochemistry to other audiences. √
5. Analyze scientific questions and research finding using theoretical framework and
principles in biochemistry to come up with rational explanation or discussion. √
6. Critically evaluate scientific merit of up-to-date biochemistry knowledge and
literature. √
7. Formulate a novel research proposal with scientifically-sound experimental design. √
8. Create new knowledge or concept in biochemistry in the form of international
research publication. √
1.3 The expected learning outcomes clearly reflect the requirements of the stakeholders
During the process of revising our graduate curricula in 2012, feedbacks from various
stakeholders had been taken into consideration. We first defined our stakeholders as following:
1) academic staffs within the department/programs, 2) current students at that time, 3) alumni,
4) graduate employers and 5) Mahidol University. Opinions and comments from academic
staffs and current students were collected by brainstorming and interview, respectively.
Feedbacks/criticisms from alumni and employers were gathered from both questionnaires and
interview. Requirements of Mahidol University on our graduate programs were received in
the form of comments/feedbacks/suggestions from the Peer-Review Committee during the
curriculum development process (described earlier). The programs’ ELOs as well as program
specification were drafted by taking into consideration all feedbacks from stakeholders and the
past record of our graduates’ employment (Appendix 2, page A2). From the past record, most
of our master’s degree alumni (about 42%) continued their education at the doctoral level.
Those who entered the labor market, on the other hand, were employed as researchers (36%),
technical specialists/sales representatives in private sectors (18%) and as high school/college
teachers (4%). Thus, our master program was fundamentally designed to foster knowledge and
technical skills to the students. For doctoral alumni, on the other hand, more than 60% had
been employed as academic staffs in universities and colleges with major roles in both teaching
and research or researchers in research institutes in Thailand. A fewer numbers were employed
by private sectors as scientists in the research & development areas while some went abroad
for post-doctoral training. Thus, the ELOs and program structure for our doctoral curriculum
were specifically designed to produce graduates with international quality to match the demand
of the workforce markets. Table 4 below compares the program objectives (our term for
learning outcomes) of the 2009 curricula and the present ones.
9
Table 4. Comparison of the 2009 and 2012 (current) program learning outcomes.
2009 Program Objectives
After completion, the graduates must possess:
2012 Program ELOs
After completion, the graduates must be able to:
1. Knowledge in frontiers of biochemistry and molecular
biology, and related fields of biological science both in
theoretical and practical aspects with modern
methodology at the international level.
1. Demonstrate proper ethical conduct for research and
scientific professions.
2. Capability of researching for knowledge, experimental
planning, solving research problems and producing
quality research publications at the international level
2. Demonstrate effective English communication skills in
both verbal and writing.
3. Vision to ask important research questions and the
potential to conduct independent research that leads to
new findings
3. Independently operate international-standard laboratory
experiments in biochemistry.
4. Morality and research ethics, ability to pass on
knowledge in biochemistry and molecular biology to the
society with efficiency
4. Translate frontier knowledge in biochemistry to other
audiences.
5. Analyze scientific questions and research finding using
theoretical framework and principles in biochemistry to
come up with rational explanation or discussion.
6. Critically evaluate scientific merit of up-to-date
biochemistry knowledge and literature.
7. Formulate a novel research proposal with scientifically-
sound experimental design.
8. Create new knowledge or concept in biochemistry in the
form of international research publication.
Of all the gathered feedbacks, several key suggestions/requests have led to the
establishment of clearer and better learning outcomes when compared to the 2009 curricula.
For example, academic staffs and alumni made the same suggestions that more emphasis
should be made on training the communication skills, especially the writing aspect. Such
comment gave rise to ELO #2 of the current curricula that specifies the students’ ability to
communicate in both oral and written English. Table 5 summarizes the mapping of
stakeholders’ requirements and our graduate programs’ ELOs.
Table 5. Mapping of stakeholders’ requirements and our graduate programs’ ELOs. The symbol * indicates
that the ELO reflects the need of individual stakeholders. The symbol ** means that the particular ELO was
derived from emphasis suggested by the stakeholders.
Program ELOs Academic Staffs Current Students Alumni Employers Mahidol University
1 * * * ** *
2 ** * ** * *
3 * * * * *
4 * * * * *
5 * * ** * *
6 ** ** ** * *
7 ** ** ** ** *
8 ** ** ** * *
2. PROGRAM SPECIFICATION
In 2009, Office of Higher Education Commission (OHEC), Ministry of Education,
enforced the Outcome-Based Education (OBE) in Thailand in the form of Thailand
Qualifications Framework (TQF), which is the regulation that all academic programs must
follow. Our Graduate Programs in Biochemistry were subsequently revised in 2012 to comply
10
with the TQF requirement and the adjusted curricula were first applied to the students entering
the programs in the first semester of academic year 2013. Program structures and specifications
are portrayed in the official TQF2 documents (Program Specification, separately between
M.Sc. and Ph.D. programs) while course specifications are presented in the TQF3 documents
(Course Specification). As all the stated documents are written in Thai language while our
graduate programs are international programs, the Program Administrative Committees have
summarized and translated the essential information that all students must know into English
language. The English version of the program specifications for our doctoral and master’s
programs are presented in Appendix 3 (page A3) together with the syllabi (summarized and
translated forms of the TQF3 documents) of all required courses are presented in Appendix 4
(page A15).
2.1 The information in the program specification is comprehensive and up-to-date
As mentioned earlier, the detailed program specifications of our master’s and doctoral
curricula are originally presented in Thai language as the TQF2 documents that contain a lot
of information as legally required by the TQF regulation (>60 pages for M.Sc. program and
>80 pages for Ph.D. program). Our summarized version of the program specifications in
English (Appendix 3), or sometimes called “Student Manual”, are thus comprehensive and up-
to-date. This Student Manual are revised annually if certain areas of the specified information
need to be updated. Moreover, according to the TQF regulation, the Program Administrative
Committees must monitor and annually submit Program Reports (TQF7 documents) to the
University. In the TQF7 documents, the overall operations of the programs (both positive and
negative sides) are to be reviewed and described. Feedbacks from stakeholders, especially
students and academic staffs are also recorded and kept for the next curriculum revision period.
According to the rules regulated by Ministry of Education, the program curriculum must be
revised at least every 5 years of operation. By the time of this SAR, the Program
Administrative Committees are preparing for next round of curricula revision.
2.2 The information in the course specification is comprehensive and up-to-date
Similar to the program specifications, the course specifications are originally written in
Thai language in the form of TQF3 documents. Our course syllabi (see example in Appendix
4) are summarized and translated (from Thai to English) versions of the original documents
with only key important information presented. Thus, from an average of 8-10 pages of
information per TQF3 document, our course syllabi are about 2-4 pages long. Likewise, the
TQF regulation also requires that at the end of the semester, course coordinator and teaching
staffs must evaluate the teaching and learning as well as assessment processes of the course by
taking into accounts feedbacks from students. Strengths and weaknesses of the course are
noted for future improvement. The report for each course is to be submitted as a TQF5 –
Course Report document at the end of the semester. In the next academic year, new course
syllabi are drafted by incorporating the areas of improvement noted from the previous academic
year. Hence, it can be concluded that information in our course specifications (course syllabi)
are comprehensive and up-to-date.
11
2.3 The program and course specifications are communicated and made available to
the stakeholders
Both program and course specifications are always made available to all stakeholders, as
well as to prospective students, on the web site of the Department of Biochemistry, Faculty of
Science, Mahidol University at: http://www.sc.mahidol.ac.th/scbc. Every year, program and
course specifications are also communicated to new graduate students and staffs during new
student orientation.
3. PROGRAM STRUCTURE AND CONTENT
Contents and structures of our Graduate Program in Biochemistry are presented in more
detail in the Program Specification (see Appendix 3). Here, a brief overview of the program
structures and contents are explained. Noteworthy, our graduate programs have a unique
feature that incoming students can enter the programs at either master’s or doctoral level
depending on assessment outcome during the admission interview process. Later on along the
academic progression, students’ status can be switched from M.Sc. to Ph.D. or vice versa (for
those with bachelor’s degree background). Figure 1 illustrates the overall structures of our
graduate programs and the paths that students can go through from new entry to exiting the
programs. Prospective students with master’s degree background, including foreign students,
have only one path to take, which is the doctoral program from M.Sc. (see Figure 1). Students
with bachelor’s degree background, on the other hand, have two choices. They either enter the
master’s degree program or the doctoral program from B.Sc. depending on their credential and
background knowledge assessed during the interview process. As it is difficult to make
thorough assessment of international students with bachelor’s degree background (even via
online or phone interview), they are only allowed to enter the M.Sc. program. After one
semester of study, any master’s degree students, if desire, can request to switch to the doctoral
program from B.Sc. To allow seamless transition, our program structures and contents,
therefore, were designed to facilitate such feature. During the first academic year, our master’s
and doctoral (from B.Sc.) programs share the same required courses (with minor difference in
the credit number of elective courses). Differentiation in the master’s and doctoral curricula
starts on the second year that the master’s students proceed to the seminar courses and thesis
research. The doctoral students, instead, are assessed for their achievement of ELO #5 via a
qualifying examination and are further trained in a Ph.D.-exclusive course (SCBC 613) to
foster the skills described in ELO 6 and 7. Failure to pass the qualifying examination (cannot
attain ELO 5) will result in the students being shifted down to the master’s degree program or
being terminated from the program (for students with M.Sc. background who do not wish to
obtain another master’s degree). Before the students can proceed with their graduate research,
they must present thesis/dissertation proposal for approval by the committee. Once the
proposal is approved, the Thesis/Dissertation Advisory Committee will be appointed to provide
guidance and monitor the student progress on their research. Upon completion of the research
project with output achievement required by the programs, graduate students have to write and
orally defend their thesis/dissertation, all in English language. By passing all the requirements,
students are awarded their degree.
12
Figure 1. Diagram showing the structure of our master’s and doctoral programs with the paths that students can
go through, from application process toward completion or termination of the degree.
3.1 The curriculum is designed based on constructive alignment with the expected
learning outcomes
All the coursework as well as non-coursework activities within each curriculum have
been designed to contribute, at least in part, to students’ achievement of program ELOs. By
integrating all teaching and learning processes along with non-coursework activities, all ELOs
can be achieved. Table 6 illustrates the alignment of program ELOs and the contribution of
individual courses. Table 7 further presents the assessment and key indicators for determining
students’ achievement of programs’ ELOs.
13
Table 6. Matrix displaying contribution of individual required courses (plus one recommended elective
course) toward achievement of program learning outcomes. Detail mapping of each course learning outcome with
the programs’ ELOs is presented in Appendix 4 page A15 – A57.
Coursework / Activities Expected Learning Outcomes
Code Course Name Credits 1 2 3 4 5 6 7 8
Basic Courses
SCID 500 Cell and Molecular Biology* 3
Intermediate Courses
SCID 502 Cell Science 2
SCID 506 Concepts of Molecular Bioscience 2
SCID 508 Biomolecular and Spectroscopy Techniques 1
SCID 509 Separation Techniques 1
SCID 511 Gene Technology 1
SCID 518 Generic Skills in Science Research 1
Advanced Courses/Activities
SCBC 604 Biochemistry Seminar I 1
SCBC 606 Biochemistry Seminar II 1
SCBC 609 Structure and Mechanism of Enzymes 2
SCBC 610 Modern Metabolism 2
SCBC 611 Current Protocols in Biomolecular Research 1
SCBC 613 Advanced Skills in Biochemical Research 3
SCBC 614 Advanced Biochemistry Seminar I 1
SCBC 615 Advanced Biochemistry Seminar II 1
SCBC 616 Advanced Biochemistry Seminar III 1
SCBC 698 Thesis (master’s degree) 12
SCBC 699 Dissertation (doctoral degree from M.Sc.) 36
SCBC 799 Dissertation (doctoral degree from B.Sc.) 48
Course outcomes, contents, teaching and learning approaches of this course are fully aligned with the ELO.
Course outcomes, contents, teaching and learning approaches of this course are partially aligned with the ELO at the intermediate level. Course outcomes, contents, teaching and learning approaches of this course are partially aligned with the ELO at the basic level. * Recommended elective course
14
Table 7. Assessment methods and key achievement indicators for assurance of students’ attainment of the
program ELOs.
Program ELOs Teaching and Learning
Process Assessment Methods
Achievement
Indicators
1. Demonstrate proper ethical
conduct for research and
scientific professions.
Lecture/training
Learn by example
Anti-plagiarism check
for written assignment
and thesis/dissertation
Research monitoring/lab
meeting
Pass the anti-
plagiarism check
No ethical
misconduct
2. Demonstrate effective
English communication
skills in both verbal and
writing.
Lecture
Written assignment
Seminar/oral presentation
Small group discussion
Lab meeting
Attending conferences or
symposia
Witten thesis/dissertation
or publication
Seminar assessment
rubric
Oral thesis/dissertation
defense
Effective
communication skills
for seminar/oral
presentations and
thesis defense
3. Independently operate
international-standard
laboratory experiments in
biochemistry.
Research training in the
laboratory
Self-conducting of
research experiments
Progress report
assessment rubric
Research data and
outputs
Research
monitoring/group
meeting
Satisfying progress
report
Quality of research
outputs/data
Ability to
independently
conduct research
experiment
4. Translate frontier
knowledge in biochemistry
to other audiences.
Lecture
Assignment/reports
Seminar/oral presentation
Thesis/dissertation
writing
Written examination
Assignment grading
Rubric assessment for
seminar/oral presentation
Q&A
Ability to explain
fundamental
knowledge to
audience
Ability to answer
scientific questions
5. Analyze scientific
questions and research
finding using theoretical
framework and principles
in biochemistry to come up
with rational explanation or
discussion.
Lecture
Group discussion
Assignment/reports
Seminar
Thesis/dissertation
writing
Qualifying examination
Discussion of results in
thesis/dissertation or
publication
Lab meeting
Q&A
Pass the qualifying
examination
Rational discussions
in thesis/dissertation,
seminar or research
publication
6. Critically evaluate
scientific merit of up-to-
date biochemistry
knowledge and literature.
Seminar
Group discussion
Lab meeting
Assignment
Assessment rubrics
Q&A
Proposal presentation
Approved research
proposal
7. Formulate a novel research
proposal with
scientifically-sound
experimental design.
Mock grant proposal
Written research proposal
Seminar
Lab meeting
Assessment rubrics
Progress report
Proposal presentation
Q&A
Approved research
proposal
Satisfying progress
report
8. Create new knowledge or
concept in biochemistry in
the form of international
research publication.
Thesis/dissertation
research
Lab meeting
Peer review process for
journal submission
Progress report
Q&A
Thesis defense
International research
publication
15
3.2 The contribution made by each course to achieve the expected learning outcomes is
clear
As presented in Table 6 above, each courses and non-coursework activities contribute at
least partially toward achievement of the program ELOs. Detail for the alignment of the course
objectives and contents with the program ELOs is also available in the course syllabus (see
example in Appendix 4 page A15). It can be discerned from the Table 6 that the key learning
processes contributing to achievement of the program ELOs are thesis and dissertation
research. Thesis/dissertation allow students to have a hand-on research experience, which is
internationally standard way of higher education in science.
3.3 The curriculum is logically structured, sequenced, integrated and up-to-date
The present curricula are up-to-date as of the last revision in 2012. Nevertheless,
improvement on missing/unclear information and/or minor change in strategic plans are made
annually. Such adjustments are communicated to students and other stakeholders in terms of
revised Student Manual or course syllabi on the departmental web site
(http://www.sc.mahidol.ac.th/scbc). As described earlier in this criteria, our curricula offer
multiple paths for student entry and switching of the status can be made during the educational
time frame whether to go for master’s or doctoral degree. The coursework and non-coursework
activities are structured from basic fundamental to intermediate and advanced courses (see
detail in Appendix 3). Briefly, our master’s program emphasizes on providing core knowledge
and technical skills in biochemistry to our students while the doctoral program adds extra
competencies unique for Ph.D. graduates. Per se, the program structures were designed in a
way that courses in the first year for both master’s and doctoral curricula, especially those with
bachelor’s degree background, are virtually the same. The coursework is arranged as modules
from basic to advanced courses; the basic courses start and finish before the more advanced
courses begin. SCID 500 Cell and Molecular Biology is the first and only basic intensive
course recommended to all students as an elective course. It allows students from different
backgrounds to adjust and adapt themselves to teaching and learning styles of graduate
education (international programs) at the Faculty of Science, Mahidol University. The
subsequent intermediate courses cover more in-depth knowledge in the discipline. Certain
generic ELOs are gradually imprinted on the students in several courses. Once the master
students complete the first year, more advanced laboratory skills as well as instillation of the
generic ELOs are attained by seminar courses and thesis research on the second year. For
doctoral students, instead, the additional unique competencies as well as the generic ELOs are
accomplished by extra coursework trainings offered from the second year onward.
Doctoral students who graduated from our own master’s degree program have already
passed the same courses as those with bachelor’s degree background. As a results, they are
only required for 6 credits of elective courses in the first academic year. From the second year
onward, they undergo the same training for doctoral degree-specific competencies. Doctoral
students with master’s degree background from other institutions, although having the same
credit requirements as those graduated from our master’s program, are recommended to take
the core courses mandatory for taking the qualifying examination in the second year to ensure
of achieving the same level of knowledge. Qualifying examination, taken in the first semester
16
of 2nd year doctoral program, is an assessment method to ensure that the doctoral students have
achieved or gained ability to analyze scientific/research questions and apply their in-depth
knowledge in biochemistry to address such problems (ELO 5). The Advanced Skills in
Biochemical Research (SCBC 613) offered in the second year is responsible for strengthening
the core competencies of the doctoral graduates by allowing the students to practice on ethical
awareness, critical thinking, survey and critically review literature, formulation of research
questions and hypotheses, experimental design, grant proposal writing as well as
communicating the proposal as a frontier seminar, which are skills on ELO 6 and 7 of the
program. Advanced Biochemistry Seminars (SCBC 614, 615 and 616) further emphasize these
skills through a series of seminar presentations, questions and answers etc. Thesis/dissertation
writing and defense are the very last activity to assess the students’ learning outcomes.
4. TEACHING AND LEARNING APPROACH
4.1 The educational philosophy is well articulated and communicated to all
stakeholders
Program educational philosophy is always presented in the Program Specifications (see
Appendix 3 on page A3) and is available on the web site of the Department of Biochemistry,
Faculty of Science, Mahidol University at http://www.sc.mahidol.ac.th/scbc.
4.2 Teaching and learning activities are constructively aligned to achievement of the
learning outcomes
Our graduate programs employ several teaching and learning strategies to ensure the
achievement of both CLOs and ELOs (see Table 6 and 7 in Criteria 3). For courses that
emphasize on cognitive knowledge leading to achievement of ELO 4 and 5, lectures are the
main teaching approach. To train students with ability to integrate, translate and apply the
knowledge, several courses also employ small group discussions/presentations on frontier
scientific publications (distributed before class as reading assignments) with leading questions
or a set of scientific problems to promote the application of basic knowledge gained from in-
class lectures. Seminars are also another type of learning activity that promote achievement of
several programs’ ELOs. They allow students to read papers, critically evaluate and present
their overall impression of the story via oral presentation. Ultimately, all students must conduct
either a master or doctoral thesis/dissertation, the process of which strengthens their
knowledge, skills and life-long experience. Summary of the curriculum mapping, which
demonstrates the alignment between each coursework and the program ELOs is presented in
Table 6 in the Criteria 3.1. A full alignment between CLOs and programs’ ELOs along with
teaching and learning strategy is also listed in the course syllabi shown in Appendix 4 page
A15 (Course Specifications).
4.3 Teaching and learning activities enhance life-long learning
Our graduate curricula follow typical international science education program in
promoting life-long learning experiences. The important part in both the Master of Science
17
and Doctor of Philosophy Program in Biochemistry we are offering is the thesis/dissertation.
Students registering thesis/dissertation have to conduct master or doctoral research under
supervision of a group of advisory committees. The difference between master’s thesis and
doctoral dissertation is the nature and depth of the research topic assigned to the students.
Master’s degree students are expected to independently perform a set of experiments to answer
specific research questions typically assigned by the major advisor. Along the line, they have
to make adequate planning for the experimental procedure and are able to, with the guidance
of the committee, solve any technical problems that may arise. Output of master’s research is
expected to be, as a minimum, a peer-reviewed national conference proceeding papers
published in English language. Doctoral dissertation, instead, put more emphasis on the ability
of students to develop their own research hypotheses from a literature review and plan their
research strategies to tackle such research questions. The research output of the doctoral
dissertation, thus, has to be a peer-reviewed publication in international journal, indexed by
Scopus or ISI, with the student’s name listed as the first author along with the major advisor’s
name anywhere in the list of authors, fulfilling the ELO #8.
During the time of conducting the thesis/dissertation research, students’ progress is
continuously monitored by the advisory committee through regular lab/group meeting, journal
clubs and progress report. Appropriate guidance and training are unremittingly given. Through
the thesis/dissertation project, students can achieve various skills in research competencies as
well as developing interpersonal communication and team-working skills with fellow
students/researchers in the same laboratory. Ethical awareness are also enforced and monitored
by the major advisor and advisory committee. All these skills attained by the students are life-
long and also contribute to the accomplishment of the programs’ ELOs.
5. STUDENT ASSESSMENT
5.1 The student assessments are constructively aligned to the achievement of the
expected learning outcomes
Students’ achievement of programs’ ELOs are continuously assessed from time to time
during the study period. Accomplishments of CLOs, which in turn aligned with the programs’
ELOs, are assessed by individual courses. The programs also employ none-coursework
assessments such as progress report (every semester), qualifying examination (on the second
year and only for doctoral program), thesis/dissertation writing and defense, etc. Overall
summary of the assessment schemes employed throughout the program duration is presented
earlier in Table 7 presented in Criteria 3 above.
5.2 The student assessments including timelines, methods, regulations, weight
distribution, rubrics and grading are explicit and communicated to students
Student assessments including timelines, methods, regulations, weight distribution,
rubrics and grading criteria are explicitly described in the program specifications (Appendix 3
page A3) as well as in the course syllabus distributed to all students at the beginning of the
semester/course (see example in Appendix 4, page A15). Timeline for non-coursework
assessments such as qualifying examination, thesis/dissertation proposal presentation and
18
defense, etc. are also addressed during new student orientation. In addition, the course syllabus
for individual courses are made available online at the Department of Biochemistry web site
(http://www.sc.mahidol.ac.th/scbc) for students and other stakeholders.
5.3 Methods including assessment rubrics and marking schemes are used to ensure
validity, reliability and fairness of student assessment
All assessments conducted by the programs use standardized methods to ensure validity,
reliability and fairness of student evaluation. For knowledge-based courses, assessments are
typically in the form of written examination (essay questions). The only exception is SCID
500 Cell and Molecular Biology that the exam questions are MCQs because it is the basic
intensive course intended for adjustment of student backgrounds. Before grading of the essay
examination, instructors come up with the answer key and marking schemes. For evaluation
of soft skills, assessment rubrics are used. Example of the guidelines and rubrics used for
assessing student seminar is presented in Appendix 5 on page A58. In 2016, our graduate
programs have introduced more assessment rubrics to cover students’ progress report,
thesis/dissertation defense.
5.4 Feedback of student assessment is timely and helps to improve learning
Several of our courses, especially those emphasizing soft skill competencies, provide
immediate feedbacks to students for improvement. For examples, in the seminar courses,
feedbacks on the strengths and weaknesses of students’ presentations are made in both verbal
and written comments at the end of the seminar. Similar approaches are implemented for
certain courses that have group assignments, small group discussion or group report
presentation by students. Progress report conducted every semester also allow assessment of
students’ progression on their thesis/dissertation research. Immediate feedback/comments on
certain aspects of the research or technical problems are provided to the students
5.5 Students have ready access to appeal procedure
General student appeal procedure follows the rules of Mahidol University (http://www.grad.mahidol.ac.th/grad/complain/HelpLogin.php?lang=en). Specific appeals
regarding the coursework or course assessment can be made directly to the instructor and/or
course coordinators (as explicitly stated in the course syllabus (see example in Appendix 4
page A15) as well as to the program director.
6. ACADEMIC STAFF QUALITY
Academic staffs in our graduate programs are of international-level quality. All staff
members, from the past to present, have always been active in conducting research in the field
of biochemistry. Together with student training in thesis/dissertation research, our staffs have
published a lot of research articles in well-respected international peer-reviewed journals
annually. Information on the research areas operating by our academic staffs as well as
complete lists of publication outputs, please visit http://www.sc.mahidol.ac.th/scbc. Quality of
19
our staff members is also reflected by numerous awards given by both local and international
organizations (complete list of awards and honors won by our academic staff members is
available at http://www.sc.mahidol.ac.th/scbc/award.htm.) Intriguingly, five of our professors
have won “Outstanding Scientist Award” from the Foundation for the Promotion of Science
and Technology under the Patronage of H.M. the King, which is the most prestigious award
for scientists in Thailand. Other major national-level awards received by our academic staffs
include: 5 Thailand Outstanding Researcher Awards, 4 TRF Senior Research Scholars, 4
Thailand Young Scientist Awards, etc. In addition to the awards, many of our academic staff
members also serve as editorial board and/or reviewer for international-quality journals,
including Journal of Biological Chemistry as an example. Every year, our academic staffs are
invited to deliver oral presentations at various international conference.
6.1 Academic staff planning (considering succession, promotion, re-deployment,
termination and retirement) is carried out to fulfill the needs for education, research
and service
To ensure smooth continuity on operation of our academic programs, academic staff
planning have perpetually been performed. Regulation on new staff procurement is governed
by the Faculty of Science and Mahidol University. The HR Unit of the Administrative and
Clerical Division at the Faculty of Science constantly keep tracks and perform analysis on
workforce capability and capacity needs. Workforce capacity is determined annually by the
availability of positions while competency is defined by expertise needed by current and future
curricula. Demand of new staff(s) is/are requested by individual departments/units to the Dean
and compiled by the HR Unit. Approval of new staff acquisition is considered from current
and future workload of the departments/academic programs, student to staff ratio, students’ and
customers’ requirements and expectations, present and prospective required core
competencies, etc. The Faculty of Science has set the target that the students to staffs ratio of
graduate programs should not exceed 5:1. Individual departments/units are responsible for
arranging the initial staff selection process before submitting the candidate’s profile to the
Faculty of Science for preapproval by the Academic Staff Recruitment Committee. Final
approval of new staff hiring is carried out by Mahidol University.
At the departmental level, the Department of Biochemistry regularly keeps track of our
academic staffs in terms of teaching load, staff to student ratio, research activities, promotion,
retirement date (retirement age of 60), etc. The following circumstances are considered a
trigger for arranging a new staff acquisition process: 1) there is academic staff retiring in the
next 3-5 years; 2) the staff to student ratio is beyond the limit regulated by the Faculty of
Science or by the Faculty of Graduate Studies due to excessive demands of incoming students;
3) new areas of research or teaching topics is needed according to the advancement of scientific
knowledge in the field, etc. Once granted the permission by the Faculty of Science, the
Department of Biochemistry (via monthly staff meeting) screens candidates’ curriculum vita
for their track record in terms of research competency. Candidates are then invited to give a
seminar on their research work, during which prospective staffs’ performances in terms of
communication skills, ability to deliver knowledge to the audience as well as question-
answering ability etc. are assessed (using rubric). Other areas of credentials including
20
personality and ethical awareness are determined by direct interview and conversion after the
seminar. Verdict is made in the departmental staff meeting before submitting the candidate’s
profile to the Faculty of Science and Mahidol University for approval.
In term of staff promotion, the departmental chairperson always monitor track records of
our academic staffs’ research outputs. Once the merit, as regulated by Mahidol University, is
reached, that particular staff is encouraged to submit an application for academic promotion:
from lecturer to assistant professor to associate professor and to a full professor.
6.2 Staff to student ratio and workload are measured and monitored to improve quality
of education, research and service
Staff to student ratio and workloads are constantly monitored by the Program
Administrative Committees to ensure optimum quality of educational training. As regulated
by the Ministry of Education Announcement titled “Standard Criteria for Graduate Studies
2005,” and Regulation on Graduate Education of Mahidol University, the staff to student ratio
must not exceed 5:1. Our graduate programs follow the regulation and try to maintain such
ratio. In projection of increasing student intakes, new staff members were recruited since 2011.
Qualification, number of academic staffs and their workloads are presented in Table 8 while
the staff-to-student ratio is shown in Table 9.
Table 8. Table illustrating qualification, numbers and workload (FTEs) of academic staffs within the Graduate
Programs in Biochemistry at the Faculty of Science, Mahidol University, as of academic year 2015.
Category M F Total
Percentage of Ph.D. Headcounts FTEs*
Professor 1 3 4 4 100
Associate Professor 3 4 7 7 100
Assistant Professor 3 1 4 4 100
Lecturer 2 4 6 6 100
Total 9 12 21 21 100
*FTE calculation is presented in more detail in Appendix 6 page A61.
Table 9. Table illustrating staff to student ratio of the Graduate Programs in Biochemistry at the Faculty of
Science, Mahidol University, during the last 5 years.
Academic Year Total FTEs of
Academic Staffs
Total FTEs of
Students*
Staff-to-Student
Ratio
2011 16 50.3 1 to 3.1
2012 19 62.5 1 to 3.3
2013 20 68.0 1 to 3.4
2014 20 77.5 1 to 3.9
2015 20 92.1 1 to 4.6
*FTE calculation is presented in more detail in Appendix 6 page A61.
21
6.3 Recruitment and selection criteria including ethics and academic freedom for
appointment, deployment and promotion are determined and communicated
Recruitment and selection criteria are conveyed to candidate individually by any mean
of communication, i.e. email, verbal, etc. This is because every year, the Department of
Biochemistry receives a lot of applications/inquiries from various candidates for academic staff
position. Every application is thoroughly screened in the monthly staff meeting and, if the
candidates’ profile show sufficient competency together with the department is in need of a
new academic staff, the request is submitted to the Faculty of Science for allocation of staff
position. Selection process is then carried on as described in the section 6.1 above. Once
employed, the new staff has academic freedom to do his/her own research of choice.
Deployment and distribution of teaching loads for academic staffs within the department is
assigned by individual course by looking at the staffs’ educational background. The monthly
staff meeting help ensure that teaching loads are equally distributed among academic staffs.
Staff promotion tracks of academic titles as regulated by the university, from lecturer to
assistant professor to associate professor and to a full professor, are often communicated at
both the university level, the Faculty of Science level and at the departmental level.
6.4 Competences of academic staff are identified and evaluated
Teaching and research competencies of academic staffs are identified during the selection
process before joining the department. In addition to a strong track record of research, potential
contribution of prospective staff toward teaching topics is also determined. Teaching
competence of academic staffs are evaluated every semester via students’ feedback on the
overall course and individual instructors. Research competency is simply monitored by
publication outputs for each staff. A grace period is given to newly-recruited staffs as settling
a new research laboratory usually takes a few years to generate the first research output.
Moreover, the university and the Faculty of Science also enforce systems called Performance
Agreement (PA) and Performance Evaluation (PE). PA is a promise that academic staffs make
to the department each year regarding the job responsibility and outputs. The department can
then compile the target achievements from the academic staffs to come up with a PA with the
Faculty of Science; the latter, in turn, make a promise to Mahidol University. PE is the actual
evaluation process to determined staffs’ performance. Before PE of any academic year, the
departmental staff meeting comes up with a consensus evaluation criteria to be used by taking
into account glitches and problems faced during staff evaluation in the previous year.
6.5 Training and developmental needs of academic staff are identified and activities are
implemented to fulfill them
It is typical that newly recruited staffs do not understand rules, regulation, expected
responsibility, promotion tracks, teaching philosophy, etc. Mahidol University each year
organizes workshops to train/educate/provide young staffs with such information. This is to
ensure that educational philosophy of the university is deployed directly to the staffs. Over the
past couple of years, Mahidol University has focused on training outcome-based education
(OBE) to new academic staffs during the annual workshop. Important aspects including the
22
formulation of course learning outcomes, teaching and assessment strategies, etc. are provided.
The Faculty of Science also offer similar retreat or workshop for new staffs but rather focuses
on providing guidance for research grant hunting or helping setup research collaboration.
Beginning in 2016, an annual workshop on OBE similar to that provided by the Mahidol
University, is organized by the Faculty of Science for existing academic staffs who need to
refresh their understanding on OBE concepts. Our graduate programs also provide orientation
to new staffs on our graduate programs by the program director.
All of our academic staffs actively conduct research and teaching in the area of
biochemistry. Similar to any academic program in science around the world, learning of new
knowledge and strengthening research competencies of academic staffs can be achieved by
allowing staffs to attend scientific conference, especially the international meeting. The
Department of Biochemistry offer financial support to allow all academic staffs to attend
national-level meeting once a year (individual staffs select their own conference of choice).
For international conferences, the department together with Faculty of Science as well as
Faculty of Graduate Studies offer partial travel grant for the academic staffs to attend. Number
of available travel grant, depending on the available budget, is determine each year by the staff
meeting.
6.6 Performance management including rewards and recognition is implemented to
motivate and support education, research and service
The Department of Biochemistry, the Faculty of Science and Mahidol University realize
that rewards and recognition play a key role in motivating academic staffs. Every year,
Mahidol University announces many awards in recognition of academic staffs who devote
themselves to the best of their duties, primarily teaching and research. Examples of such
awards include: Mahidol University Prize for Excellence in Research, Mahidol University
Prize for Excellence in Teaching, Outstanding Lecturer Award from Council of Mahidol
University Faculty Senates, etc. In concurrent with Mahidol University, the Faculty of Science
also announces, annually, Outstanding Staff Award in recognition of academic and supporting
staffs with distinguished performances. Also available is a Publication Reward for academic
staffs who publish research outputs in good-quality international journals indexed by
respectable database, such as Scopus or ISI. The reward is in the form of prize money, the
amount of which depends on the quality of the article and staffs’ role in the authorship. In
addition to the prize money, academic staffs with qualified publication records are also eligible
for promotion from lecturer to assistant professor to associate professor and to the full
professor, the process of which follows rules and regulations of Mahidol University. Detail on
the criteria and guideline for the academic promotion by Mahidol University can be viewed at
http://www.op.mahidol.ac.th/orpr/newhrsite/HREng/careerpath/careerpath.html. To facilitate
the academic promotion processes, the Faculty of Science offers a proofing service for the
required documents/paperwork to ensure high success rate of the applications.
Our Graduate Programs in Biochemistry also offer special rewards for academic staffs
who provide quality mentorship to our own graduate students. Staffs who could guide any
master’s degree student to graduate within 2.5 years or within 3 years with international would
receive a cash reward of 10,000 baht (the student also receives another 10,000 baht). For
23
* Krungkrai et al. (2008) Biochemistry research in Thailand: present status and foresight studies. ScienceAsia 34: 1-6. Summary: In average from 1998-2005, academic staffs and researchers in biochemistry area published about 0.5 paper/head/year. Projection toward 2010 suggested that
the average number could be 1.0 paper/head/year.
guiding doctoral students to finish their degree within 4 years, the staff and student are
rewarded with a cash of 15,000 baht. In addition, the department also makes fund available to
help pay a page-charge for staffs who could publish their research output in the high-quality
journal (impact factor > 10, for example).
6.7 The types and quantity of research activities by academic staff are established,
monitored and benchmarked for improvement
The Department of Biochemistry always keeps track of research activities of academic
staffs. Research grants and publication outputs are parts of the PE criteria. Status of research
output in terms of international publications is reported monthly in the staff meeting. Summary
of the number of international publications by academic staffs for each academic year is
presented in Table 10 (detail list of publication is also available on the departmental web site
at http://www.sc.mahidol.ac.th/scbc).
Table 10. Number of research output as international publications of academic staffs within the Graduate
Programs in Biochemistry at the Faculty of Science, Mahidol University, in the last 5 years.
Academic
Year
Number of International Publications
by Academic Staffs
Number of Active
Academic Staffs
No. of Publications
per Academic Staff
2011 44 16 2.75
2012 43 19 2.26
2013 41 20 2.05
2014 36 20 1.80
2015 48 21 2.29
In terms of benchmarking, obtaining a comparable information is crucial. As the
graduate education in life science, especially at the doctoral level, has a very small and unique
niche with very limited number of student intake each year, it is uncommon that to publish the
complete key operating data of the program. The available information on the internet rather
exists in bits and pieces. Hence, without a comparable data from a similar graduate program,
we can only benchmark our performance with the target KPI of Mahidol University
(https://goo.gl/6IejG9). For research publication per head of academic staff, Mahidol
University has set a target of achieving 0.8 papers/staff by the year 2019. In average (5-years
record), our academic staffs have published about 2.23 international publications/head/year.
This number alone already exceeds the expectation set by the university and can be considered
as the best performance among similar types of graduate programs or education institutions in
Thailand.* Nevertheless, our graduate programs are aware that to better propel the
mission/vision of the university, increasing the research productivity beyond the ratio of 2.23
papers per staff should be challenged. A variety of strategies have been implemented to help
facilitate young staffs recruited recently to start up their research as fast as possible. For
example, the department has divided research activities into different clusters and encourages
staffs whose research interests could blend in together to collaborate and exchange
complementary expertise. More senior faculty can then serve as a mentor for junior faculty.
In terms of equipment needs, the department also helps subsidize purchase of small instruments
24
required by the young staffs. The Faculty of Science also provides a variety of research funding
and start-up grants for new academic staffs.
Not only the number that counts, the Department of Biochemistry and Mahidol
University also share a view that quality of research publication is also important. According
to recent ranking by Thailand Research Fund (TRF), our Department of Biochemistry, Faculty
of Science, Mahidol University was ranked #1 in Thailand for biochemistry field based on
research competencies of academic staffs. We have been awarded a 6-million-baht grant to
strengthen our research capability, with the of having more publications in Q1 and Q2 of
journal ranking.
7. SUPPORT STAFF QUALITY
Besides academic staffs, supporting staffs are equally important to fulfill the educational
goal of our graduate programs. The Department of Biochemistry, the Faculty of Science and
Mahidol University together help monitor and make adequate plans regarding supporting
workforces. Number and competency of staffs involved in each missions and plans are
examined annually by both the HR Unit of the Administrative and Clerical Division, Faculty
of Science and by individual units/departments including Department of Biochemistry. Table
11 – 14 below summarize the current numbers and competencies of supporting staffs associated
with key facilities that play important roles in operation of our graduate programs such as
library, laboratory, IT and student services.
Table 11. Number of laboratory supporting staffs and their educational background at both departmental level
and the Faculty of Science level along with their relevance toward the programs’ teaching and learning approaches
(TLA).
Affiliation of
Laboratory Personnel
Highest Educational Attainment Total
Relevance to
Program TLA High School Bachelor’s Master’s Doctoral
Department of
Biochemistry 0 2 2 1 5
Student training,
technical guidance,
equipment custodian
Faculty of Science:
Central Instrument
Facility or CIF2
0 1 5 0 6
Equipment
custodian, technical
guidance, laboratory
services
Total 0 3 7 1 11
1 See http://www.sc.mahidol.ac.th/scbc/staff.htm for list of scientists at the Department of Biochemistry 2 See http://www.sc.mahidol.ac.th/scre/CIF/staff.htm for list of staffs at the Central Instrument Facility
Table 12. Number of library supporting staffs and their educational background at the Stang Mongkolsuk
Library, Faculty of Science along with their relevance toward the programs’ TLA.
Affiliation of
Library Personnel
Highest Educational Attainment
Total Relevance to Program
TLA High
School Bachelor’s Master’s Doctoral
Stang Mongkolsuk
Library1 2 6 6 0 14
Book search and loan,
journal and database
search 1 See http://stang.sc.mahidol.ac.th/eng/about/staff.htm for list of library staffs at the Stang Mongkolsuk Library.
25
Table 13. Number of IT supporting staffs and their educational background at the Faculty of Science along with
their relevance toward the programs’ TLA.
Affiliation of IT
Personnel
Highest Educational Attainment
Total Relevance to Program TLA High
School Bachelor’s Master’s Doctoral
Stang Mongkolsuk
Library1 0 4 2 0 6
Electronic resources and
technical advices: eBooks,
eJournals, eLibrary,
eDatabase, software training,
IT training and seminar
System
Development and
Technology
Division2
0 4 4 0 8
Computer software and
hardware technical services,
network services, IT
consultant, computer
laboratory services
Total 0 8 6 0 14 1 See http://stang.sc.mahidol.ac.th/eng/about/staff.htm for list of IT staffs at the Stang Mongkolsuk Library. 2 See http://www.sc.mahidol.ac.th/scsosd/index.php/about-us/2013-02-21-20-28-44 for list of IT staffs at the
System Development and Technology Division
Table 14. Number of student affair personnel and their educational background at both the Department of
Biochemistry and at the Faculty of Science along with their relevance toward the programs’ TLA.
Affiliation of
Student
Service
Personnel
Highest Educational Attainment
Total Relevance to Program TLA High
School Bachelor Master’s Doctoral
Department of
Biochemistry1 2 4 0 0 6
One stop services (help facilitate
processes and documentations with
other responsible units i.e.
Graduate Education Units, Faculty
of Graduate Studies, Research
Division, etc.), general services
(glassware and space cleanup, etc.)
Faculty of
Science:
Graduate
Education
Unit2
0 1 2 0 3
Scholarship and financial support,
teaching and learning of multi-
disciplinary courses, eLearning,
student database, facilitating
official documents and
communication with Faculty of
Graduate Studies, hosting chemical
and biosafety training, students’
feedback and evaluations
Total 2 5 2 0 9
1 See http://www.sc.mahidol.ac.th/scbc/staff.htm for list of supporting staffs at the Department of Biochemistry 2 See http://www.sc.mahidol.ac.th/scmd/index.php/about-as/personel-of-graduate-division for list of staffs at the
Graduate Education Unit, Faculty of Science
Department of Biochemistry, which is the parental unit of our graduate programs,
houses 11 supporting staffs, 5 scientists/researchers and 6 of administrative and service staffs.
The scientists/researchers’ main duty is to conduct research in association with the assigned
26
research groups and to help teach in laboratory courses. As the skills and experiences of the
scientists/research is generally more than the new entry students, these staffs can also provide
technical advises and training for new entry students regarding equipment use and research
protocols. The remaining administrative and service staffs together function as a one-stop
service station that facilitate students’ needs in terms of formal documentations and processes
involving other regulating parties such as Faculty of Science and Faculty of Graduate Studies.
With this kind of service, students do not need to run around contacting other units by
themselves to resolve their specific needs. In addition to the needs of service on paperwork
and formal processes with the regulating bodies, other types of key services such as library, IT,
central instrument facility (see Criteria 9 for more detail) are provided by staffs associated with
the Faculty of Science.
7.1 Support staff planning (at the library, laboratory, IT facility and student services)
is carried out to fulfill the needs for education, research and service
Similar to the academic staff planning described in the Criteria 6.1, supporting staff
planning policy at the Faculty of Science, Mahidol University involves both top-down and
bottom-up processes. Each operating unit (departments, library, central laboratory, IT facility
and student services) is governed by either departmental chairperson/program director, deputy
or assistant dean, who is responsible for regular monitoring of supporting staffs workload in
accordance to strategic action plans of the unit. When there is an imbalance between workforce
and workload, staff quitting or retirement for example, recruitment of new staffs is requested
to the Dean of the Faculty of Science via the HR Unit. Once the request is approved, the
operating unit together with the HR Unit set up a recruitment and selection process (described
below in Criteria 7.2). Vice versa, the Executive Committee of the Faculty of Science may
also devise top-down strategic plans and distribute the tasks together with allocation of new
staff position to the targeted unit. Diagram showing the overall process of the support staff
planning at the Faculty of Science, Mahidol University is presented in Figure 2.
Figure 2. Diagram showing the HR plan of the Faculty of Science. The process involves both a top-down
policy from Executive Committee of the Faculty of Science or a bottom-up planning direction starting from
individual operating units.
27
7.2 Recruitment and selection criteria for appointment, deployment and promotion are
determined and communicated
Recruitment of new supporting staff begins with defying job description and qualification
of the available position by the corresponding unit. Job description and qualification are
important piece of information for proper deployment of the missions. Announcement of the
vacant position is always made available on the announcement board and on the web site of
the Faculty of Science. In the announcement, information on the position, job description,
qualification, application process, selection method(s) are clearly presented. Examples of such
job notifications can be seen at the following web sites:
http://www.sc.mahidol.ac.th/tha/temp/Job_100357.pdf for announcement in English and
http://www.sc.mahidol.ac.th/tha/temp/Job_231158.pdf for announcement in Thai language.
For supporting staffs to be recruited to the Department of Biochemistry, the departmental
chairperson assigns a committee, usually includes the retiring staff in that position, to come up
with the job description, exam questions (if applicable) and interview criteria.
For supporting staff career progression, the Department of Biochemistry and the Faculty
of Science both follow the regulations and guidelines of Mahidol University. Detail
information about the regulation and guidelines are available at the Human Resource Division
web site (http://www.op.mahidol.ac.th/orpr/newhrsite/hreng/careerpath/SupportStaff.html).
Supporting staffs can be promoted to more advanced position, for example from Practitioner
to Senior Professional to Expert and to Advisory level, depending on the expertise and
credentials.
7.3 Competences of support staff are identified and evaluated
Competencies of supporting staffs have been identified since the recruitment process as
indicated in the qualification of applicants. Each fiscal year, similar to the academic staffs,
every supporting staff member must also sign a Performance Agreement (PA) form with the
head of the unit (departmental chairperson, assistant or deputy dean). Staffs are then allowed
to perform their tasks and their performance are evaluated every 6 months using Performance
Evaluation (PE) form. Strengths, weakness and areas for improvement are then provided as
feedbacks to individual staffs to step up their performances.
7.4 Training and developmental needs of support staff are identified and activities are
implemented to fulfill them
Reminiscent of the HR planning for staff recruitment, training and developmental needs
of supporting staffs can be identified from both top-down and bottom-up directions. As
described earlier, heads of each operating units are responsible for routine monitoring of the
workload vs. number and competency of workforces for accomplishment of strategic action
plans. In case that certain areas of staff competencies need to be further developed or trained,
the department/unit can make plans accordingly. For examples, the IT staffs can be trained on
new software like Turnitin (http://turnitin.com/) or SciVal
(https://www.elsevier.com/solutions/scival) that the university or Faculty of Science purchased
in order to further help train other staffs. In addition, laboratory staffs at the Central Instrument
28
Facility are often sent to seminars and trainings organized by the equipment companies for
latest update on technical advancement or new effective procedures that the current machines
can perform, etc. For top-down policy, the executive team can also initiate the trainings for
supporting staffs that suit the prospective outlook or strategic plan of the Faculty of Science.
Examples of such top-down initiatives include the training for English proficiency skills of
supporting staffs (to accommodate AEC), especially those who have TOEIC score less than
400, and a Team-Building Workshop that stimulate a team-working mindset.
7.5 Performance management including rewards and recognition is implemented to
motivate and support education, research and service
Following the same approaches to stimulate and motivate academic staffs, supporting
staffs at Mahidol University are also entitled for reward and recognition for their efficient and
productive work processes and outcomes. Both Mahidol University and Faculty of Science
announce Outstanding Staff Awards every year for excellent supporting staffs who performed
well on their respective duties (see http://www.sc.mahidol.ac.th/award/index.htm for a list of
exemplary staffs and the awards they received). In addition to the awards and reward provided
by Mahidol University and the Faculty of Science, the Department of Biochemistry also has a
system to encourage supporting staffs to perform well on their tasks by providing salary
supplements using departmental income budget. The supplement figure for each staffs is
determined annually by the departmental chairperson and a finance committee. Typically as
the years go by and the supporting staffs earn more regular salary, the supplement money
amount is reduced.
Other than awards and rewards, Mahidol University and the Faculty of Science also
provide various kinds of pension and welfare benefits to every staff. For a full list and
information on such benefits, please visit
http://intranet.mahidol/op/orpr/AboutHR/Welfare/index.html and
http://intranet.sc.mahidol/GB/index.php/th/2012-06-22-03-40-44 (in Thai language and on
intranet network which can only be accessed on campus during site visit).
8. STUDENT QUALITY AND SUPPORT
In this criteria, systems employed by our graduate programs for student quality and
support starting from admission to graduation will be explained (see the sub-criteria below).
Table 15 and 16 summarize the admission statistics of our graduate programs in terms of
number of applicants and number of admitted students. Each year, our graduate programs in
biochemistry have set a target of recruiting 5 Ph.D. and 15 M.Sc. students. Data in Table 15
and 16 shows that we exceeded our goal every year for master’s degree program and almost
reached our target for the doctoral program. It is important to note that the numbers in Table
15 only shows the number from beginning of the year admission. When the academic timeline
progresses, a number of master’s and doctoral students have shifted their status between the
two programs. Such transition can be seen in Table 17 and 18 where the number of 2nd year
students deviated from that of the 1st year new entry. Not only that the programs can recruit
sufficient number of students, their quality is also of important focus. Our graduate programs
29
indeed have attracted a lot of good quality students. Over the past 3 academic years, the
average GPA of student intake into the program is about 3.44 with a median GPA of 3.47. This
number of averaged GPA of the 1st year students is the highest among all graduate programs
offered at the Faculty of Science, Mahidol University and perhaps the highest in Thailand for
comparable graduate programs. In addition to the high cumulative GPA of new entry students
admitted to our graduate programs, a lot of students also have with them scholarship support
that cover educational fees and living expenses. Such scholarships significantly reduces the
operational cost of the programs, allowing the Department of Biochemistry to offer partial
funding to cover tuition fee for students who do not have any financial support. High quality
of our students also reflects in the final outcomes (see Criteria 11) as more than 90% of our
graduates can find a job within 1 year after finishing their degree.
Table 15. Number of student applicants vs. number admitted and enrolled in the Ph.D. Program in Biochemistry
at the Department of Biochemistry, Faculty of Science, Mahidol University over the past 5 academic years.
Academic Year
Doctoral Degree Program Applicants
Number Applied Number Offered Number Enrolled Ratio
Applied/Enrolled
2011 7 5 3 2.3 : 1
2012 7 5 6 1.2 : 1
2013 7 5 4 1.8 : 1
2014 10 5 9 1.1 : 1
2015 5 5 4 1.3 : 1
Table 16. Number of student applicants vs. number admitted and enrolled in the M.Sc. Program in Biochemistry
at the Department of Biochemistry, Faculty of Science, Mahidol University over the past 5 academic years.
Academic Year
Master’s Degree Program Applicants
Number Applied Number Offered Number Enrolled Ratio
Applied/Enrolled
2011 24 15 17 1.4 : 1
2012 29 15 18 1.8 : 1
2013 29 15 16 1.8 : 1
2014 36 15 24 1.5 : 1
2015 28 15 19 1.5 : 1
Table 17. Number of student enrolled in our doctoral program over the past 5 academic years.
Academic Year Number of Doctoral Students
Total 1st Year 2nd Year 3rd Year 4th Year > 4th Year
2011 3 7 6 2 13 31
2012 6 5 7 6 9 33
2013 4 4 5 7 10 31
2014 9 7 4 5 15 40
2015 4 9 7 4 16 40
30
Table 18. Number of student enrolled in our master’s degree program over the past 5 academic years.
Academic Year Number of Master Students
Total 1st Year 2nd Year 3rd Year » 4th Year
2011 17 6 6 0 26
2012 18 13 5 4 40
2013 16 14 10 4 44
2014 24 10 11 5 50
2015 19 22 10 12 63
8.1 The student intake policy and admission criteria are defined, communicated,
published and up-to-date
Admission criteria and policy for new graduate students are explicitly defined and
communicated in the Program Specifications, made available on the Department of
Biochemistry web site at http://www.sc.mahidol.ac.th/scbc/degree.htm (updated yearly, if
necessary). Prospective students must apply online via Faculty of Graduate Studies at
http://www.grad.mahidol.ac.th. The candidates are screened by their overall
undergraduate/graduate cumulative GPA and the entrance examination (if taken). The
applicants are then subjected to an interview in English language and their overall performance
are judged using rubric scale (see Appendix 7, page A63). For students applying for our
doctoral program, the overall rubric assessment score must be at least 75%; if the score is lower
than 75% the student with bachelor’s degree background is encouraged to enter as a master’s
degree student while those with master’s degree background will not be admitted. The
admitted master’s degree students can later make a switch to the Ph.D. program if they perform
well on coursework taken in the first year (see Criteria 3 for more detailed explanation).
8.2 The methods and criteria for selection of students are determined and evaluated
Methods and criteria for selection of students are evaluated and discussed among
academic staffs within the Department of Biochemistry every year after the admission period
is over. If specific issues arise during the admission, solutions are sought and revision to the
admission process will be applied in the subsequent years. Not only problematic issues have
been determined the overall admission processes have been continuously evaluated and
possible improvement plans are made. Several of our PDCA process have led to revision of
admission guidelines and criteria regulated by the Faculty of Graduate Studies. Examples of
such feedback from our academic programs leading to revision of admission process include:
a) A channel that prospective students to any doctoral program can apply and be
considered by the graduate program at any time of the academic year.
b) A channel that bachelor’s degree students with a GPA of 3.5 and above can be exempted
from taking entrance examination.
c) A channel for direct admission into master’s degree program for Mahidol University
alumni whose GPA is 3.0 or more.
31
8.3 There is an adequate monitoring system for student progress, academic
performance and workload
Students are continuously monitored from the first year until they graduate. First year
students are monitored and advised directly by the program director. From the second year
onward when the students choose their own major advisor, such monitoring job is then
transferred to the major advisor. During the time that students are taking the coursework, they
are monitored in terms of the courses they take and the grades they receive for each courses.
This is because the regulation by Mahidol University imposes that a master’s degree student
must receive a cumulative GPA of 3.0 or more and a minimum grade of B for all required
courses. For doctoral students, the cumulative GPA required for graduation is 3.50. Should
the students’ cumulative GPA is below the requirement, they are advised to take additional
courses. After the students finish all their coursework and present their thesis/dissertation
proposal, they are required to have a progress report on their research advancement every
semester. The progress report is in the form of an oral presentation on students’ cumulative
results to the Thesis/Dissertation Advisory Committee and any general audience who is
interested to attend. The program director and major advisor can also monitor the student
registration and progress via the online monitoring tool offered by the Faculty of Graduate
Studies (http://www.grad.mahidol.ac.th/en/faculty-staff/). Every month, key issues on
students’ progression and situations, i.e. grades, qualifying examination, thesis/dissertation
proposal, overdue students, etc. are discussed among academic staffs during departmental staff
meeting. Students who fail any coursework or non-coursework activities, especially the
required courses or qualifying examination, are to be closely supervised and monitored by the
advisors, course coordinator, qualifying exam committee as well as by the program director.
8.4 Academic advice, co-curricular activities, student competition and other student
support services are available to improve learning and employability
Academic advices are given to new coming first year students during program orientation
by the program director. The program director is also responsible for providing appropriate
academic advices as well as helping solve various technical issues (registration, credit transfer,
financial problems, etc.) throughout the first year of study. Once the students have their own
major advisor from the 2nd year onward, the advices are direct responsibility of the advisor with
monitoring from the program director for the overall progress of the students. To academically
motivate students, award is also made available for the first year students taking all the
coursework and achieving the highest cumulative GPA.
Besides the advisory and awarding systems, from time to time the Department of
Biochemistry as well as the Faculty of Science organize special seminars by foreign visiting
professors/researchers, including several Nobel Laureates. Students are encouraged to attend
such seminars to expand their scientific vision as well as to strengthen their motivation on
research. The students can also learn how to deliver effective oral presentation from the regular
BC Faculty Seminar given every month by our own academic staffs. In addition, BC Alumni
Seminar has recently been introduced and is scheduled several times a year by inviting our
alumni whose career track has been well established to give a talk. Such activity helps our
current students to envisage the career path and promote the connection between our students
32
and alumni. List of all seminars arranged by our graduate program over the past few academic
years is available on the web site at: http://www.sc.mahidol.ac.th/scbc/seminar.htm.
Moreover, the Department of Biochemistry also facilitate an activity called Student Forum
which fellow graduate students help together to organize regular meetings in the absence of
academic staffs. In this activity, students take turn to host the event and one or two students
each time will give a seminar related to his/her research topics. Discussion related to general
matters within the graduate program or departmental facilities can also be made and the
consensus conclusion can be delivered to the departmental chairperson or program director for
relevant improvements. Through the Student Forum, our graduate students learn both
leadership and team-working skills.
Research Division at the Faculty of Science also campaigns a co-curricular activity called
MUSC Young Scientist Forum (http://www.sc.mahidol.ac.th/YSF/index.php). This forum
provide a floor for students within the Faculty of Science to give a short speech on their
research to general audience. This activity also enhance communication skills for students and
promote cross-talk among students, academic staffs and potential employers on different aspect
of scientific research.
8.5 The physical, social and psychological environment is conducive for education and
research as well as personal well-being
Learning experience as well as research productivity cannot last long should the students
and staffs have health problem. The Faculty of Science provide sport/exercise facilities for
students and staffs including a swimming pool, badminton and tennis courts, fitness gym,
footsall field, etc. (see http://www.sc.mahidol.ac.th/scad/index.php/th/2012-05-10-03-16-
32/2012-06-25-12-54-33). Every year, the Faculty of Science also arranges a sport day that
graduate students can join this competitive event, allowing them to exercise and gain team
spirit. Should the students have sickness, an infirmary room is available with medical doctor
available for checkup and intensive care. Severe injury to students are directed to Ramathibodi
Hospital, which is located next door the Faculty of Science, Mahidol University Phayathai
Campus. In addition to health, the environments within the Faculty of Science also encourage
social interactions among students and staffs. Plenty of café and self-study areas fully equipped
with proper lighting, Wi-Fi hotspots and electrical outlets are available for mingling or
discussion of research ideas. For those who prefer quiet and natural environments, there are
also a lot of desks and benches available in the middle of the green zones within the Phayathai
Campus.
9. FACILITIES AND INFRASTRUCTURE
Our Graduate Program in Biochemistry at the Faculty of Science, Mahidol University
aim to provide international quality of teaching and learning experiences to our graduate
students. In doing so, facility and infrastructure are allocated sufficiently and efficiently by the
Department of Biochemistry and by the Faculty of Science. In addition to standard teaching
facilities and environments, advanced scientific equipment is the key facility that allows our
33
students to conduct frontier research. In this criteria, elaboration of resources and infrastructure
essential for operation of our graduate programs are presented.
9.1 The teaching and learning facilities and equipment (lecture halls, classrooms,
project rooms, etc.) are adequate and updated to support education and research
Our graduate programs employ both in- and off-departmental facilities and equipment.
The Department of Biochemistry has available 1 classroom (fitting about 50 students), 1
conference room, 1 computer suite, 3 central equipment rooms, and 1 student common room.
The Faculty of Science also possesses 5 large lecture halls (100-500 seats) and a number of
small classrooms (25-80 seats), 4 multi-disciplinary laboratory training rooms, all of them are
available for academic programs within the Faculty of Science to use upon request/reservation.
All the lecture rooms/halls are air-conditioned and equipped with computer terminal and LCD
projectors as well as (for certain rooms) visualizer for non-computerized projection of
sheet/handouts. Also available in each classroom is a white/black board for certain teaching
strategies that require classical approaches. Typically, students in our graduate programs
utilize teaching and learning facilities from the Faculty of Science when they are taking inter-
disciplinary core courses (SCID 5xx courses). For the courses beginning with SCBC 6xx,
teaching and learning processes are conducted using classroom and facilities within the
Department of Biochemistry. From satisfaction survey of our students, teaching and learning
facilities are more than adequate (see Appendix 9, page A66).
9.2 The library and its resources are adequate and updated to support education and
research
Stang Mongkolsuk Library, located at the Faculty of Science, Mahidol University, can
be considered state-of-the-art science library. The library contains more than 10,000 books
both in the form of hardcopy and online resources. In addition, together with Mahidol
University, the library subscribes to major journals and online databases in science and
medicines. With the emphasis on instillation of 21st century skills to our students, online
resources play very important roles in teaching and learning processes of our graduate
programs. The official web site of the Stang Mongkolsuk Library
(http://stang.sc.mahidol.ac.th/eng) provides online tools for students and staffs to search online
database for literature in the forms of ebooks or journal articles related to the areas of their own
research from anywhere. The web site also provides links to other main online resources that
can be useful to students teaching and learning. Students even can renew the loaned book from
home. Moreover, the Stang Mongkolsuk Library also offers a Journal on Demand Service that
helps students and staffs to obtain research articles unavailable via regular subscription of the
library or Mahidol University. There is also a Book Delivery Service that students can ask the
library to help loan the book from other library all over Thailand and have it ready for pick up
at the Faculty of Science.
The service quality of the library has been continuously evaluated. Since 2009, the
survey questionnaire was adapted from Association of Research Libraries’s LibQUAL+ to fit
the context of this particular library for quality improvement. For complete archives of the
satisfaction surveys conducted by the Stang Mongkolsuk Library, please visit
34
http://stang.sc.mahidol.ac.th/voc/ (in Thai Language). Our graduate programs also asked our
own students for their satisfaction, most students are more than satisfied with the library service
offered by the Stang Mongkolsuk Library at the Faculty of Science, Mahidol University (see
Appendix 9, page 66).
9.3 The laboratories and equipment are adequate and updated to support education
and research
The Department of Biochemistry possesses 17 laboratory spaces allocated to all
academic staffs to conduct their research. Each laboratory has basic equipment for research in
the field of biochemistry and molecular biology (thermocyclers, pH meters, balances,
biohazard hoods, electrophoresis apparatus, microcentrifuge, etc.). In addition, there are 3
central equipment facility rooms containing more expensive equipment shared by all staffs and
students (real-time qPCR, deep freezers, luminometer, spectrophotometers,
spectrofluorometers, floor centrifuges, speed vacuum, fluorescence microscopes, etc.).
Custodians are assigned for individual equipment to ensure proper usage and maintenance.
List of overall laboratory equipment and facilities available within the Department of
Biochemistry is available on the web site at: http://www.sc.mahidol.ac.th/scbc/facilities.htm.
For more advanced and very expensive equipment, the Faculty of Science also makes
available the Central Instrument Facility (CIF). Equipment available in the CIF include LC-
MS/MS, GC-MS, HPLC, FPLC, flow cytometer, real-time PCR, confocal fluorescence
microscope, spectrophotometers, ultra and preparative centrifuges, etc. For a complete list of
equipment made available at the CIF, please visit http://www.sc.mahidol.ac.th/scre/cif/. A
technician is assigned for each instrument at the CIF to help with students who need guidance
and training. For advance visualization of cell and molecular images, the Faculty of Science
also hosts an Olympus Bioimaging Center that, in collaboration with the company, provides
the most advanced instruments including confocal and fluorescent microscopes. Other than
scientific instruments, the Faculty of Science also has Central Animal Facility (CAF) to provide
services regarding animal model for research experiments needed by certain academic
staffs/researchers (http://www.sc.mahidol.ac.th/scre/caf/). Our latest survey on students (see
Appendix 9, page A66) indicated that the instruments and laboratory equipment are more than
adequate for their research.
9.4 The IT facilities including e-learning infrastructure are adequate and updated to
support education and research
Internet access is readily made available to all students upon their registration. Within
the Faculty of Science, Wi-Fi hotspots are available in most parts of the campus, including the
Department of Biochemistry. Moreover, 10 Gbps local area networks (LAN) are also installed
in every laboratory and staffs’ office to provide high-speed access to the intranet documents.
There are also computer workstations available for students and staffs. All technical issues
regarding IT facilities are handled by the System Development and Technology Division. Should the students need help regrading hardware and software usage, IT staffs at both the
System Development and Technology Division and Stang Mongkolsuk Library are at hands to
provide assistance. Regularly, the IT staffs at the Stang Mongkolsuk Library organize training
35
courses on using various software such as EndNote, Turnitin, Photoshop, Dreamweaver,
Chemdraw, etc. The following web site
http://stang.sc.mahidol.ac.th/AIT/ituserclub/TrainingActivity.htm provides the timetable for
the training courses throughout the year 2015.
9.5 The standard for environment, health and safety and access for people with special
needs are defined and implemented
Despite of locating in the middle of Bangkok, the Faculty of Science at Phayathai
Campus is considered the green zone containing a lot of large trees and plants. Wheelchair
access is possible through almost every part of the campus. Pray rooms are available for people
with Islamic religion. The whole campus is also a smoke-free zone and safety is ensured by
patrolling of security guard during day and night. Should any students or staffs have health
issues, an infirmary room is available with medical doctor standing by during specific time of
the day. For off schedule or severe health problems, Ramathibodi Hospital is right next to the
campus and medical assistance is readily available.
With the primary focus of our graduate program is on conducting advance research in
biochemistry and molecular biology, health and safety issues are of concern. To minimize such
issues, all first year students are required to attend a safety training (including biosafety,
chemical safety, and fire safety) organized by the Faculty of Science. Fire alarm drill is also
practiced every year. The Faculty of Science also arrange a warehouse for proper hazardous
waste disposal. All toxic and hazardous wastes must be deposited in the warehouse before
further disposal by professional outsourced companies.
10. QUALITY ENHANCEMENT
10.1 Stakeholders needs and feedback serve as input to curriculum design and
development
As described earlier in Criteria 1.3, stakeholders needs and feedbacks serve as input to
our curriculum design and development. Every year, the Department of Biochemistry
organizes a BC Trip that students and academic staffs in our graduate programs enjoy days out
together. Part of the trip activities is a brainstorming session that feedbacks/comments from
two main stakeholders, which are academic staffs and current students, are collected. Certain
feedbacks for improvement can be applied immediately by revising the teaching and learning
process of certain coursework while some need to be incorporated into the next curricular
revision. Feedbacks from alumni and graduate employers are gathered from the questionnaire.
In the curricula before 2012 for our graduate programs, both master’s degree and doctoral
programs share exactly the same coursework requirements except for Ph.D. students coming
from M.Sc. background (see Appendix 8, page A64). The differences between the two
programs were the qualifying examination and thesis/dissertation registration. The qualifying
examination consisted of a written test similar to what reported earlier in Criteria 3.3 and a
frontier seminar. In the frontier seminar, students had to perform literature survey and derive
research questions/hypothesis then coming up with experimental plans to address such them.
Research training and output/outcome requirements for Ph.D. students were more rigorous than
36
those in the master’s degree program. During our latest program revision in 2012, most of the
feedbacks received from stakeholders indicated that the communication skills, especially in
writing, of our current students and alumni still needed more training. As a result, the revised
doctoral program introduced the SCBC 613 – Advanced Skills in Biochemical Research
course, of which parts of the contents incorporated the frontier seminar into the course and put
forward students training on writing skills by a written research grant proposal. For
improvement of communication skills for our master’s degree programs, several core courses
trains students by giving take-home assignments, small group discussion and group
presentations.
10.2 The curriculum design and development process is established and subjected to
evaluation and enhancement
Our curriculum design and development process abides by the regulation of Mahidol
University as already described in Criteria 1. Key process in the curriculum design and
development that need to be evaluated and could subject to enhancement is the step of drafting
Program Specification. At the end of the curricula development process in 2012, academic
staffs within the graduate programs got together and provided feedbacks on such process.
Possible process enhancements obtained from the meeting includes a better way to gather
feedbacks from employers, i.e. by phone interview or inviting them to be part of the CDC,
which will be applied in the next revision period.
10.3 The teaching and learning processes and student assessment are continuously
reviewed and evaluated to ensure their relevance and alignment
As stated earlier in this SAR, our current curricula have adopted OBE as required by the
TQF regulation. Parts of this framework demand that the academic program(s) must formulate
and communicate TQF3 document (Course Specification) every semester that the
corresponding course is offered. The course specification covers key information including
teaching and learning strategies as well as student assessment schemes as presented in
Appendix 4 page A15. At the end of the semester, the course coordinator along with teaching
staffs must review and evaluate the operation of the course and report it as a TQF5 document
(Course Report). Feedbacks from both teaching staffs and students taking the course are taken
into consideration and appropriate improvement mechanisms regarding teaching and learning
strategies and/or assessments are planned. When the course is offered again in the subsequent
year, improvement plans are incorporated and formulated as a new TQF3 document for that
particular semester. The cyclic operation of TQF3 and TQF5 are a continuous process.
10.4 Research output is used to enhance teaching and learning
All of our academic staffs have been conducting research and have produced a lot of
research outputs in the form of international research publications. Such research output
contains novel knowledge in the field of expertise specific to individual staff members. From
past to present, the outputs generated from previous students or former lab members are used
as seeding knowledge to train later generation of students. Upon joining a research group,
37
students (as an import part of teaching and learning process especially for doctoral students)
are: 1) are assigned research articles related to the project, especially those published earlier
from former lab members, 2) identify and compile open research questions/problems then come
up with research hypotheses, 3) design experimental plans to tackle such research hypotheses,
4) if problems arise or things do not go as plan, revised action strategies are formulated. From
these cyclic processes of plan-do-check-act, new discoveries are often achieved as can be
envisioned by more and more research publications from our academic staffs.
10.5 Quality of support services and facilities (at the library, laboratory, IT facility and
student services) is subjected to evaluation and enhancement
Teaching and Learning Facilities
To ensure consistent readiness of teaching and learning processes, classroom and its
facilities are subjected to monitoring and maintenance by assigned support staffs from the
Faculty of Science. Instructor and students can also file a complaint to the Education Division
if problem arises regarding lecture room facilities. Service personnel and backup equipment
such, LCD projector for example, are available for immediate repair and/or replacement in case
one broke down. When the years go by and the equipment needs to be replace, the staffs
responsible for equipment maintenance report to the Deputy Dean for Education to arrange
replacement. For departmental facility, a supporting staff is also assigned to do similar job as
that of the Faculty of Science’s level. In case of equipment replacement, the request goes
through the departmental staff meeting for approval. The Graduate Programs in Biochemistry
also conduct a yearly survey on students’ satisfaction level toward teaching and learning
facilities. Major comments and feedbacks related to the common facilities at the Faculty of
Science that need immediate attention are forwarded to the Education Division for further
actions.
Library Resources
As stated earlier in Criteria 9.2, the Stang Mongkolsuk Library keeps track and listens to
all aspects of feedbacks from its customers on a regular basis
(http://stang.sc.mahidol.ac.th/voc/). Comments and feedbacks are taken into consideration by
library staffs, under supervision of Deputy Dean for Information and Corporate
Communication, for action planning on quality improvement. Every year, the library asks
academic staffs in every academic program for suggestion of new books for acquisition and
journal subscription that may serve as references to individual courses or research group.
Subscription to the unused journals may also be terminated so that the budget can be allocated
to subscribe other in-demand journals.
Laboratory and Research Equipment
Laboratory spaces at the Department of Biochemistry is fixed and cannot be expanded.
Due to the nature of graduate education in life science including our graduate programs,
laboratory spaces are not as essential as research equipment. Top of the line instruments allow
students to conduct frontier research in competition to other researchers around the world.
Equipment maintenance is taken care by an Equipment Committee and an assigned supporting
38
staff in the department. Students and staffs can report malfunctionality of individual machines
for immediate repair or maintenance action plans. Every year, the Department of Biochemistry
conducts a survey on students’ satisfaction toward the equipment facilities within the
department. The survey and feedbacks had let to appropriate planning of equipment purchases.
For example, in the past when students’ feedback indicated that there were high demands on
centrifugation of microtubes at low temperature but only one mid-size table-top centrifuge is
available, two new refrigerated microcentrifuges were bought. Such purchase provided
students with sufficient quantity of equipment and effective electrical use as the table-top
centrifuge consumed much more electricity than the two small microcentrifuges. For larger
instruments that cost significant more money, the Equipment Committee makes purchase
planning for equipment replacement and acquisition of new advanced instruments by surveying
all academic staffs for demands on new equipment. Machines that are in high demands are on
top of the line for purchase providing the budget is available. At the Faculty of Science level,
the CIF also conduct similar survey and ask every academic staff for their need. Purchase plans
for CIF usually cover more expensive equipment beyond the budget available at the
departmental level. As most of the instruments at the CIF are top-of-the-line and very
expensive, the Faculty of Science has assigned a set of well-trained technicians dedicated to
individual equipment to help guide students and staffs on proper operation and to provide
routine maintenance. Such dedicated custodians help minimize rate of equipment failure from
inappropriate use.
IT Facilities and Services
Similar to the teaching and learning facilities, the prompt assistance and maintenance are
made available by the Faculty of Science and Mahidol University for IT services. The whole
internet infrastructure, especially Wi-Fi services, and email accounts are maintained and
regularly monitored by the Division of Information Technology, Mahidol University (MUIT).
The Faculty of Science, on the other hand, takes care of the computer terminals for hardware
maintenance. Requests for technical help or maintenance service can be filed to the IT staffs
at either MUIT, the System Development and Technology Division and Stang Mongkolsuk
Library. At least once a year, MUIT sends email to every internet user including students and
staffs requesting for feedbacks on service quality and areas for improvement. Appropriate
action plans are made and implemented in the subsequent fiscal year. At the Faculty of Science
level, both the System Development and Technology Division and Stang Mongkolsuk Library
also consistently conduct satisfaction survey on students and staffs for quantity and quality of
computer and software facilities. The comments are taken into consideration for future
strategic plans for quality improvement.
10.6 The stakeholders’ feedback mechanism is systematic and subjected to evaluation
and enhancement
Feedbacks from stakeholders are received from different method as described earlier in
the Criteria 1.3. Opinions and comments from academic staffs and current students were
collected by brainstorming and interview. Feedbacks/criticisms from alumni and employers
were gathered from questionnaires. The questionnaires are both in the form of regular paper
39
sent via postal mail and an online evaluation form. The most difficult stakeholder to get
feedback from is the graduate employers. From our past survey, very few employers return
the questionnaire. The only crucial feedback we received was from the one employer that was
invited to be a CDC committee. After the last curriculum revision, our academic staffs together
evaluated the feedback mechanisms and suggested that more active approaches such as phone
interview or an open curriculum feedback hearing session may help obtain better feedback and
comments.
11. OUTPUT
11.1 The pass rate and dropout rates are established, monitored and benchmarked for
improvement
Our graduate programs always keep track of our student graduation and dropout rates.
Table 19 and 20 below show the statistics of such data for doctoral and master’s degree
programs, respectively. Our Program Administrative Committees has set a desirable target that
the dropout rate should not exceed 20%. The results clearly show that the dropout rates of
students from our graduate programs never exceed the target cap of 20% ever since the new
curricula were effective in 2013. It is possible that the lower number for dropout rates from
our graduate programs are partly because of the better program structure of the current
curricula. Based on our interviews, most of the students dropped-out from the master’s degree
program to continue their education abroad (receiving fully-supported scholarship from the
Royal Thai Government) while a fewer numbers dropping out because of health or financial
problems. Similar scenario was observed from the Ph.D. dropouts. Most students quitted the
program because they received government scholarship to go abroad. Fewer students dropped
out of the doctoral program because of their failure to pass the qualifying examination.
Table 19. Percentage of students completing a Ph.D. degree from our Graduate Program in Biochemistry and
dropout rates over the past 5 academic years. Numbers in parenthesis in the Dropout columns indicate number of
students dropping out. *Note: cohort size count number of students to include those switching from the master’s
degree program and those dropping out of the program.
Academic
Year
Cohort
Size*
Number of
Graduates
% Ph.D. Completion in
(number) % Dropout During (number)
4
Year
5
Year
> 5
Year
1st
Year
2nd
Year
3rd
Year
4th Year
and
Beyond
2011 5 1 - 20 (1) - - - - -
2012 6 0 - - - 34 (2) - - -
2013 7 0 - - - - - - -
2014 9 0 - - - - - - -
2015 5 0 - - - - - - -
40
Table 20. Percentage of students completing a master’s degree from our Graduate Program in Biochemistry and
dropout rates over the past 5 academic years. Numbers in parenthesis in the Dropout columns indicate number of
students dropping out.
Academic
Year
Cohort
Size
Number of
Graduates
% M.Sc. Completion in
(number) % Dropout During (Number)
Within
3 Year
4
Year
> 4
Year
1st
Year
2nd
Year
3rd
Year
4th Year
and
Beyond
2011 14 13 21 (3) 57 (8) 15(2) 7 (1) - - -
2012 18 10 17 (3) 39 (7) - 22 (4) - - -
2013 11 2 18 (2) - - 9 (1) - - -
2014 23 0 - - - 4 (1) - - -
2015 19 0 - - - 5 (1) - - -
11.2 The average time to graduation is established, monitored and benchmarked for
improvement
In average, our graduate students take 6.4 and 3.6 years to finish their doctoral and
master’s degrees, respectively. This numbers are derived from graduates of the old curricula
before revision in 2012. Again, as we do not have this data from our potential benchmarking
partner, direct comparison cannot be made. Nevertheless, when taken into consideration the
resources available to our graduate programs, i.e. quality of intake students, lacking of
postdoctoral system, limited research budget and equipment, this average times to graduation
do not look that bad. With limited resources but our graduates could reach the similar outcomes
to those programs abroad (also following IUBMB standard) in a comparable period of time, it
could also be viewed positively. Yet, our Program Administrative Committees is aware that
the long time to graduation of our programs, particularly the master’s degree, can also be a
weakness that may led to negative effect draining interests from future prospective students.
Newer generation of students do not tend to invest too long time for a degree. Action plans
have been made when we revised our curricula in 2012 in a way that students are to take most
of the core coursework (14 out of 24 credits) within the 1st semester. From the second semester
onward, the student load are lower, allowing them to spend their time conducting research. It
is expected that students under this latest revised curricula should have shorter average time to
graduation.
11.3 Employability of graduates is established, monitored and benchmarked for
improvement
Employment opportunity is a key factor any student considers when selecting a graduate
program to study. From our record, all of the graduates from our academic programs have
been employed in any position within one year after graduation. Tables 21 and 22 display the
employment statistics of our doctoral and master’s graduates, respectively, over the last 5
academic years. Similar to the other benchmarking aspects, employment rates information
from comparable graduate programs are not available. Hence, we compare our employment
rates to the KPI set by Mahidol University of graduate alumni achieving 80-85% employment
41
rate within one year by 2019. It is clear that our 100% record have already exceeded the
university’s target. Such excellent track record of employment rates emphasize the quality of
our graduate programs in biochemistry.
Table 21. Employment rates of our Ph.D. graduates recorded over the last 5 academic years.
Academic
Year
Ph.D. Graduates Employment Rates
Number of
Graduates
Employed within 1 year after
graduation
Post-Doctoral
Training Unemployed
2011 12 11 1 0
2012 6 6 0 0
2013 5 5 0 0
2014 2 2 0 0
2015 4 4 0 0
Table 22. Employment rates of our M.Sc. graduates recorded over the last 5 academic years
Academic
Year
Master’s Degree Graduates Employment Rates
Number of
Graduates
Employed within 1 year
after graduation
Continue for Higher
Education Unemployed
2011 12 12 0 0
2012 3 0 3 0
2013 8 5 3 0
2014 12 10 2 0
2015 4 2 2 0
11.4 The type and quantity of research activities by students are established, monitored
and benchmarked for improvement
Per the requirement of our academic programs, all of the graduates must have at least 1
research publication in order for the degree to be granted. Minimum requirement for the
master’s degree students is a full proceeding in a national-level scientific conference. To earn
a Ph.D. from our graduate program, students must have at least 1 research article published in
international journal indexed by reputable databases such as ISI and Scopus. Tables 23 and 24
summarize the number of research output in terms of publications from our doctoral and
master’s degree students, respectively.
Table 23. Number of international publications per doctoral student in our Ph.D. program over the last 5
academic years. *Note: cohort size in this Table include total doctoral students in that particular academic year.
Academic
Year
Number of International
Publications
Cohort
Size*
Number of International Publications per
Student in the Program per Year
2011 12 31 0.39 : 1
2012 11 33 0.33 : 1
2013 14 31 0.45 : 1
2014 13 40 0.33 : 1
2015 14 40 0.35 : 1
42
* Krungkrai et al. (2008) Biochemistry research in Thailand: present status and foresight studies. ScienceAsia 34: 1-6. Summary: In average from 1998-2005, academic staffs and researchers in biochemistry area published about 0.5 paper/head/year. Projection toward 2010 suggested that
the average number could be 1.0 paper/head/year.
Table 24. Number of publications per student in our M.Sc. program over the last 5 academic years. *Note:
cohort size in this Table include total master’s students in that particular academic year
Academic
Year
Number of
International
Publications
Number of
National
Conference
Proceedings
Total
Publications
Cohort
Size*
Number of
Publications per
Student per Year
2011 5 13 18 26 0.69 : 1
2012 4 1 5 40 0.13 : 1
2013 5 5 10 44 0.23 : 1
2014 3 11 14 50 0.28 : 1
2015 5 3 8 63 0.13 : 1
Similar to the situation for benchmarking of academic staffs’ research output in the
Criteria 6.7 presented earlier, available relevant information on the internet is scarce especially
from the comparable programs. Thus the benchmarking comparison cannot be made.
Nevertheless, the average number of research publications one student produced upon
completion of the doctoral degree from our program is 2.1 papers. Again, this number is
beyond the average outputs that Thai academic staffs/researchers in the field of biochemistry
produce.* As our graduate students work closely with academic staffs to conduct research,
improvement strategies to promote higher research output productivities have been devised
similar to that of the academic staffs’ (see Criteria 6.7).
11.5 The satisfaction levels of stakeholders are established, monitored and benchmarked
for improvement
Stakeholders’ satisfactions toward our graduate programs are monitored by many
channels and mechanisms depending on the type stakeholders. Individual sections below
described how each stakeholders’ satisfactions are monitored. The exception is our last
stakeholder as stated in the Criteria 1.3, which is Mahidol University. Mahidol University, via
the Faculty of Science, monitors and regulates our academic programs through the PA with the
Department of Biochemistry. The expected outcomes and outputs are specified in the PA at
the beginning of each fiscal year and the final outcomes/outputs are evaluated by the Faculty
of Science, Mahidol University. Achievement of the PA will results in increasing budget
allocation to the department for better operation of the graduate programs.
Academic Staffs within the Department of Biochemistry
Happiness, concerns, feedbacks, opinions toward the operation of our graduate programs
and of the department as a whole are discussed regularly at the monthly staff meeting. Final
solution to any problem are made as a verdict from the staff meeting. Examples of such
discussions/solution include allocation of budgets and criteria for supporting staffs to attend
scientific meeting abroad, teaching assignments, staffs’ performance evaluation criteria,
equipment needs and maintenance, student intakes and admission criteria, students’ problems,
etc. As there has never been any complaint filed to the Faculty of Science, the department
considers that our most of academic staffs are generally satisfied with the operation of the
programs.
43
Current Students
Current students have many channels of voicing their dissatisfaction. First, all students
have a chance to anonymously evaluate teaching and learning processes of each courses online.
Second, they can consult with the major advisor and/or program director, who can immediately
help solve the problem or in turn report the situation to the monthly staff meeting for solution
seeking. Third, the Student Forum is a floor for all graduate students within the Department
of Biochemistry to get together and arrange their own activities without intervention of any
academic staff. In such forum, general matter regarding the academic program and department
in general can be discussed, including unhappiness or dissatisfactions. Students have a chance
to help seek solution together first, and, if resolution cannot be met, the issue(s) can be voiced
to the departmental chairperson for further discussion in the monthly staff meeting. The fourth
but perhaps the most effective channel for hearing of students’ satisfaction is during
brainstorming at the annual BC Trip. Student representatives gather feedbacks and comments
from fellow students and deliver to academic staffs in the brainstorming session. Academic
staffs listen to these comments seriously and discussion are made with the students to provide
the best action plans for addressing certain weak points or areas for improvement. Last,
students can also voice their satisfaction/dissatisfaction about the programs by filling out the
online survey form annually gathered by the Faculty of Graduate Studies. Summary of the
latest survey scores (combining data from both master’s degree and doctoral degree programs)
from the Faculty of Graduate Studies are presented in Table 25 below. In this Table, percentage
of students scoring 4 or 5 (satisfied and very satisfied, respectively) for each question in the
survey are calculated and provided as the overall student satisfaction.
Table 25. Survey results of student satisfaction toward our graduate programs (both master’s and doctoral
curricula) conducted online by Faculty of Graduate Studies during the period of 2014-2015. The overall student
satisfaction is counted as percentage of students scoring 4 (satisfied) or 5 (very satisfied) for each question in the
questionnaires. Number of students responded to this survey was n = 17.
Evaluation Criteria Overall Student Satisfaction (%)
1. Structure and course contents of the program 85.88
2. Instructor of courses 80.75
3. Major advisor 88.83
4. Teaching and learning facilities 83.82
5. Student development and activities 80.00
Overall Satisfaction 83.82
Alumni
Every alumnus completed his/her degree is eligible to conduct a survey to voice their
satisfaction/dissatisfaction toward our graduate programs (both M.Sc. and Ph.D. curricula).
During the past 2-3 years, less than half of the students graduated from our programs returned
the poll. The satisfaction levels of our alumni are displayed in Table 26 below. This evaluation
results indicated that our alumni are generally satisfied with the program. However, the length
of time to degree completion is the weakest point, receiving score of only 3.62. It must be
noted that the surveys conducted and presented in Table 26 were gathered from alumni from
the old curricula before 2012 revision. It is to be expected that the average time to degree
44
completion should be significantly reduced, which may lead to better satisfaction rate from
alumni.
Table 26. Survey results of alumni satisfaction toward our graduate programs (both master’s and doctoral
curricula) conducted by exit survey during the period of 2013-2015. Number of alumni responded to this survey
was n = 13. Scoring criteria is as following: 5 = very satisfied, 4 = satisfied, 3 = neither satisfied nor unsatisfied,
2 = unsatisfied, 1 = very unsatisfied.
# Queries Scores
1 What is your satisfaction level toward the Department of Biochemistry, Faculty of Science,
Mahidol University in general? 4.23
2 What is your dissatisfaction level toward Department of Biochemistry, Faculty of Science,
Mahidol University in general? 2.17
3 What is your satisfaction level toward the graduate program? 4.08
4 What is your satisfaction level toward the coursework offered by the program? 4.00
5 What is your satisfaction level toward learning outcomes you have achieved? 4.23
6 What is your satisfaction level toward the time you took to complete your degree? 3.62
7 What is your engagement level with the curriculum/department? 4.00
8 What is your satisfaction level toward this graduate program compared to other similar programs? 3.92
9 Would you recommend this program to others who are interested? 3.69
Average total score 3.97
Graduate Employers
Employers’ satisfaction toward our alumni as their employees are continuously surveyed
by an assistance from the Faculty of Graduate Studies. Every year, after graduates report to
the Faculty of Graduate Studies about their employment information, inquiries to the graduate
employers are made after 6 months period of the employment to ask the employers for their
contribution on online evaluation. It turns out that very few graduate employers have
participated on this evaluation. Over the past 3-4 years, only 16 employers responded to the
poll without leaving any specific comments (see Appendix 10, page A61). Yet, from the survey
polls, the overall satisfaction score of graduate employers toward our alumni are 4.36 out of 5.
Our program committee is aware that the return rate of employer survey still needs
improvement. Alternative strategies on how the employer satisfaction can be effectively
gathered are being actively sought for by Program Administrative Committees.
45
SELF-ASSESSMENT SUMMARY
Criterion 1 - Checklist
1 Expected Learning Outcomes 1 2 3 4 5 6 7
1.1 The expected learning outcomes have been clearly formulated
and aligned with the vision and mission of the university. X
1.2 The expected learning outcomes cover both subject specific and
generic (i.e. transferable) learning outcomes X
1.3 The expected learning outcomes clearly reflect the requirements
of the stakeholders X
Overall opinion X
Criterion 2 - Checklist
2 Program Specification 1 2 3 4 5 6 7
2.1 The information in the program specification is comprehensive
and up-to-date X
2.2 The information in the course specification is comprehensive and
up-to-date X
2.3 The program and course specifications are communicated and
made available to the stakeholders X
Overall opinion X
Criterion 3 - Checklist
3 Program Structure and Content 1 2 3 4 5 6 7
3.1 The curriculum is designed based on constructive alignment with
the expected learning outcomes X
3.2 The contribution made by each course to achieve the expected
learning outcomes is clear X
3.3 The curriculum is logically structured, sequenced, integrated and
up-to-date X
Overall opinion X
Criterion 4 - Checklist
4 Teaching and Learning Approach 1 2 3 4 5 6 7
4.1 The educational philosophy is well articulated and communicated
to all stakeholders X
4.2 Teaching and learning activities are constructively aligned to
achievement of the learning outcomes X
4.3 Teaching and learning activities enhance life-long learning X
Overall opinion X
46
Criterion 5 - Checklist
5 Student Assessment 1 2 3 4 5 6 7
5.1 The student assessments are constructively aligned to the
achievement of the expected learning outcomes X
5.2
The student assessments including timelines, methods,
regulations, weight distribution, rubrics and grading are explicit
and communicated to students
X
5.3
Methods including assessment rubrics and marking schemes are
used to ensure validity, reliability and fairness of student
assessment
X
5.4 Feedback of student assessment is timely and helps to improve
learning X
5.5 Students have ready access to appeal procedure X
Overall opinion X
Criterion 6 - Checklist
6 Academic Staff Quality 1 2 3 4 5 6 7
6.1
Academic staff planning (considering succession, promotion, re-
deployment, termination and retirement) is carried out to fulfill
the needs for education, research and service
X
6.2 Staff to student ratio and workload are measured and monitored
to improve quality of education, research and service X
6.3
Recruitment and selection criteria including ethics and academic
freedom for appointment, deployment and promotion are
determined and communicated
X
6.4 Competences of academic staff are identified and evaluated X
6.5 Training and developmental needs of academic staff are identified
and activities are implemented to fulfill them X
6.6
Performance management including rewards and recognition is
implemented to motivate and support education, research and
service
X
6.7 The types and quantity of research activities by academic staff are
established, monitored and benchmarked for improvement X
Overall opinion X
Criterion 7 - Checklist
7 Support Staff Quality 1 2 3 4 5 6 7
7.1
Support staff planning (at the library, laboratory, IT facility and
student services) is carried out to fulfill the needs for education,
research and service
X
7.2 Recruitment and selection criteria for appointment, deployment
and promotion are determined and communicated X
7.3 Competences of support staff are identified and evaluated X
7.4 Competences of academic staff are identified and evaluated X
7.5 Training and developmental needs of academic staff are identified
and activities are implemented to fulfill them X
Overall opinion X
47
Criterion 8 - Checklist
8 Student Quality and Support 1 2 3 4 5 6 7
8.1 The student intake policy and admission criteria are defined,
communicated, published and up-to-date X
8.2 The methods and criteria for selection of students are determined
and evaluated X
8.3 There is an adequate monitoring system for student progress,
academic performance and workload X
8.4
Academic advice, co-curricular activities, student competition
and other student support services are available to improve
learning and employability
X
8.5 The physical, social and psychological environment is conducive
for education and research as well as personal well-being X
Overall opinion X
Criterion 9 - Checklist
9 Facilities and Infrastructure 1 2 3 4 5 6 7
9.1
The teaching and learning facilities and equipment (lecture halls,
classrooms, project rooms, etc.) are adequate and updated to
support education and research
X
9.2 The library and its resources are adequate and updated to support
education and research X
9.3 The laboratories and equipment are adequate and updated to
support education and research X
9.4 The IT facilities including e-learning infrastructure are adequate
and updated to support education and research X
9.5 The standard for environment, health and safety and access for
people with special needs are defined and implemented X
Overall opinion X
Criterion 10 - Checklist
10 Quality Enhancement 1 2 3 4 5 6 7
10.1 Stakeholders needs and feedback serve as input to curriculum
design and development X
10.2 The curriculum design and development process is established
and subjected to evaluation and enhancement X
10.3
The teaching and learning processes and student assessment are
continuously reviewed and evaluated to ensure their relevance
and alignment
X
10.4 Research output is used to enhance teaching and learning X
10.5
Quality of support services and facilities (at the library,
laboratory, IT facility and student services) is subjected to
evaluation and enhancement
X
10.6 The stakeholders feedback mechanism is systematic and
subjected to evaluation and enhancement X
Overall opinion X
48
Criterion 11 - Checklist
11 Output 1 2 3 4 5 6 7
11.1 The pass rate and dropout rates are established, monitored and
benchmarked for improvement X
11.2 The average time to graduation is established, monitored and
benchmarked for improvement X
11.3 Employability of graduates is established, monitored and
benchmarked for improvement X
11.4 The type and quantity of research activities by students are
established, monitored and benchmarked for improvement X
11.5 The satisfaction levels of stakeholders are established, monitored
and benchmarked for improvement X
Overall opinion X
49
III. STRENGTH AND WEAKNESS ANALYSIS
Summary of Strengths
Best academic department in Thailand
So far, the Department of Biochemistry, Faculty of Science, Mahidol University, is the
only academic department winning the Best Institution for Promoting Science and
Technology in Thailand from Thailand Toray Science Foundation.
International-referenced ELOs
Expected learning outcomes of our graduate programs have been formulated by integrating
feedbacks from stakeholders and conforming to the international standard guidelines set
by IUBMB.
Flexible program structure
The program structures are flexible allowing multiple pathways for student entry and
mechanisms for switching between M.Sc. and Ph.D. programs.
Exceptional quality of academic staffs
Our academic staffs are capable of producing comparable international-quality research
outputs to those from other institutions abroad.
Measurable student outcomes/outputs
Student achievement of program ELOs and expected output are well defined.
Close to 100% employment rate
Almost all of our graduates are hired into the labor market within 1 year after degree
completion, signifying the quality of our alumni.
Summary of Weaknesses
Very few foreign students
Although not clearly shown in this SAR, the number of international students in our
program is very low compared to the local Thai students. This is because most foreign
students seek for a full financial support for their education like the systems in Europe
and in the US. However, our limited financial resources could not allow us to offer
such support to the students from abroad. The small number of the foreign students
reduces the international environment in the programs.
Average time to degree completion
The track record clearly sees that our students take significantly long period of time to
complete their degree. Although the expected learning outcomes are reached at the end,
such a length of time students spend at our programs may hinder interests from future
prospective students.
Feedback gathering mechanisms
At this point, mechanisms for hearing feedback from two important stakeholders,
alumni and employers, are still not efficient. Considerable low percentage of return
rates are received each year.
50
Competency of supporting staffs
Our supporting staffs are all Thai with limited English communication skills. This could
be a drawback when handling international students.
Improvement Plans
International students – Mahidol University and the Faculty of Graduate Studies have
recently announced a policy to increase number of international students. Various
supporting mechanisms are being planned. In the near future, when the supporting
schemes are finalized, our graduate programs may have financial resource to support
more international students.
Average time to degree completion – The reported average time to degree completion
originated from students of the previous curricula before the 2012 revision. It is
expected that the average time to graduation would be reduced for students in the
present curricula.
Feedback mechanisms – The Program Administrative Committee already made a plan
to more direct approaches in gathering feedbacks from alumni and employers. Phone
interview and/or organizing an open session for curriculum critiques. These approaches
will be implemented in the subsequent curriculum revision period.
Support staff English competency – English communication training will be arranged
regularly by the Faculty of Science.
IV. APPENDICES A 1 Appendix 1
International Union of Biochemistry and Molecular Biology (IUBMB)
http://www.iubmb.org
IUBMB was founded in 1955 to promote research and education in biochemistry and
molecular biology around the world. With Advisory Board consisting of several Nobel
Laureates, the IUBMB has become a globally-respected organization. In 1989, Educational
Board of the IUBMB first published Standards for the Ph.D. Degree in Biochemistry and
Molecular Biology. This set of expected learning outcomes for Ph.D. graduates was quickly
adopted by many organizations around the world including the American Society for
Biochemistry and Molecular Biology (ASBMB) and Federation of European Biochemical
Societies (FEBS). In 2000, this standards were updated and expanded to cover other related
fields in the areas of molecular bioscience. The latest revision of this standard guideline was
published in 2011 (see the IUBMB web site for downloadable PDF file of the complete
standard criteria and explanation). The followings are the latest expected outcomes (standards)
for Ph.D. graduates in the field of molecular bioscience:
1. The candidate should demonstrate a general knowledge of physics, organic and
physical chemistry, mathematics (including calculus, probability and statistics),
computer science, biology and cell biology, genetics, biochemistry and molecular
biology, bioinformatics, the particular Molecular Bioscience, and good knowledge of
the topic of research.
2. The candidate should be familiar with the research literature of the particular
Bioscience should have the ability to keep abreast of major developments and to acquire
a working background in any area.
3. The candidate should demonstrate skill in the recognition of meaningful problems and
questions for research in the particular Bioscience.
4. The candidate should de technical skill in the laboratory, including computational and
mathematical manipulations.
5. The candidate should demonstrate the acquisition of oral, written and visual
communication skills.
6. The candidate should demonstrate skill in designing experiments and in conducting
productive self-directed research.
IV. APPENDICES A 2 Appendix 2
Past Record of Alumni Employment
(Job Classifications)
from
Graduate Programs in Biochemistry
Department of Biochemistry, Faculty of Science
Mahidol University
Job records have been collected from alumni graduated in the year 2005 – 2015. Numbers in
the pie charts indicate percentage of our graduates employed in each job categories.
IV. APPENDICES A 3 Appendix 3
Program Structure and Specification
Doctor of Philosophy Program in Biochemistry
(International Program)
Curriculum Last Revised in 2012
for
Students Entering in Academic Year 2016
-----------------------------------------
1. Program Title Doctor of Philosophy Program in Biochemistry (International Program)
2. Name of Degree
Full name : Doctor of Philosophy (Biochemistry)
Abbreviation : Ph.D. (Biochemistry)
3. Responsible Units
3.1 Department of Biochemistry, Faculty of Science, Mahidol University – Teaching
Institution
3.2 Faculty of Graduate Studies, Mahidol University – Awarding Institution
4. Philosophy and Expected Learning Outcomes of the Program
4.1 Philosophy of the Program:
To produce graduate students (Ph.D.) knowledgeable in biochemistry and molecular biology
with high quality research output at the international level, having good research ethics and
morality, and able to contribute new knowledge in biochemistry and molecular biology to
the society.
4.2 Expected Learning Outcomes of the Program:
Expected Learning Outcomes or our doctoral program are formulated according to the
recommended “Standard for Doctoral Degrees in the Molecular Biosciences” published by
International Union of Biochemistry and Molecular Biology in 2011 as following:
Upon completion of the doctoral program, graduates must be able to:
4.2.1 demonstrate proper ethical conduct for research and scientific professions.
4.2.2 demonstrate effective English communication skills in both oral and writing.
4.2.3 independently operate international-standard laboratory experiments in
biochemistry.
4.2.4 analyze scientific questions and research findings using theoretical framework and
principles in biochemistry.
4.2.5 critically evaluate scientific merit of up-to-date biochemistry knowledge and
literature.
4.2.6 formulate a novel research proposal with scientifically-sound experimental design.
4.2.7 create new knowledge or concept in biochemistry in the form of international
research publication
5. Admission Requirements
5.1 Applicants must be studying in the final year at the bachelor level, or hold a degree in B.Sc. (any
area) or a bachelor’s degree in clinical and health sciences with GPA of at least 3.50 or
IV. APPENDICES A 4
5.2 Applicants must be studying in the final year at the M.Sc. level, or hold a degree in M.Sc.
(Biochemistry, Chemistry, Biology, Molecular Biology or related area) with GPA of at least 3.50.
5.3 Applicants who are studying at our M.Sc. program can change their status to be a doctoral student
if they pass coursework for at least 2/3 of the total credits of the required courses and have got at
least B+ on SCID 506, a cumulative GPA of at least 3.50, and approval from the M.Sc. and the
Ph.D. program committees in concurrence with the Dean of the Faculty of Graduate Studies.
5.4 International applicants must be studying in the final year at the M.Sc. level, or hold a degree in
M.Sc. (Biochemistry, Chemistry, Biology, Molecular Biology or related area) with GPA of at least
3.50 or equivalent and a TOEFL score of at least 500 (173 for computer-based or 61 for internet-
based score) or an IELTS of at least 5.5. Aplication must be submitted online via Faculty of
Graduate Studies web site (http://www.grad.mahidol.ac.th).
5.5 All qualified applicants except those who received a master’s degree from other programs within
or outside Mahidol University are exempted from entrance examination. The entrance
examinations are arranged by the Faculty of Graduate Studies consisting of 1) English Proficiency
Test and 2) Subject-Specific Test, the latter is in English language covering general knowledge in
biochemistry, biology and chemistry
5.6 Applicants may receive exception to any of the requirements above, if the permission is granted by
the Administrative Program Committee in concurrence with the Faculty of Graduate Studies.
6. Selection Method
Applicants are selected based on academic/research credentials and/or written examination and
interview according to rules and regulation of the Faculty of Graduate Studies, Mahidol University.
International applicants may be subjected to phone/online interview and must provide proof of
financial support during the study period to be considered for admission. Final judgment will be
made under the consideration of the Administrative Program Committee in concurrence with the
Dean of Faculty of Graduate Studies, Mahidol University.
7. Academic System
7.1 Semester system
Semester
7.2 Credit Assignment
The number of credits assigned to each subject is determined as follows:
7.2.1 Lecture or discussion consuming 15 hours per semester is equal to 1 credit hour.
7.2.2 Laboratory or practice consuming 30 hours per semester is equal to 1 credit hour.
7.2.3 Thesis consuming 45 hours per semester is equal to 1 credit hour.
8. Language
English is used in teaching and learning as well as in the assessment processes.
9. Registration
9.1 Students must register as full time students.
9.2 Students must register for no less than 9 credits and no more than 15 credits per regular
semester, or according to program study plan.
10. Evaluation and Graduation Requirements
10.1 Evaluation
IV. APPENDICES A 5
Student evaluation is in accordance with the rules and regulations of Mahidol University.
(See details at http://www.grad.mahidol.ac.th)
10.2 Graduation Requirements
10.2.1 Students holding a bachelor’s degree must register for no less than 24 credits of
coursework and 48 credits of thesis. Total credits acquired must be no less than 72
credits.
10.2.2 Students holding a master’s degree must register for no less than 12 credits of
coursework and 36 credits of thesis. Total credits acquired must be no less than 48
credits.
All students must
10.2.3 obtain accumulative GPA of at least 3.50 and at least B+ for SCID 506 (if taken)
10.2.4 pass the English Proficiency Examination offered by the Faculty of Graduate
Studies, Mahidol University with a TOEFL score of at least 500 (173 for computer-
based or 61 for internet-based score) or an IELTS of at least 5.5.
10.2.5 pass a written qualifying examination.
10.2.6 present thesis and pass the oral thesis examination according to the regulations of
Faculty of Graduate Studies, Mahidol University.
10.2.7 obtain at least one publication or a manuscript that has been accepted for publication
in an international peer-reviewed journal according to regulations of Faculty of
Graduate Studies, Mahidol University.
11. Library
Our Stang Mongkolsuk Library possesses more than 10,000 books. Many journals can be accessed
online. Besides, a lot of text books and journals (in both electronic and printed formats) are
available at other libraries within Mahidol University.
12. Program Structure
12.1 The number of credits required for the program
12.1.1 number of credits required for the program is no less than 72 credits (for students
from B.Sc.)
12.1.2 number of credits required for the program is no less than 48 credits (for students
from M.Sc.)
12.2 Curriculum Structure
The program is set according to the Ministry of Education Announcement titled
“Standard Criteria for Graduate Studies 2005”, with specified plan A(2) curriculum.
12.2.1 For students with a bachelor’s degree
(1) Required Courses 19 credits
(2) Elective Courses no less than 5 credits
(3) Dissertation 48 credits
Total no less than 72 credits
12.2.2 For students with a master’s degree
(1) Required Courses 6 credits
(2) Elective Courses no less than 6 credits
(3) Dissertation 36 credits
Total no less than 48 credits
12.3 Course Requirements
12.3.1 Required Courses Credits (lecture-lab-self study)
For students from B.Sc.
IV. APPENDICES A 6
SCBC 609 Structure and Mechanism of Enzymes 2 (2-0-4)
SCBC 610 Modern Metabolism 2 (2-0-4)
SCBC 611 Current Protocols in Biomolecular Research 1 (1-0-2)
* SCBC 613 Advanced Skills in Biochemical Research 3 (2-2-5)
* SCBC 614 Advanced Biochemistry Seminar I 1 (1-0-2)
* SCBC 615 Advanced Biochemistry Seminar II 1 (1-0-2)
* SCBC 616 Advanced Biochemistry Seminar IIII 1 (1-0-2)
SCID 502 Cell Science 2 (2-0-4)
SCID 506 Concepts of Molecular Bioscience 2 (2-0-4)
SCID 508 Biomolecular and Spectroscopy Techniques 1 (0-2-1)
SCID 509 Separation Techniques 1 (0-2-1)
SCID 511 Gene Technology 1 (0-2-1)
SCID 518 Generic Skills in Science Research 1 (1-0-2)
Note: * New Course
For students from M.Sc.
* SCBC 613 Advanced Skills in Biochemical Research 3 (2-2-5)
* SCBC 614 Advanced Biochemistry Seminar I 1 (1-0-2)
* SCBC 615 Advanced Biochemistry Seminar II 1 (1-0-2)
* SCBC 616 Advanced Biochemistry Seminar IIII 1 (1-0-2)
12.3.2 Elective Courses Credits (lecture-lab-self study)
GRID 617 Hypercourse of Bioinformatics 2 (1-2-3)
GRID 618 Cybertools for research 1 (2-0-4)
SCBC 601 Physical Biochemistry 2 (2-0-4)
SCBC 603 Advanced Biochemistry (Laboratory) 2 (0-4-2)
SCBC 607 Current Topics in Biochemistry 3 (3-0-6)
SCBC 612 Functional Genetics and Genomics 2 (2-0-4)
SCBT 502 Recombinant DNA Technology 3 (3-0-6)
SCBT 602 Gene Regulation 3 (3-0-6)
SCID 500 Cell and Molecular Biology 3 (3-0-6)
SCID 503 Systemic Bioscience 3 (3-0-6)
SCID 507 Microscopic Technique 1 (0-2-1)
SCID 510 Immunological Methods 1 (0-2-1)
SCID 512 Receptor Binding and Enzyme Kinetic Assays 1 (0-2-1)
SCID 513 Animal Cell Culture Techniques 1 (0-2-1)
SCID 514 Animal Experimentation in Biomedical Research 1 (0-2-1)
SCMI 513 Infection Diseases and Immunity 4 (4-0-8)
SCMI 602 Advanced Immunology 3 (3-0-6)
SCPM 502 Principle of Drug Action 2 (2-0-4)
SCTX 601 Molecular Toxicology 3 (3-0-6)
Note: Besides the above elective courses, students can enroll in other courses offered
by graduate programs of Mahidol University with approval from the program
director, major advisor, or program administrative committee.
12.3.3 Dissertation Credits (lecture-lab-self study)
SCBC 699 Dissertation 36 (0-144-0)
SCBC 799 Dissertation 48 (0-192-0)
12.3.4 Research Projects of the Program
Staff at the Department of Biochemistry has received many research grants from
local agencies (e.g. National Science and Technology Development Agency
(NSTDA), Thailand Research Fund (TRF), TRF-Golden Jubilee, National Research
IV. APPENDICES A 7
Council of Thailand (NRCT) and overseas granting agencies (e.g. World Health
Organisation (WHO), Welcome Trust and Third World Academy of Science
(TWAS).). Major research interests in the Department are:
Parasite and Bacterial Biochemistry and Molecular Biology
Protein and Enzyme Structure and Function
Molecular Metabolism and Gene Regulation
Molecular Mechanism of Cancer
Plant Biochemistry
Biochemical Education
12.4 Course Code Explanation
Two first letters represent the abbreviated name of Faculty
SC = Faculty of Science
GR = Faculty of Graduate Studies
The third and fourth letters represent the abbreviated name of responsible units
ID = Inter-departmental Courses
BC = Department of Biochemistry
BT = Department of Biotechnology
MI = Department of Microbiology
PM = Department of Pharmacy
TX = Toxicology Graduate Program
The first numbers (5XX and 6XX) represent postgraduate program level.
12.5 Study Plan
For students from B.Sc. Year Semester 1 Semester 2
1 SCID 500 SCID 506
SCID 502
SCBC 609
SCBC 610
SCID 508
SCID 518
SCID 511 Note:
Cell and Molecular Biology* Concepts of Molecular Bioscience
Cell Science
Structure and Mechanism of Enzymes
Modern Metabolism
Biomolecular and Spectroscopy Techniques
Generic Skills in Science Research
Gene Technology *Recommended elective course
Total
3(3-0-6) 2(2-0-4)
2(2-0-4)
2(2-0-4)
2(2-0-4)
1(0-2-1)
1(1-0-2)
1(0-2-1)
14 credits
SCBC 611
SCID 509
Current Protocols in Biomolecular Research
Separation Techniques
Elective Courses
Total
1(1-0-2)
1(0-2-1)
2 credits
4 credits
2 SCBC 613
Advanced Skills in Biochemical Research
Qualifying Examination
Total
3(2-2-5)
3 credits
SCBC 614 SCBC 799
Advanced Biochemistry Seminar I Dissertation
Thesis Proposal Presentation
Total
1(1-0-2) 48(0-192-0)
1 + thesis
3 SCBC 615 SCBC 799
Advanced Biochemistry Seminar II Dissertation (continued)
Total
1(1-0-2) 48(0-192-0)
1 + thesis
SCBC 616 SCBC 799
Advanced Biochemistry Seminar III Dissertation (continued)
Total
1(1-0-2) 48(0-192-0)
1 + thesis
4 SCBC 799 Dissertation (continued)
Total
48(0-192-0)
thesis
SCBC 799 Dissertation (continued)
Total
48(0-192-0)
thesis
5 SCBC 799 Dissertation (continued)
Total
48(0-192-0)
thesis
SCBC 799 Dissertation (continued)
Total
48(0-192-0)
thesis
IV. APPENDICES A 8
For students from M.Sc. Year Semester 1 Semester 2
1 Elective Courses
Total
1-6 credits 1-6 credits
Elective Courses
Total
1-6 credits 1-6 credits
2 SCBC 613
Advanced Skills in Biochemical
Research
Qualifying Examination
Total
3(2-2-5)
3 credits
SCBC 614
SCBC 699
Advanced Biochemistry Seminar I
Dissertation
Thesis Proposal Presentation
Total
1(1-0-2)
36(0-144-0)
1 + thesis
3 SCBC 615
SCBC 699
Advanced Biochemistry Seminar II
Dissertation (continued)
Total
1(1-0-2)
36(0-144-0)
1 + thesis
SCBC 616
SCBC 699
Advanced Biochemistry Seminar III
Dissertation (continued)
Total
1(1-0-2)
36(0-144-0) 1 + thesis
4 SCBC 699 Dissertation (continued)
Total
36(0-144-0)
thesis
SCBC 699 Dissertation (continued)
Total
36(0-144-0)
thesis
13. Qualifying Examination
13.1 Before taking the qualifying exam, student must
pass English Proficiency Examination with a TOEFL score of at least 500 (173 for the
computer-based exam or 61 for the internet-based exam) or an IELTS of 5.5 or higher.
obtain at least grade B+ in SCID506 (for students who are required to take the course).
13.2 Qualifying examination is a written examination, the content of which is covered by SCID
502 and SCID 506 courses. Exam questions are divided into three sections as following:
Part 1 – biomolecular structure, thermodynamics and enzyme kinetics, Part 2 – metabolism
and Part 3 – genetics, molecular and cell biology. Each parts are graded independently by
3 staff members. Approximately 50% of the exam questions will test general knowledge in
biochemistry. The other 50% of the questions are designed test students’ ability to interpret
experimental results and propose experiments to test hypothetical models. A score of 70%
or more is required for passing each exam question and the students must pass all 3 sections
in order to pass the qualifying examination.
13.3 If student fails to pass the qualifying examination at the first attempt, a reexamination will
be scheduled. The student must pass the examination with approval from Qualifying
Examination Committee to become a “Ph.D. candidate”.
14. Dissertation Research Proposal Presentation
After passing the qualifying examination, students must submit a document to Faculty of
Graduate Studies for appointment of Dissertation Research Proposal Committee consisting of at
least 3 faculty members, one of which is student’s major advisor while other two can be any
academic staff within or outside Mahidol University. After approval of dissertation research
proposal, this same committee will serve as Dissertation Advisory Committee monitoring and
providing guidance to student regarding his/her doctoral research.
15. Dissertation Defense
Upon completion of doctoral research and dissertation writing and approval from Dissertation
Advisory Committee, students must submit a document to Faculty of Graduate Studies for
appointment of Dissertation Defense Committee consisting of at least 5 members: a committee
chair, an external examiner and the Dissertation Advisory Committee (at least 3 members). After
passing the oral dissertation defense, students can submit final written dissertation to Faculty of
Graduate Studies.
16. Collaboration with Other Departments
Many of our faculty members are members of multidiscipline research centers such as Center for
Excellence in Protein Structure and Function, Center for Excellence in Vectors and Vector-Borne
IV. APPENDICES A 9
Diseases, Center for Shrimp Molecular Biology and Biotechnology, Center for Bioinformatics and
Applied Genomics Research Unit, Consortium in Calcium and Bone Research. We also have
collaborations with scientists at other research institutes and universities in Thailand and overseas.
17. Students Job Opportunities
A large number of our student alumni work as staff in universities, researchers in research
institutes, or as scientists in food, pharmaceutical, cosmetic and chemical industries.
IV. APPENDICES A 10
Program Structure and Specification
Master of Science Program in Biochemistry (International Program)
Curriculum Last Revised in 2012
for
Students Entering in Academic Year 2016
-----------------------------------------
1. Program Title Master of Science Program in Biochemistry (International Program)
2. Name of Degree
Full name : Master of Science (Biochemistry)
Abbreviation : M.Sc. (Biochemistry)
3. Responsible Units
3.3 Department of Biochemistry, Faculty of Science, Mahidol University – Teaching
Institution
3.4 Faculty of Graduate Studies, Mahidol University – Awarding Institution
4. Philosophy and Expected Learning Outcomes of the Program
4.1 Philosophy of the Program:
To produce graduate students (M.Sc.) knowledgeable in biochemistry and molecular
biology with high quality research output, having good research ethics and morality, and
able pass on correct and trustable knowledge in biochemistry and molecular biology to the
society.
4.2 Expected Learning Outcomes of the Program:
Expected Learning Outcomes or our master’s degree program are adapted from the
recommended “Standard for Doctoral Degrees in the Molecular Biosciences” published by
International Union of Biochemistry and Molecular Biology in 2011 as following
Upon completion of the doctoral program, graduates must be able to:
4.2.1 demonstrate proper ethical conduct for research and scientific professions.
4.2.2 demonstrate effective English communication skills in both oral and writing.
4.2.3 independently operate international-standard laboratory experiments in
biochemistry.
4.2.4 analyze scientific questions and research findings using theoretical framework and
principles in biochemistry.
5. Admission Requirements
5.1 Applicants must be studying in the final year at the bachelor level, or hold a degree in B.Sc. (any
area) or a bachelor’s degree in clinical and health sciences with GPA of at least 2.50 or
5.2 Applicants whose credentials differ from above requirement could apply to the program if the
permission is granted by the Administrative Program Committee in concurrence with the Faculty
of Graduate Studies.
IV. APPENDICES A 11
5.3 Applicants studying in the final year of the bachelor’s degree program within Mahidol University
with a cumulative GPA of 3.0 or more can be exempted for the entrance examination by direct
admission track offered by the Faculty of Graduate Studies.
5.4 Applicants whose credentials differ from that listed in 5.3 are required to take entrance
examinations arranged by the Faculty of Graduate Studies. The entrance examinations are 1)
English Proficiency Test and 2) Subject-Specific Test, the latter is in English language covering
general knowledge in biochemistry, biology and chemistry.
5.5 International applicants must apply through the online system available at the Faculty of Graduate
Studies (http://www.grad.mahidol.ac.th) and are exempted for entrance examination.
6. Selection Method
Applicants are selected based on academic/research credentials and/or written examination and
interview according to rules and regulation of the Faculty of Graduate Studies, Mahidol University.
International applicants may be subjected to phone/online interview and must provide proof of
financial support during the study period to be considered for admission. Final judgment will be
made under the consideration of the Administrative Program Committee in concurrence with the
Dean of Faculty of Graduate Studies, Mahidol University.
7. Academic System
7.1 Semester system
Semester
7.2 Credit Assignment
The number of credits assigned to each subject is determined as follows:
7.2.1 Lecture or discussion consuming 15 hours per semester is equal to 1 credit hour.
7.2.2 Laboratory or practice consuming 30 hours per semester is equal to 1 credit hour.
7.2.3 Thesis consuming 45 hours per semester is equal to 1 credit hour.
8. Language
English is used in teaching and learning as well as in the assessment processes.
9. Registration
9.1 Students must register as full time students.
9.2 Students must register for no less than 9 credits and no more than 15 credits per regular
semester, or according to program study plan.
10. Evaluation and Graduation Requirements
10.1 Evaluation
Student evaluation is in accordance with the rules and regulations of Mahidol University.
(See details at http://www.grad.mahidol.ac.th)
10.2 Graduation Requirements
All master’s degree students must
10.2.3 register for at least 24 credits of coursework and 12 credits of thesis. Total credits
acquired must at least 36 credits. A cumulative GPA must be 3.00 or more.
10.2.4 pass the English Proficiency Examination offered by the Faculty of Graduate
Studies, Mahidol University or equivalent.
10.2.5 present thesis and pass the oral thesis defense examination according to the rules and
regulations of the Faculty of Graduate Studies, Mahidol University.
10.2.6 obtain at least one publication or a manuscript that has been accepted for publication as
a journal article or a conference proceeding at the national or international level.
IV. APPENDICES A 12
11. Library
Our Stang Mongkolsuk Library possesses more than 10,000 books. Many journals can be accessed
online. Besides, a lot of text books and journals (in both electronic and printed formats) are
available at other libraries within Mahidol University.
12. Program Structure
12.1 The number of credits required for the program
Number of credits required for the program is at least 36 credits
12.2 Curriculum Structure
The program is set according to the Ministry of Education Announcement titled
“Standard Criteria for Graduate Studies 2005”, with specified plan A(2) curriculum.
12.2.1 Required Courses 15 credits
12.2.2 Elective Courses at least 9 credits
12.2.3 Dissertation 12 credits
Total no less than 36 credits
12.3 Course Requirements
12.3.1 Required Courses Credits (lecture-lab-self study)
SCBC 604 Biochemistry Seminar I 1 (1-0-2)
SCBC 606 Biochemistry Seminar II 1 (1-0-2)
SCBC 609 Structure and Mechanism of Enzymes 2 (2-0-4)
SCBC 610 Modern Metabolism 2 (2-0-4)
SCBC 611 Current Protocols in Biomolecular Research 1 (1-0-2)
SCID 502 Cell Science 2 (2-0-4)
SCID 506 Concepts of Molecular Bioscience 2 (2-0-4)
SCID 508 Biomolecular and Spectroscopy Techniques 1 (0-2-1)
SCID 509 Separation Techniques 1 (0-2-1)
SCID 511 Gene Technology 1 (0-2-1)
SCID 518 Generic Skills in Science Research 1 (1-0-2)
12.3.2 Elective Courses Credits (lecture-lab-self study)
GRID 617 Hypercourse of Bioinformatics 2 (1-2-3)
GRID 618 Cybertools for research 1 (2-0-4)
SCBC 601 Physical Biochemistry 2 (2-0-4)
SCBC 603 Advanced Biochemistry (Laboratory) 2 (0-4-2)
SCBC 607 Current Topics in Biochemistry 3 (3-0-6)
SCBC 612 Functional Genetics and Genomics 2 (2-0-4)
SCBT 502 Recombinant DNA Technology 3 (3-0-6)
SCBT 602 Gene Regulation 3 (3-0-6)
SCID 500 Cell and Molecular Biology 3 (3-0-6)
SCID 503 Systemic Bioscience 3 (3-0-6)
SCID 507 Microscopic Technique 1 (0-2-1)
SCID 510 Immunological Methods 1 (0-2-1)
SCID 512 Receptor Binding and Enzyme Kinetic Assays 1 (0-2-1)
SCID 513 Animal Cell Culture Techniques 1 (0-2-1)
SCID 514 Animal Experimentation in Biomedical Research 1 (0-2-1)
SCMI 513 Infection Diseases and Immunity 4 (4-0-8)
SCMI 602 Advanced Immunology 3 (3-0-6)
SCPM 502 Principle of Drug Action 2 (2-0-4)
SCTX 601 Molecular Toxicology 3 (3-0-6)
IV. APPENDICES A 13
Note: Besides the above elective courses, students can enroll in other courses offered
by graduate programs of Mahidol University with approval from the program
director, major advisor, or program administrative committee.
12.3.3 Thesis Credits (lecture-lab-self study)
SCBC 698 Thesis 12 (0-48-0)
12.3.4 Research Projects of the Program
Staff at the Department of Biochemistry has received many research grants from
local agencies (e.g. National Science and Technology Development Agency
(NSTDA), Thailand Research Fund (TRF), TRF-Golden Jubilee, National Research
Council of Thailand (NRCT) and overseas granting agencies (e.g. World Health
Organisation (WHO), Welcome Trust and Third World Academy of Science
(TWAS).). Major research interests in the Department are:
Parasite and Bacterial Biochemistry and Molecular Biology
Protein and Enzyme Structure and Function
Molecular Metabolism and Gene Regulation
Molecular Mechanism of Cancer
Plant Biochemistry
Biochemical Education
12.4 Course Code Explanation
Two first letters represent the abbreviated name of Faculty
SC = Faculty of Science
GR = Faculty of Graduate Studies
The third and fourth letters represent the abbreviated name of responsible units
ID = Inter-departmental Courses
BC = Department of Biochemistry
BT = Department of Biotechnology
MI = Department of Microbiology
PM = Department of Pharmacy
TX = Toxicology Graduate Program
The first numbers (5XX and 6XX) represent postgraduate program level.
IV. APPENDICES A 14
12.5 Study Plan Year Semester 1 Semester 2
1 SCID 500
SCID 506
SCID 502
SCBC 609
SCBC 610
SCID 508
SCID 518
SCID 511
Cell and Molecular Biology*
Concepts of Molecular Bioscience
Cell Science
Structure and Mechanism of
Enzymes
Modern Metabolism
Biomolecular and Spectroscopy
Techniques
Generic Skills in Science Research
Gene Technology
Note: *Elective course
Total
3(3-0-6)
2(2-0-4)
2(2-0-4)
2(2-0-4)
2(2-0-4)
1(0-2-1)
1(1-0-2)
1(0-2-1)
14 credits
SCBC 611
SCID 509
Current Protocols in Biomolecular Research
Separation Techniques
Elective Courses
Total
1(1-0-2)
1(0-2-1)
6 credits
8 credits
2 SCBC 604 SCBC 698
Biochemistry Seminar I
Thesis
Thesis Proposal Presentation
Total
1(2-2-5)
12(0-48-0)
1 credits
SCBC 606
SCBC 698
Biochemistry Seminar II Thesis (continue)
Total
1(1-0-2) 12(0-48-0)
1 credits
13. Thesis Research Proposal Presentation
In the second year of study, students must submit a document to Faculty of Graduate Studies for
appointment of Thesis Proposal Committee consisting of at least 2 faculty members, one of which
is student’s major advisor while another one (or more) can be any academic staff either within or
outside Mahidol University. After approval of thesis research proposal, this same committee will
serve as Thesis Advisory Committee monitoring and providing guidance to student regarding
his/her master’s research.
14. Thesis Defense
Upon completion of master’s research and thesis writing along with approval from Thesis Advisory
Committee, students must submit a document to Faculty of Graduate Studies for appointment of
Thesis Defense Committee consisting of at least 4 members: a committee chair, an external
examiner and the Thesis Advisory Committee (at least 2 members). After passing the oral thesis
defense, students can submit final thesis to Faculty of Graduate Studies.
15. Collaboration with Other Departments
Many of our faculty members are members of multidiscipline research centers such as Center for
Excellence in Protein Structure and Function, Center for Excellence in Vectors and Vector-Borne
Diseases, Center for Shrimp Molecular Biology and Biotechnology, Center for Bioinformatics and
Applied Genomics Research Unit, Consortium in Calcium and Bone Research. We also have
collaborations with scientists at other research institutes and universities in Thailand and overseas.
16. Students Job Opportunities
A large number of our student alumni work as teachers in school, researchers or research assistance
in research institutes, technical specialists for scientific products, sales representative of scientific
products, or as scientists in food, pharmaceutical, cosmetic and chemical industries.
IV. APPENDICES A 15 Appendix 4
Course Syllabus
SCBC 604 Biochemistry Seminar I
Academic Year 2015
Course ID and name: SCBC 604 Biochemistry Seminar I
Course coordinator: Dr. Laran T. Jensen
Instructors: Academic Staffs within the Graduate Programs in Biochemistry
Credits: 1 (1-0-2)
Curriculum: Masters of Science Program in Biochemistry (required course)
Semester offering: First semester
Prerequisite: None
Course Description:
Reading scientific papers, presentation of research papers and research problems, seminar
presentations, discussion, questions and answers
Course Learning Outcomes (CLOs)
Upon completion of this course, students are able to:
1. Read, review and summarize research article(s) published in international journal.
2. Deliver oral presentation on the summary of selected research article in a seminar format.
3. Attend fellow students’ seminar, formulate sensible questions and participate in discussions
regarding the seminar content.
Constructive Alignment of CLOs and Program’s ELOs
CLOs ELO 1 ELO 2 ELO 3 ELO 4 ELO 5 ELO 6 ELO 7 ELO 8 1
2
3
Course Schedule:
Week # Topic Teaching & Learning Strategy Assessment Instructor
1 Course Orientation Lecture Q & A Laran
2 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
3 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
4 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
5 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
6 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
7 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
8 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
9 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
10 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
11 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
12 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
13 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
14 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
15 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
IV. APPENDICES A 16
Assessment Criteria
Grading Criteria for SCBC604
A 100% - 90%
B+ 89% - 75%
B 74% - 50%
C+ 49% - 35%
C 34% - 15%
Presentation
80% of the grade come from the evaluation of student presentation by all the staff attending.
Participation
20% will come from in-class participation evaluated by LJ.
5% from a written evaluation of presentations from other students
5% from attendance
Please note that it is possible for students to earn up to 30% from participation (with extra credit)
depending on students’ interactions during the course.
To receive full participation points students are required to be involved in the discussion by asking
questions and making comments or suggestions.
Appeal Procedure
Should the students have any appeal regarding the assessments or grade, inquiry can be made to the
instructors and/or the course coordinator immediately either by direct contact, telephone or email.
IV. APPENDICES A 17
Course Syllabus
SCBC 606 Biochemistry Seminar II
Academic Year 2015
Course ID and name: SCBC 606 Biochemistry Seminar II
Course coordinator: Dr. Laran T. Jensen
Instructors: Academic Staffs within the Graduate Programs in Biochemistry
Credits: 1 (1-0-2)
Curriculum: Masters of Science Program in Biochemistry (required course)
Semester offering: Second semester
Prerequisite: None
Course Description:
Report presentation of the research progress, discussion, answers the questions and writing an abstract
Course Learning Outcomes (CLOs)
Upon completion of this course, students are able to:
1. Read, review and summarize research article(s) published in international journal related to
student’s thesis research.
2. Deliver oral presentation on the research topic and progress to fellow students in a seminar
format.
3. Attend other students’ seminar, formulate sensible questions and participate in discussions
regarding the seminar content.
Constructive Alignment of CLOs and Program’s ELOs
CLOs ELO 1 ELO 2 ELO 3 ELO 4 ELO 5 ELO 6 ELO 7 ELO 8
1
2
3
Course Schedule:
Week # Topic Teaching & Learning Strategy Assessment Instructor
1 Course Orientation Lecture Q & A Laran
2 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
3 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
4 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
5 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
6 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
7 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
8 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
9 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
10 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
11 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
12 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
13 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
14 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
15 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
IV. APPENDICES A 18
Assessment Criteria
Grading Criteria for SCBC606
A 100% - 90%
B+ 89% - 75%
B 74% - 50%
C+ 49% - 35%
C 34% - 15%
Presentation
80% of the grade come from the evaluation of student presentation by all the staff attending.
Participation
20% will come from in-class participation evaluated by LJ.
5% from a written evaluation of presentations from other students
5% from attendance
Please note that it is possible for students to earn up to 30% from participation (with extra credit)
depending on students’ interactions during the course.
To receive full participation points students are required to be involved in the discussion by asking
questions and making comments or suggestions.
Appeal Procedure
Should the students have any appeal regarding the assessments or grade, inquiry can be made to the
instructors and/or the course coordinator immediately either by direct contact, telephone or email.
IV. APPENDICES A 19
Course Syllabus
SCBC 609 Structure and Mechanism of Enzymes
Academic Year 2015
Course ID and name: SCBC 609 Structure and Mechanism of Enzymes
Course coordinator: Dr. Danaya Pakotiprapha
Instructors:
1. Dr. Chartchai Krittanai (CK)
2. Dr. Danaya Pakotiprapha (DP)
3. Dr. Jirundon Yuvaniyama (JY)
4. Dr. Laran T. Jensen (LJ)
5. Dr. Pimchai Chaiyen (PC)
6. Dr. Puey Ounjai (PO)
7. Dr. Ubolsree Leartsakulpanich (UL)
Credits: 2 (2-0-4)
Curriculum: Masters of Science and Doctor of Philosophy Program in Biochemistry
(required course)
Semester offering: First semester
Prerequisite: None
Course Description:
In-depth knowledge of structure and mechanism of selected groups of enzymes, physical principles
and techniques used in studying structure and mechanism of proteins and enzymes, visualization of
three dimensional structures of enzymes using the PyMOL program, current knowledge of mechanism
underlying catalysis of hydrolase, protease, flavin-dependent enzymes, P450 enzymes, PLP-
dependent enzyme, biotin-dependent enzyme, and other enzymes related to drug design and
biotechnology
Course Outline:
This course aims to develop fundamental concepts of biochemistry as they apply to macromolecules,
including protein and nucleic acid structures, thermodynamics and kinetics, ligand interactions, and
enzyme catalysis. The course also emphasizes how these concepts are used in the studies of the
structure and function of biological macromolecules, including examples from cellular metabolism.
Course Learning Outcomes (CLOs)
Upon completion of this course, students are able to:
1. Describe different levels of protein and nucleic acid structures and the chemical interactions
that govern them.
2. Use PyMOL molecular visualization software to analyze macromolecular structures and make
publication-quality figures.
3. Describe the principles of structural biology techniques, including X-ray crystallography,
electron microscopy, and circular dichroism spectroscopy, and describe what kind of biological
questions they can be used to address.
4. Describe the kinetics and thermodynamics principles of reactions involving macromolecules.
5. Describe the molecular mechanism of different classes of enzymes.
6. Critically evaluate experimental data and design experiments to study macromolecular structure
and mechanism.
IV. APPENDICES A 20
Constructive Alignment of CLOs and Program’s ELOs
CLOs ELO 1 ELO 2 ELO 3 ELO 4 ELO 5 ELO 6 ELO 7 ELO 8
1
2
3
4
5
6
Course Schedule:
Time: M, W 9:00 – 11:00 h, Room: B301, B Wing, Department of Biochemistry
Week
#
Topic Teaching &
Learning
Strategy
Assessment Instructor
1 M Introduction to structural biology Lecture
Q&A,
homework,
exam
DP
1 W X-ray crystallography part I Lecture
Q&A,
homework,
exam
DP
2 M X-ray crystallography part II Lecture
Q&A,
homework,
exam
DP
2 W Molecular visualization with
PyMOL
Hand-on computer
session
Q&A,
homework
DP
3 M Electron microscopy Lecture
Q&A, exam PO
3 W Protein-nucleic acid interaction Lecture Q&A, exam
DP
4 M Proteases and hydrolases Lecture
Q&A, exam JY
4 W Protein Engineering Lecture
Q&A, exam JY
5 M Circular dichroism spectroscopy Lecture
Q&A, exam CK
5 W Exam I (Topics 1–7)
6 M Molecular binding Lecture
Q&A, exam PC
6 W Enzyme kinetics and inhibition Lecture
Q&A, exam PC
7 M Redox enzymes Lecture Q&A, exam
PC
7 W PLP- and biotin-dependent enzymes Lecture Q&A, exam
PC
8 M Metalloenzymes Lecture Q&A, exam
LJ
9 M Exam II (Topics 8–13)
9 W Enzyme structure-function study to
guide antimalarial development
Seminar Q&A UL
IV. APPENDICES A 21
Course Assignments
Reading assignments by instructors
Problem set
Written examination
Assessment Criteria
Problem set 8%
Written Examination 92%
Students must receive a score of 50% or more to pass the course. Student’s achievement will be
graded using symbols: A, B+, B, C+,C, D+, D and F based on the distribution of students’ scores from
the whole course.
Appeal Procedure
Should the students have any appeal regarding the assessments or grade, inquiry can be made to the
instructors and/or the course coordinator immediately either by direct contact, telephone or email.
IV. APPENDICES A 22
Course Syllabus
SCBC 610 Modern Metabolism
Academic Year 2015
Course ID and name: SCBC 610 Modern Metabolism
Course coordinator: Dr. Sarawut Jitrapakdee
Instructors:
1. Dr. Kanlaya Prapainop (KP)
2. Dr. Laran Jensen (LJ)
3. Dr. Pornpimol Rongnoparut (PR)
4. Dr. Sarawut Jitrapakdee (SJ)
5. Dr. Tavan Janvilisri (TJ)
6. Dr. Thaned Kangsamaksin (TK)
7. Dr. Wilai Noonpakdee (WN)
Credits: 2 (2-0)
Curriculum: Master of Science Program in Biochemistry (required course)
Doctor of Philosophy Program in Biochemistry (required course)
Semester offering: First semester
Prerequisite: SCID506
Course Description:
Integrate regulation of carbohydrate, lipid, amino acids, trace elements and xenobiotics metabolism;
regulation at the cellular and molecular levels including transcriptional, posttranscriptional and
posttranslational regulations; dysregulations of certain metabolic pathways leading to the
development of metabolic syndromes.
Course Learning Outcomes (CLOs)
Upon completion of this course, students are able to:
1. Integrate knowledge in regulation of carbohydrate, lipid, amino acid, trace element and
xenobiotic metabolism in animals.
2. Describe the molecular mechanism(s) responsible for short and long term regulation of
intermediate metabolism.
3. Explain molecular basis of deregulation of intermediary metabolism leading to the development
of metabolic syndrome and cancer.
4. Describe the recent development and actions of drugs which act on metabolic pathways.
5. Explain genetic variations between individuals leading to the differential response to drug
treatments.
Constructive Alignment of CLOs and Program’s ELOs
CLOs ELO 1 ELO 2 ELO 3 ELO 4 ELO 5 ELO 6 ELO 7 ELO 8
1
2
3
4
5
Course Schedule:
Time: 9:30 – 11:30 h, Room: B301, Department of Biochemistry
IV. APPENDICES A 23
Leccutre# Topic Teaching &
Learning
Strategy
Assessment Instructor
1 Energy homeostasis: Circuit control in muscle,
adipose tissue and liver
Lecture
Q&A SJ
2 Signal transduction controlling metabolism:
Coordinate control between hormones and
transcription factors.
Lecture,
paper discussion
Q&A SJ
3 Cancer Metabolism Lecture Q&A TK
4 Structure and metabolic functions of ATP-
binding cassette (ABC) transporters in
prokaryotic and eukaryotic systems
Lecture
Q&A TJ
5 Physiological roles of ABC transporters in
human barriers including hepatobiliary,
placental, and blood brain barriers
Lecture,
Paper discussion
Q&A TJ
6 Nanomedicine: current trends in metabolic
diseases
Lecture Q&A KP
7 Xenobiotic metabolism Lecture
Q&A PR
8 Molecular genetics of xenobiotic metabolism Lecture,
Paper discussion
Q&A PR
9 Pharmacogenetic vs Pharmacogenomics:
personalized medicine : role in drug
development
Lecture Q&A WN
10 Metabolic syndrome: some current drugs and
mechanism of actions: clinical aspects
Lecture Q&A WN
Course Assignments
1. Lecture notes
2. Textbook
3. Research and review articles
Assessment Criteria
Discussion 10%
Essay exam 90%
Grades will be assigned based on the distribution of students’ scores from the whole course. Students
must receive B grade to pass the course.
Appeal Procedure
Should the students have any appeal regarding the assessments or grade, inquiry can be made to the
instructors and/or the course coordinator immediately either by direct contact, telephone or email.
IV. APPENDICES A 24
Course Syllabus
SCBC 611 Current Protocols in Biomolecular Research
Academic Year 2015
Course ID and Name: SCBC 611 Current Protocols in Biomolecular Research
Course Coordinator: Dr. Thaned Kangsamaksin
Instructors:
1. Dr. Tuangporn Suthipongchai (TS)
2. Dr. Kornkamol Lertsuwan (KL)
3. Dr. Jamorn Somana (JM)
4. Dr. Thaned Kangsamaksin (TK)
5. Dr. Wanilada Rungrassamee (WR)
6. Dr. Sittirak Roytrakul (SR)
7. Dr. Varodom Charoensawan (VC)
Credits: 1 (1-0-2)
Curriculum: Doctor of Philosophy Program in Biochemistry (required course)
Master of Science Program in Biochemistry (required course)
Semester Offering: Second semester
Prerequisite: None
Course Description:
Current techniques used in biochemical and biomolecular research, their applications in studying
biomolecular functions; advantages, limitation and drawbacks of the techniques.
Course Learning Outcomes (CLOs)
Upon completion of this course, students are able to:
1. describe and demonstrate the use of antibodies as biomolecular tools.
2. describe the definition of gene manipulation and gene knockdown and compare and contrast
different knockdown techniques and their advantages and limitations
3. compare and contrast different imaging techniques, including wide-field vs. confocal
microscopy and light vs. fluorescent microscopy and describe their applications
4. explain the use of flow cytometry in biomedical research
5. describe the definition of microarrays, including DNA microarrays, CGH arrays, and miRNA
arrays and their applications
6. explain the definition of proteomics and its use in biomedical research
7. explain the definition of bioinformatics and its use in biomedical research
Constructive Alignment of CLOs and Program’s ELOs
CLOs ELO 1 ELO 2 ELO 3 ELO 4 ELO 5 ELO 6 ELO 7 ELO 8
1
2
3
4
5
6
7
IV. APPENDICES A 25
Course Schedule:
Time: 9:00 – 11:00 AM, Room: B301, B Wing, Department of Biochemistry
Week
#
Topic Teaching & Learning
Strategy
Assessment Instructor
1 Introduction to the course
Antibodies as biomolecular tools
Lecture
Q&A, feedback TK, TS
2 Gene manipulation: knockdown
techniques
Lecture Q&A, feedback KL
3 Cell and molecular imaging Lecture Q&A, feedback TK
4 Biomolecular analysis with flow
cytometry
Lecture
Q&A, feedback JM
5 Microarrays: DNA, CGH, miRNA Lecture Q&A, feedback WR
6 Proteomics Lecture Q&A, feedback SR
7 Bioinformatics Lecture Q&A, feedback VC
8 Paper discussion Group discussion Q&A, feedback TK, TS
Course Assignments
Reading assignments by instructors
Assessment Criteria
Attendance/participation 20%
Written Examination 80%
Students must receive a score of 60% or more to pass the course. Student’s achievement will be
graded using symbols: A, B+, B, C+,C, D+, D and F based on the distribution of students’ scores from
the whole course
Appeal Procedure
Should the students have any appeal regarding the assessments or grade, inquiry can be made to the
instructors and/or the course coordinator immediately either by direct contact, telephone or email.
IV. APPENDICES A 26
Course Syllabus
SCBC 613 Advanced Skills in Biochemical Research
Academic Year 2015
Course ID and name: SCBC 613 Advanced Skills in Biochemical Research
Course coordinator: Dr. Kittisak Yokthongwattana
Instructors:
1. Dr. Danaya Pakotiprapha (DP)
2. Dr. Kanlaya Prapainop (KP)
3. Dr. Kittisak Yokthongwattana (KY)
4. Dr. Laran T. Jensen (LJ)
5. Dr. Ornchuma Itsathitphaisarn (OI)
6. Dr. Patompon Wongtrakoongate (PW)
7. Dr. Tavan Janvilisri (TJ)
8. Dr. Thaned Kangsamaksin (TK)
9. Dr. Varodom Charoensawan (VC)
10. Dr. Kornkamon Lertsuwan (KL)
Credits: 3 (2-2-5)
Curriculum: Doctor of Philosophy Program in Biochemistry (required course)
Semester offering: First semester
Prerequisite: None
Course Description:
Search and review of scientific literatures, critical and logical thinking, identification of research
questions, experimental design to prove research questions, research data analysis, sensible discussion
and summary of data, oral presentation and writing of scientific work
Course Learning Outcomes (CLOs)
Upon completion of this course, students are able to:
1. demonstrate correct ethics in scientific writing and literature.
2. survey up-to-date scientific information in the literature, particularly in the areas of
biochemistry and molecular biology.
3. critically evaluate, judge, and discuss merits of research data provided in each scientific
publication.
4. identify unresolved research questions from literature review and propose experimental plans
to address the formulated hypotheses with suitable ethical code of conducts.
5. present research hypotheses and experimental plans as a written proposal and oral presentation,
using English language.
Constructive Alignment of CLOs and Program’s ELOs
CLOs ELO 1 ELO 2 ELO 3 ELO 4 ELO 5 ELO 6 ELO 7 ELO 8
1
2
3
4
5
Course Schedule:
Time: 13:00 – 15:00 h, Room: IT Suite Room, B Wing, Department of Biochemistry
Week
#
Topic Teaching & Learning
Strategy
Assessment Instructor
1 Course orientation, grant proposal
writing, proposal topic assignment
Lecture
Group discussion
Q&A, feedback KY
2 Critical thinking part I: research on
biomolecules
Lecture, group discussion Q&A, feedback DP/OI/KP
3 Critical thinking part II: research on
metabolisms
Lecture, group discussion Q&A, feedback LJ/KP
IV. APPENDICES
A 27
Week
#
Topic Teaching & Learning
Strategy
Assessment Instructor
4 Critical thinking part III: research on
molecular genetics
Lecture, group discussion
Submission of 1-page
proposal outline
Q&A, feedback TK/PW
5 Peer review of proposal outline by
students
Group discussion
Q&A, feedback KY
6 Science Writing Lecture, hand-on writing Q&A, essay,
feedback
OI/KL
7 Literature review and plagiarism Lecture, group discussion
Submission of draft
proposal
Q&A, feedback LJ/KP
8 Experimental design and statistical
analysis
Lecture, group discussion Q&A, feedback TK/VC/TK
9 Data presentation Lecture, group discussion Q&A, feedback KL/VC/DP
10 Research ethics, data manipulation
and paper retraction
Lecture, group discussion Q&A, feedback PW/DP
11 Research ethics, data manipulation
and paper retraction
Lecture, group discussion
Submission of final
written research proposal
Q&A, feedback PW/DP
12 Peer review of final grant proposal
by students
group discussion
Rubric, self-
reflection
KY
13 Peer Review of Grant Proposal group discussion Rubric, self-
reflection
LJ
14 Frontier Seminar Seminar Rubric, self-
reflection
BC Staffs
15 Frontier Seminar Seminar Rubric, self-
reflection
BC Staffs
16 Frontier Seminar Seminar Rubric, self-
reflection
BC Staffs
Course Assignments
1. Reading assignments by instructors
2. Mock research grant proposal (using the format from Thailand Research Fund)
3. Frontier seminar
Assessment Criteria
Attendant/participation 20%
Written Proposal 30%
Frontier Seminar 50%
Students must receive a score of 60% or more to pass the course.
Appeal Procedure
Should the students have any appeal regarding the assessments or grade, inquiry can be made to the
instructors and/or the course coordinator immediately either by direct contact, telephone or email.
IV. APPENDICES A 28
Course Syllabus
SCBC 614 Advanced Biochemistry Seminar I
Academic Year 2015
Course ID and name: SCBC 614 Advanced Biochemistry Seminar I
Course coordinator: Dr. Laran T. Jensen
Instructors: Academic Staffs within the Graduate Programs in Biochemistry
Credits: 1 (1-0-2)
Curriculum: Doctor of Philosophy Program in Biochemistry (required course)
Semester offering: Second semester
Prerequisite: None
Course Description:
Literature search in biochemistry and molecular biology, read and critically evaluate a selected
research article published in international journal, seminar presentation, discussion, questions and
answer of seminar presentation
Course Learning Outcomes (CLOs)
Upon completion of this course, students are able to:
1. Read, review and critically evaluate research article(s) published in international journal.
2. Deliver oral presentation on the summary of selected research article in a seminar format.
3. Attend fellow students’ seminar, formulate sensible questions and participate in discussion on
the seminar content.
Constructive Alignment of CLOs and Program’s ELOs
CLOs ELO 1 ELO 2 ELO 3 ELO 4 ELO 5 ELO 6 ELO 7 ELO 8 1
2
3
Course Schedule:
Week # Topic Teaching & Learning Strategy Assessment Instructor
1 Course Orientation Lecture Q & A Laran
2 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
3 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
4 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
5 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
6 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
7 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
8 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
9 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
10 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
11 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
12 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
13 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
14 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
15 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
IV. APPENDICES
A 29
Assessment Criteria
Grading Criteria for SCBC614
A 100% - 90%
B+ 89% - 75%
B 74% - 50%
C+ 49% - 35%
C 34% - 15%
Presentation
80% of the grade come from the evaluation of student presentation by all the staff attending.
Participation
20% will come from in-class participation evaluated by LJ.
5% from a written evaluation of presentations from other students
5% from attendance
Please note that it is possible for students to earn up to 30% from participation (with extra credit)
depending on students’ interactions during the course.
To receive full participation points students are required to be involved in the discussion by asking
questions and making comments or suggestions.
Appeal Procedure
Should the students have any appeal regarding the assessments or grade, inquiry can be made to the
instructors and/or the course coordinator immediately either by direct contact, telephone or email.
IV. APPENDICES A 30
Course Syllabus
SCBC 615 Advanced Biochemistry Seminar II
Academic Year 2015
Course ID and name: SCBC 615 Advanced Biochemistry Seminar II
Course coordinator: Dr. Laran T. Jensen
Instructors: Academic Staffs within the Graduate Programs in Biochemistry
Credits: 1 (1-0-2)
Curriculum: Doctor of Philosophy Program in Biochemistry (required course)
Semester offering: First semester
Prerequisite: None
Course Description:
Literature search in biochemistry and molecular biology topic related to student’s thesis, analysis and
identification of research questions, experimental design to prove research questions, seminar
presentation, discussion, question and answer
Course Learning Outcomes (CLOs)
Upon completion of this course, students are able to:
1. Read, review and critically evaluate research article(s) published in international journal.
2. Analyze and identify open research questions and design appropriate experiments to address
them, leading to a research proposal.
3. Deliver oral presentation on the proposed research in a seminar format.
4. Attend fellow students’ seminar, formulate sensible questions and participate in discussion on
the seminar content.
Constructive Alignment of CLOs and Program’s ELOs
CLOs ELO 1 ELO 2 ELO 3 ELO 4 ELO 5 ELO 6 ELO 7 ELO 8 1
2
3
4
Course Schedule:
Week # Topic Teaching & Learning Strategy Assessment Instructor
1 Course Orientation Lecture Q & A Laran
2 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
3 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
4 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
5 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
6 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
7 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
8 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
9 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
10 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
11 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
12 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
13 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
14 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
15 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
IV. APPENDICES
A 31
Assessment Criteria
Grading Criteria for SCBC615
A 100% - 90%
B+ 89% - 75%
B 74% - 50%
C+ 49% - 35%
C 34% - 15%
Presentation
80% of the grade come from the evaluation of student presentation by all the staff attending.
Participation
20% will come from in-class participation evaluated by LJ.
5% from a written evaluation of presentations from other students
5% from attendance
Please note that it is possible for students to earn up to 30% from participation (with extra credit)
depending on students’ interactions during the course.
To receive full participation points students are required to be involved in the discussion by asking
questions and making comments or suggestions.
Appeal Procedure
Should the students have any appeal regarding the assessments or grade, inquiry can be made to the
instructors and/or the course coordinator immediately either by direct contact, telephone or email.
IV. APPENDICES A 32
Course Syllabus
SCBC 616 Advanced Biochemistry Seminar III
Academic Year 2015
Course ID and name: SCBC 616 Advanced Biochemistry Seminar III
Course coordinator: Dr. Laran T. Jensen
Instructors: Academic Staffs within the Graduate Programs in Biochemistry
Credits: 1 (1-0-2)
Curriculum: Doctor of Philosophy Program in Biochemistry (required course)
Semester offering: Second semester
Prerequisite: None
Course Description:
Presentation of advanced biochemistry research progress, seminar, scientific discussion, future
research planning, questions and answers and writing an abstract and a scientific report
Course Learning Outcomes (CLOs)
Upon completion of this course, students are able to:
1. Read, review and critically evaluate research article(s) published in international journal related
to student’s thesis research.
2. Deliver oral presentation on the research topic and progress to fellow students in a seminar
format.
3. Attend other students’ seminar, formulate sensible questions and participate in discussions
regarding the seminar content.
Constructive Alignment of CLOs and Program’s ELOs
CLOs ELO 1 ELO 2 ELO 3 ELO 4 ELO 5 ELO 6 ELO 7 ELO 8 1
2
3
Course Schedule:
Week # Topic Teaching & Learning Strategy Assessment Instructor
1 Course Orientation Lecture Q & A Laran
2 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
3 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
4 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
5 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
6 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
7 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
8 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
9 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
10 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
11 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
12 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
13 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
14 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
15 Seminar by Student(s) Seminar, Q&A, discussion rubrics Staffs
IV. APPENDICES
A 33
Assessment Criteria
Grading Criteria for SCBC616
A 100% - 90%
B+ 89% - 75%
B 74% - 50%
C+ 49% - 35%
C 34% - 15%
Presentation
80% of the grade come from the evaluation of student presentation by all the staff attending.
Participation
20% will come from in-class participation evaluated by LJ.
5% from a written evaluation of presentations from other students
5% from attendance
Please note that it is possible for students to earn up to 30% from participation (with extra credit)
depending on students’ interactions during the course.
To receive full participation points students are required to be involved in the discussion by asking
questions and making comments or suggestions.
Appeal Procedure
Should the students have any appeal regarding the assessments or grade, inquiry can be made to the
instructors and/or the course coordinator immediately either by direct contact, telephone or email.
IV. APPENDICES A 34
Course Syllabus
SCBC 698 Thesis
Academic Year 2015
Course ID and name: SCBC 698 Thesis
Course coordinator: Program Director
Instructors: Academic Staffs within the Graduate Programs in Biochemistry
Credits: 12 (0-48-0)
Curriculum: Master of Science Program in Biochemistry (required course)
Semester offering: Second semester
Prerequisite: None
Course Description:
Identifying biochemistry research proposal, conducting research with concern of research ethics, data
collection and analysis, interpretation of the result and report the results in terms of thesis, presenting
and publishing research in standard journals or a conference’s proceedings.
Course Learning Outcomes (CLOs)
Upon completion of this course, students are able to:
1. present a research proposal to thesis committee.
2. perform standard biochemistry research experiments with ethical awareness.
3. collect, analyze and interpret research data and outcome.
4. write a research report in the form of written thesis.
5. orally present and pass the thesis defense.
6. publish research findings as a journal or conference proceedings.
Constructive Alignment of CLOs and Program’s ELOs
CLOs ELO 1 ELO 2 ELO 3 ELO 4 ELO 5 ELO 6 ELO 7 ELO 8 1
2
3
4
5
6
Course Schedule
Week # Topic Teaching & Learning Strategy Assessment Instructor
1 Thesis research Thesis research Lab discussion, progress report Staffs
2 Thesis research Thesis research Lab discussion, progress report Staffs
3 Thesis research Thesis research Lab discussion, progress report Staffs
4 Thesis research Thesis research Lab discussion, progress report Staffs
5 Thesis research Thesis research Lab discussion, progress report Staffs
6 Thesis research Thesis research Lab discussion, progress report Staffs
7 Thesis research Thesis research Lab discussion, progress report Staffs
8 Thesis research Thesis research Lab discussion, progress report Staffs
9 Thesis research Thesis research Lab discussion, progress report Staffs
10 Thesis research Thesis research Lab discussion, progress report Staffs
11 Thesis research Thesis research Lab discussion, progress report Staffs
12 Thesis research Thesis research Lab discussion, progress report Staffs
13 Thesis research Thesis research Lab discussion, progress report Staffs
14 Thesis research Thesis research Lab discussion, progress report Staffs
15 Thesis research Thesis research Lab discussion, progress report Staffs
IV. APPENDICES
A 35
Assessment Criteria
Grading:
A letter grade of S or U will be given to students based on their efforts in performing thesis research.
Students must present a progress report to thesis committee every semester. Students who dedicatedly
pursue their thesis research with adequate progress will receive S grade for that semester. For
students who do not put enough efforts on their thesis research, a U grade is given for that semester.
Final assessments for fulfillment of CLOs will be made based on written thesis, oral thesis defense
and research publication.
Appeal Procedure
Should the students have any appeal regarding the assessments or grade, inquiry can be made to the
instructors and/or the course coordinator immediately either by direct contact, telephone or email.
IV. APPENDICES A 36
Course Syllabus
SCBC 699 Dissertation
Academic Year 2015
Course ID and name: SCBC 699 Dissertation
Course coordinator: Program Director
Instructors: Academic Staffs within the Graduate Programs in Biochemistry
Credits: 36 (0-144-0)
Curriculum: Doctor of Philosophy Program in Biochemistry (required course)
Semester offering: Second semester
Prerequisite: None
Course Description:
Identifying biochemistry research proposal, conducting research with concern of research ethics, data
collection and analysis, interpretation of the result and report the results in terms of thesis, presenting
and publishing research in international peer-reviewed journal.
Course Learning Outcomes (CLOs)
Upon completion of this course, students are able to:
1. independently develop a novel research proposal through literature survey, identification of
research questions, verification of research hypotheses with scientifically-sound experimental
design.
2. present the research proposal to dissertation committee.
3. perform standard biochemistry research experiments with ethical awareness.
4. collect, critically analyze and interpret research data and outcome.
5. write a research report in the form of written dissertation.
6. orally present and pass the dissertation defense.
7. publish research findings as a research article in a peer-reviewed international journal.
Constructive Alignment of CLOs and Program’s ELOs
CLOs ELO 1 ELO 2 ELO 3 ELO 4 ELO 5 ELO 6 ELO 7 ELO 8 1
2
3
4
5
6
7
Course Schedule
IV. APPENDICES
A 37
Week
# Topic
Teaching & Learning
Strategy Assessment Instructor
1 Dissertation
research Dissertation research
Lab discussion, progress
report Staffs
2 Dissertation
research Dissertation research
Lab discussion, progress
report Staffs
3 Dissertation
research Dissertation research
Lab discussion, progress
report Staffs
4 Dissertation
research Dissertation research
Lab discussion, progress
report Staffs
5 Dissertation
research Dissertation research
Lab discussion, progress
report Staffs
6 Dissertation
research Dissertation research
Lab discussion, progress
report Staffs
7 Dissertation
research Dissertation research
Lab discussion, progress
report Staffs
8 Dissertation
research Dissertation research
Lab discussion, progress
report Staffs
9 Dissertation
research Dissertation research
Lab discussion, progress
report Staffs
10 Dissertation
research Dissertation research
Lab discussion, progress
report Staffs
11 Dissertation
research Dissertation research
Lab discussion, progress
report Staffs
12 Dissertation
research Dissertation research
Lab discussion, progress
report Staffs
13 Dissertation
research Dissertation research
Lab discussion, progress
report Staffs
14 Dissertation
research Dissertation research
Lab discussion, progress
report Staffs
15 Dissertation
research Dissertation research
Lab discussion, progress
report Staffs
Assessment Criteria
Grading:
A letter grade of S or U will be given to students based on their efforts in performing thesis research.
Students must present a progress report to thesis committee every semester. Students who dedicatedly
pursue their thesis research with adequate progress will receive S grade for that semester. For
students who do not put enough efforts on their thesis research, a U grade is given for that semester.
Final assessments for fulfillment of CLOs will be made based on written dissertation, oral dissertation
defense and international research publication.
Appeal Procedure
Should the students have any appeal regarding the assessments or grade, inquiry can be made to the
instructors and/or the course coordinator immediately either by direct contact, telephone or email.
IV. APPENDICES A 38
Course Syllabus
SCBC 799 Dissertation
Academic Year 2015
Course ID and name: SCBC 799 Dissertation
Course coordinator: Program Director
Instructors: Academic Staffs within the Graduate Programs in Biochemistry
Credits: 48 (0-192-0)
Curriculum: Doctor of Philosophy Program in Biochemistry (required course)
Semester offering: Second semester
Prerequisite: None
Course Description:
Identifying biochemistry research proposal, conducting research with concern of research ethics, data
collection and analysis, interpretation of the result and report the results in terms of thesis, presenting
and publishing research in international peer-reviewed journal.
Course Learning Outcomes (CLOs)
Upon completion of this course, students are able to:
1. independently develop a novel research proposal through literature survey, identification of
research questions, verification of research hypotheses with scientifically-sound experimental
design.
2. present the research proposal to dissertation committee.
3. perform standard biochemistry research experiments with ethical awareness.
4. collect, critically analyze and interpret research data and outcome.
5. write a research report in the form of written dissertation.
6. orally present and pass the dissertation defense.
7. publish research findings as a research article in a peer-reviewed international journal.
Constructive Alignment of CLOs and Program’s ELOs
CLOs ELO 1 ELO 2 ELO 3 ELO 4 ELO 5 ELO 6 ELO 7 ELO 8 1
2
3
4
5
6
7
Course Schedule
IV. APPENDICES
A 39
Week
# Topic
Teaching & Learning
Strategy Assessment Instructor
1 Dissertation
research Dissertation research
Lab discussion, progress
report Staffs
2 Dissertation
research Dissertation research
Lab discussion, progress
report Staffs
3 Dissertation
research Dissertation research
Lab discussion, progress
report Staffs
4 Dissertation
research Dissertation research
Lab discussion, progress
report Staffs
5 Dissertation
research Dissertation research
Lab discussion, progress
report Staffs
6 Dissertation
research Dissertation research
Lab discussion, progress
report Staffs
7 Dissertation
research Dissertation research
Lab discussion, progress
report Staffs
8 Dissertation
research Dissertation research
Lab discussion, progress
report Staffs
9 Dissertation
research Dissertation research
Lab discussion, progress
report Staffs
10 Dissertation
research Dissertation research
Lab discussion, progress
report Staffs
11 Dissertation
research Dissertation research
Lab discussion, progress
report Staffs
12 Dissertation
research Dissertation research
Lab discussion, progress
report Staffs
13 Dissertation
research Dissertation research
Lab discussion, progress
report Staffs
14 Dissertation
research Dissertation research
Lab discussion, progress
report Staffs
15 Dissertation
research Dissertation research
Lab discussion, progress
report Staffs
Assessment Criteria
Grading:
A letter grade of S or U will be given to students based on their efforts in performing thesis research.
Students must present a progress report to thesis committee every semester. Students who dedicatedly
pursue their thesis research with adequate progress will receive S grade for that semester. For
students who do not put enough efforts on their thesis research, a U grade is given for that semester.
Final assessments for fulfillment of CLOs will be made based on written dissertation, oral dissertation
defense and international research publication.
Appeal Procedure
Should the students have any appeal regarding the assessments or grade, inquiry can be made to the
instructors and/or the course coordinator immediately either by direct contact, telephone or email.
IV. APPENDICES A 40
Course Syllabus
SCID 500 Cell and Molecular Biology
Academic Year 2015
Course ID and name: SCID 500 Cell and Molecular Biology
Course coordinator: Dr. Sukumal Chongthammakun
Instructors:
1. Dr. Krai Meemon
2. Dr. Somyoth Sridurongrit
3. Dr. Puey Ounjai
4. Dr. Rutaiwan Tohtong
5. Dr. Jirundon Yuvaniyama
6. Dr. Kittisak Yokthongwattana
7. Dr. Laran T. Jensen
8. Dr. Amornrat Naranuntarat
9. Dr. Nateetip Krishnamra
10. Dr. Jonggonnee Wattanapermpool
Credits: 3 (3-0-4)
Curriculum: Master of Science Program in Biochemistry (required course)
Doctor of Philosophy Program in Biochemistry (required course for students
from BSc.)
Semester offering: First semester
Prerequisite: None
Course Description:
Cell structure and function, life and information flow in cell, energy flow in biosystem, cell signaling,
cell division, cellular differentiation, cell death and development, integrity and ethics academic
Course Learning Outcomes (CLOs)
Upon completion of this course, students are able to:
1. Explain the chemistry, cellular and molecular aspects of cells.
2. Describe the structure, signals, and function relationship of cell components.
3. Discuss the principles of energy and information flows in the cells.
4. Describe the cellular processes from cell division to cell death.
Constructive Alignment of CLOs and Program’s ELOs
CLOs ELO 1 ELO 2 ELO 3 ELO 4 ELO 5 ELO 6 ELO 7 ELO 8
1
2
3
4
Course Schedule:
DATE TIME TOPIC Room LECTURER
Thu 2 Jul 0830-0900 Registration
0900-1000 Introduction to Course L01 Kittisak/ Sukuma
1000-1200 How to Explore the Cell/Group
Activities
L01
1300-1500 Self-study
Unit I : Life and Information Flow in Cell
Fri 3 Jul 0900-1000 L1 Water and Life L02 Jirundon/ Danaya
1000-1200 L2,3 Biomolecules of Cells L02 Jirundon/ Danaya
1300-1500 Self-study
Mon 6 Jul 0900-1100 L4,5 Chemical Nature of Genetic Materials
& DNA Replication
L02 Laran/ Waraporn
1300-1500 Q&A Questions & Answers Jirundon
Tue 7 Jul 0900-1100 L6,7 Gene Expression L02 Laran/ Waraporn
1300-1500 Self-study
IV. APPENDICES
A 41
DATE TIME TOPIC Room LECTURER
Wed 8 Jul 0900-1100 L8,9 Gene Regulation L02 Laran/ Mathurose
1300-1500 Self-study
Thu 9 Jul 0900-1100 L10,1
1
Gene Technology L02 Laran/ Mathurose
1300-1500 Self-study
Fri 10 Jul 0900-1200 Q&A Questions & Answers L02 Laran
1300-1500 Self-study
Mon 13 Jul 0900-1200 EXAM Unit I (L1-11) (77 points) Room MDL 1-4
Tue 14 Jul 0900-1200 SL TBL Kittisak
1300-1500 Self-study
Unit II : Energy Flow in Biosystem (Ch 3,8,11)
Wed 15 Jul 0900-1100 L12,1
3
The Catalysts of Life L02 Jirundon/ Pimchai
1100-1200 L14 Bioenergetics L02 Jirundon/ Pimchai
1300-1500 Self-study
Thu 16 Jul 0900-1000 L15 Chemical Metabolisms L02 Jirundon/ Pimchai
1000-1100 L16 Chemotrophic & Phototrophic Energy
Metabolisms
L02 Jirundon/ Pimchai
1300-1500 Self-study
Fri 17 Jul 0900-1200 Q&A Questions & Answers L02 Jirundon
1300-1500 Self-study
Mon 20 Jul 0900-1100 EXAM Unit II (L12-16) (35 points) Room MDL 1-4
Unit III : Cell Structure and Function (Ch 9,10,12,13,14)
Tue 21 Jul 0900-1100 L17,1
8
Membrane: Structure and Transport
Function
L02 Jonggonnee/ Nateetip
1100-1200 L19 Nucleus L02 Amornrat/ Puey
1300-1500 Self-study
Wed 22 Jul 0900-1100 L20,2
1
ER, Golgi and lysosomes L02 Puey/ Laran
1100-1200 L22 Mitochondrial, chloroplast and
peroxisomes
L02 Amornrat/ Laran
1300-1500 Self-study
Thu 23 Jul 0900-1100 L23,L
24
Cytoskeleton L02 Amornrat/ Puey
1100-1200 Q&A Questions & Answers L02 Jonggonnee
1300-1500 Self-study
Fri 24 Jul 0900-1100 Q&A Questions & Answers L02 Puey/ Amornrat
1300-1500 Self-study
Mon 27 Jul 0900-1100 EXAM Unit III (L17-24) (56 points) Room MDL 1-4
Unit IV : Cell Signaling (Ch 14,15)
Tue 28 Jul 0900-1100 L25,2
6
Cell Adhesion and Extracellular
Substances
L02 Krai/ Puey
1300-1500 Self-study
Wed 29 Jul 0900-1100 L27,2
8
Electrical Signaling in Excitable Cells L02 Jonggonnee/ Nateetip
1100-1200 Q&A Questions & Answers Krai
1300-1500 Self-study
Tue 30 Jul Holiday (Asarnha Bucha Day)
Fri 31 Jul Holiday (Buddhist Lent Day)
Mon 3 Aug 0900-1200 L29,3
0,31
Cell Surface Receptors and Intracellular
Signal Transduction
L02 Nateetip/ Jonggonnee
1300-1500 Self-study
IV. APPENDICES A 42
DATE TIME TOPIC Room LECTURER
Tue 4 Aug 0900-1100 Q&A Questions & Answers L02 Jonggonnee/ Nateetip
1300-1500 Self-study
Wed 5 Aug 1330-1530 EXAM Unit IV (L25-31) (49 points) Room MDL 1-4
Unit V : Cell Division, Cellular Differentiation, Cell Death and Development (Ch 16,17)
Thu 6 Aug 0900-1100 L32,3
3
Cell Division L02 Rutaiwan/ Rapee
1100-1200 L34 Cell Cycle & Cell Death L02 Rutaiwan/ Rapee
1300-1500 Self-study
Fri 7 Aug 0900-1030 L35,3
6
Cell Development L02 Somyoth/ Rapee
1030-1200 L37 Cell Differentiation L02 Somyoth/ Rapee
1300-1500 Self-study L02
Mon 10
Aug
0900-1000 SL Special Lecture: L02 Sansanee
1000-1200 Q&A Questions & Answers L02 Rutaiwan/ Somyoth
1300-1500 Self-study
Tue 11 Aug 0900-1100 EXAM Unit V (L32-37) (42 points) Room MDL 1-4
Course Assignments
1. Reading assignments by instructors
2. Designing laboratory experiments
3. Submission of laboratory reports
Assessment Criteria
Written examination 90 %
Activities and Assignment 10 %
Total 100 %
Grades are given as S or U.
Appeal Procedure
Should the students have any appeal regarding the assessments or grade, inquiry can be made to the
instructors and/or the course coordinator immediately either by direct contact, telephone or email.
IV. APPENDICES
A 43
Course Syllabus
SCID 502 Cell Science
Academic Year 2015
Course ID and name: SCID 502 Cell Science
Course coordinator: Dr. Padungsri Dubbs
Instructors:
Lectures
1. Dr. Mathurose Ponglikitmongkol
2. Dr. Tuangporn Suthiphongchai
3. Dr. Rutaiwan Tohtong
4. Dr. Kittisak Yokthongwattana
5. Dr. Laran T. Jensen
6. Dr. Patompon Wongtrakoongate
7. Dr. Stitaya Sirisinha
8. Dr. Pongsak Utaisincharoen
9. Dr. Marisa Ponpuak
10. Dr. Fabien Loison
11. Dr. Pornpun Vivithanaporn
12. Dr. Nateetip Krishnamra
13. Dr. Chatchai Muanprasat
14. Dr. Arthit Chairoungdua
15. Dr. Wisuwat Songnuan
16. Dr. Piyarat Govitrapong
Small Group Conferences
1. Dr. Somyoth Sridurongrit
2. Dr. Tavan Janvilisri
3. Dr. Kittisak Yokthongwattana
4. Dr. Danaya Pakotiprapha
5. Dr. Laran T. Jensen
6. Dr. Patompon Wongtrakoongate
7. Dr. Metha Meetam
8. Dr. Marisa Ponpuak
9. Dr. Fabien Loison
10. Dr. Amornrat Naranuntarat Jensen
11. Dr. Niwat Kangwanrangsan
Credits: 2 (2-0-4)
Curriculum: Master of Science Program in Biochemistry (required course)
Doctor of Philosophy Program in Biochemistry (required course for students
from BSc.)
Semester offering: First semester
Prerequisite: None
Course Description:
Mechanism of cellular transport and processing; cellular communication; recognition, adhesion and
interaction; cell cycle and controls of cellular differentiation and cancer; cellular signal transduction;
reactions of cells to environmental stress factors and pathogens; cell injury, senescence, apoptosis and
cell death; immune responses; molecular basic of some disease
Course Learning Outcomes (CLOs)
Upon completion of this course, students are able to:
1. Describe basic cell biological processes and regulation of the cellular activity.
2. Discuss molecular mechanisms relating to cell interaction, cell responses to pathological factors
which take place within the cells.
3. Explain the underlying molecular basic of genetic and auto immune diseases as well as
neurodegenerative disorder.
4. Discuss, inquire and respond to questions on cell biology.
Constructive Alignment of CLOs and Program’s ELOs
CLOs ELO 1 ELO 2 ELO 3 ELO 4 ELO 5 ELO 6 ELO 7 ELO 8
1
2
3
4
IV. APPENDICES A 44
Course Schedule:
DATE TIME TOPIC Room LECTURER
Tu 1 Sep 0900-
0930 Orientation L02 Padungsri
0930-
1030 L1 Cell structure and function L02 Laran/Amornrat
1030-
1130 How to succeed in SCID 502? L02 Marisa
Th 3 Sep 0900-
1100 L2, L3
Membrane and its regulatory function:
membrane potential and transport L02 Nateetip/Jonggonnee
1100-
1300 L4, L5 Cell interaction and communication L02 Rutaiwan
Tu 8 Sep 0900-
1100 L6, L7
Molecular trafficking: translocation of
proteins from cytoplasm to membranes,
organelles and secrete from the cell L02 Tuangporn
Th 10 Sep 0900-
1000 S1
Special lecture I: Cystic Fibrosis: Cell
Biology and Therapeutic Implications L02 Chatchai
1000-
1200 C1
Conference 1: Src-Mediated
Phosphorylation of Dynamin and Cortactin
Regulates the “Constitutive” Endocytosis
of Transferrin
Patompon, Kittisak,
Amornrat, Laran,
Fabien, Danaya,
Tavan, Somyoth,
Metha, Marisa
Tu 15 Sep 0900-
1100 L8, L9 Responses to cell signaling L02 Tuangporn/Mathurose
1100-
1200 L10 Signaling in Plant Cells L02 Kittisak
Th 17 Sep 0900-
1000 L11 Cellular response to stress L02 Marisa
1000-
1100 L12 Cellular destruction pathways L02 Fabien
1100-
1200 S2
Special lecture II : Diversity in
unconventional protein secretion L02 Arthit
Tu 22 Sep 0900-
1200 EXAMINATION I (L1-12) (12 lectures) MDL 1-2
Th 24 Sep 0900-
1200
L13-
L15 Cell cycle and cell divergence L02 Patompon
Tu 29 Sep 0900-
1000 S3
Special lecture III: Stem cell and its
potential use L02 Patompon
1000-
1200 C2
Conference 2: The ART-Rsp5 ubiquitin
ligase network comprises a plasma
membrane quality control system that
protects yeast cells
L02
Patompon, Kittisak,
Amornrat, Laran,
Fabien, Danaya,
Tavan, Somyoth,
Metha, Marisa
Th 1 Oct 0900-
1000 L16 Cell-microbe interaction L02 Pongsak
1000-
1200
L17,
L18 Immune responses at cellular level L02 Pongsak
Tu 6 Oct 0900-
1000 L19 Immunological disorders L02 Fabien/Ponpan
1000-
1100 L20 Plant-microbe interaction L02 Wisuwat/Kittisak
1100-
1200 S4
Special lecture IV: Balancing protective
immunity and immunopathology L02 Stitaya
IV. APPENDICES
A 45
DATE TIME TOPIC Room LECTURER
Th 8 Oct 0900-
1100
L21,
L22 Uncontrolled cell growth: Cancer L02 Mathurose
1100-
1200 L23 Neurodegenerative disorder L02 Piyarat
Tu 13 Oct 0900-
1000 L24 Mechanism of angiogenesis L02 Pornpun/Nathawut
1000-
1200 C3
Conference 3: Inhibition of proteasome
deubiquitinating activity as a new cancer
therapy
Niwat, Kittisak,
Amornrat, Laran,
Fabien, Danaya,
Tavan, Somyoth,
Metha, Marisa
Th 15 Oct Self-study
Tu 20 Oct Self-study
Th 22 Oct 0900-
1200 EXAMINATION II (L13-24) (12 lectures) MDL 3-4
Course Assignments
1. Reading assignments for small group conferences
Assessment Criteria
Written examination 75%
Conference 20%
Special Lecture 5%
Student’s achievement will be graded using symbols: A, B+, B, C+,C, D+, D and F based on the
distribution of students’ scores from the whole course.
Appeal Procedure
Should the students have any appeal regarding the assessments or grade, inquiry can be made to the
instructors and/or the course coordinator immediately either by direct contact, telephone or email.
IV. APPENDICES A 46
Course Syllabus
SCID 506 Concepts of Molecular Bioscience
Academic Year 2015
Course ID and name: SCID 506 Concepts of Molecular Bioscience
Course coordinator: Dr. Jirundon Yuvaniyama
Instructors:
1. Dr. Pimchai Chaiyen
2. Dr. Sarawut Jitrapakdee
3. Dr. Jirundon Yuvaniyama
4. Dr. Pornpimol Rongnoparut
5. Dr. Kittisak Yokthongwattana
6. Dr. Danaya Pakotiprapha
7. Dr. Waraporn Komyod
8. Dr. Laran T. Jensen
Credits: 2 (2-0-4)
Curriculum: Master of Science Program in Biochemistry (required course)
Doctor of Philosophy Program in Biochemistry (required course for students
from BSc.)
Semester offering: First semester
Prerequisite: None
Course Description:
Biochemical and biophysical knowledge underlying various processes of living systems, structures
and functions of biological molecules, manipulation of energy and metabolites are in biological
systems, regulation and expression process of genetic materials
Course Learning Outcomes (CLOs)
Upon completion of this course, students are able to:
1. Describe the concept of pH, pKa, chemical bonding and interactions between molecules and
general symmetry of chemical compounds.
2. Describe the concepts of the first and the second law of thermodynamics and apply them in
explaining biological phenomena.
3. Describe basic structures and general features of carbohydrates, lipids, lipid membrane, chemical
properties of amino acids and general concept of formation of protein 3D structure.
4. Describe the concept of active site, enzymes and enzymatic reactions, reaction mechanism of
chymotrypsin and Michaelis-Menten model.
5. Describe basic sets of metabolic pathways, the pathways involved in carbohydrate metabolism,
fatty acid oxidation and synthesis, anabolism and catabolism of nucleic acid and amino acid.
6. Describe the process of oxidative phosphorylation in mitochondria, photosynthesis.
7. Describe information flow in terms of DNA replication, repair, and recombination, RNA and
protein synthesis and control of gene expression.
Constructive Alignment of CLOs and Program’s ELOs
CLOs ELO 1 ELO 2 ELO 3 ELO 4 ELO 5 ELO 6 ELO 7 ELO 8
1
2
3
4
5
6
7
IV. APPENDICES
A 47
COURSE SCHEDULE
SCID506 Concept of Molecular Biosciences Credit 2(2-0-4)
Aug 28-Oct 19, 2015
Room L02
Faculty of Science, Mahidol University
Period DATE TIME TOPIC LECTURER
Unit I Chemical principles in biological science
F 28 Aug
0900-
1000
Course Orientation
(Mandatory-everyone must attend.)
Jirundon
1 1000-
1100 pH, pKa, and ionization Jirundon/ Danaya
2 1100-
1200
Bonding, force, interaction, and
stereochemistry of molecules Danaya/ Jirundon
3 M 31 Aug 0900-
1000
Bonding, force, interaction, and
stereochemistry of molecules Danaya/ Jirundon
4,5 1000-
1200 Protein structure and interaction Danaya/ Jirundon
Unit II Biomolecules
6,7 W 2 Sep 0900-
1100 Thermodynamics and biological oxidation Kittisak/ Pimchai
1100-
1130 Questions & Answers for Unit I Jirundon/ Danaya
1300-
1500 Office Hours (unit I) Jirundon
8,9 F 4 Sep 0900-
1100 Enzyme kinetics and catalysis Pimchai/ Kittisak
M 7 Sep Self-study (Degree commencement for Mahidol
Univ)
10 W 9 Sep 0900-
1000 Carbohydrate and glycobiology Jirundon/ Danaya
11 1000-
1100 Lipid and biomembrane Jirundon/ Danaya
1100-
1200 Questions & Answers for Unit I Kittisak
12 F 11 Sep 0900-
1000
Special topic for Unit II: Mechanism and
regulation of transport across biological
membranes
Laran
1000-
1200 Questions & Answers for Unit II Jirundon/ Pimchai
1300-
1500 Office Hours Jirundon
M 14 Sep Self-study
Unit III Chemical and energy metabolism
13 W 16 Sep 0900-
1000 Oxidative Phosphorylation Kittisak/ Pimchai
14 1000-
1100 Photophosphorylation, light & life Kittisak/ Pimchai
IV. APPENDICES A 48
F 18 Sep 0900-
1200 EXAM I (Unit I & II) 110 point MDL
M 21 Sep Self-study (SCID502 Exam Next day)
15,16 W 23 Sep 0900-
1100 Metabolism of carbohydrate and lipid I
Sarawut/
Pornpimol
Period DATE TIME TOPIC LECTURER
17,18 F 25 Sep 0900-
1100 Metabolism of carbohydrate and lipid II
Sarawut/
Pornpimol
19,20 M 28 Sep 0900-
1100 Metabolism of nucleic acid and amino acid Laran/ Jamorn
21 W 30 Sep 0900-
1000 Special topic for Unit III: Hormonal regulation of glucose metabolism
Sarawut
1000-
1100 Questions & Answers for Unit III
Sarawut, Kittisak,
Laran
1300-
1500 Office hour
F 2 Oct Self-study
M 5 Oct 0900-
1200 EXAM II (Unit III) 80 point MDL
Unit IV Gene and genetic regulation
22,23,2
4 W 7 Oct
0900-
1200 DNA replication, repair and recombination
Waraporn/
Pornpimol
25,26 F 9 Oct 0900-
1100 RNA and protein synthesis
Pornpimol/
Waraporn
27,28 M 12 Oct 0900-
1100 The control of gene expression
Pornpimol/
Waraporn
29 W 14 Oct 0900-
1000 Special topic for Unit IV:
Epigenetic regulation of gene expression Amornrat
1000-
1100 Questions & Answers for Unit IV
Waraporn,
Pornpimol
1300-
1500 Office Hours
Pornpimol,
Waraporn
F 16 Oct Self-study
M 19 Oct 0900-
1200 EXAM III (Unit IV) 70 point MDL
Assessment Criteria
Student achievement will be grade according to the faculty and university standard using the
symbols: A, B+, B, C+, C and F
Written examination 90 % (26 lecture hrs)
Post-test and work assignment 10 % (3 Special Topics)
Total 100 %
Written examination 90% Written examination composed of the multiple choice questions (MCQ) and
short answer question is assign to 3 parts as follow:
Exam Date Time Units Scores
I Sep 18, 2015 9.00-12.00 I & II 110 points
II Oct 5, 2015 9.00-12.00 III 80 points
III Oct 19, 2015 9.00-12.00 IV 70 points
Total 260 points
IV. APPENDICES
A 49
Appeal Procedure
Should the students have any appeal regarding the assessments or grade, inquiry can be made to the
instructors and/or the course coordinator immediately either by direct contact, telephone or email.
IV. APPENDICES A 50
Course Syllabus
SCID 508 Biomolecular and Spectroscopy Techniques
Academic Year 2015
Course ID and name: SCID 508 Biomolecular and Spectroscopy Techniques
Course coordinator: Dr. Kanlaya Prapainop
Instructors:
1. Dr. Kanlaya Prapainop (KP)
2. Dr. Robin Philip (RP)
3. Dr. Kiattawee Choowongkomon (KC)
4. Dr. Toemsak Srikhirin (TS)
Credits: 1 (0-2-1)
Curriculum: Master of Science Program in Biochemistry (required course)
Doctor of Philosophy Program in Biochemistry (required course for students
from BSc.)
Semester offering: First semester
Prerequisite: None
Course Description:
Absorbance and fluorescence spectroscopy, mass spectroscopy, nuclear magnetic resonance (NMR)
spectroscopy and biomolecular spectroscopy
Course Outline:
This course introduces absorbance and fluorescence spectroscopy, mass spectroscopy, nuclear
magnetic resonance (NMR) spectroscopy and biomolecular spectroscopy, laboratory rules and
regulations
Course Learning Outcomes (CLOs)
Upon completion of this course, students are able to:
1. explain the principle and applications of spectrophotometry, fluorescence spectroscopy, mass
spectrometry, plasmon resonance spectroscopy and nuclear magnetic resonance spectroscopy
2. design experiments and use spectrophotometer and spectrofluorometer correctly
3. critically evaluate, judge, and discuss the results from the experiments.
Constructive Alignment of CLOs and Program’s ELOs
CLOs ELO 1 ELO 2 ELO 3 ELO 4 ELO 5 ELO 6 ELO 7 ELO 8
1
2
3
Course Schedule:
Time: 13:00 – 16:00 h, lecture Room: B301, B Wing, Department of Biochemistry, laboratory Pr 309
(Pr Wing, Department of Biochemistry)/K419 (Protein center)/Central Instrument Facility
(CIF)/NMR room (Department of Chemistry) # Topic Teaching & Learning
Strategy
Assessment Instructor
1 Course orientation, Spectrophotometry
and spectrofluorometry
Lecture
Q&A,
feedback
KP
2 Fluorescence spectroscopy Lecture Q&A,
feedback
KP
3 Spectrophotometry Lab Q&A,
feedback
KP
4 Spectrofluorometry Lab Q&A,
feedback
KP
IV. APPENDICES
A 51
# Topic Teaching & Learning
Strategy
Assessment Instructor
5 Mass spectrometry I Lecture Q&A,
feedback
RP
6 Mass spectrometry II Observe how to operation
of MS machine
Q&A,
feedback
RP
7 Lab discussion &quiz Group discussion
Q&A,
feedback
KP
8 Exam I Q&A KP
9 Plasmon Resonance Spectroscopy Lecture Q&A,
feedback
TS
10 Nuclear Magnetic Resonance (NMR) I Lecture Q&A,
feedback
KC
11 Nuclear Magnetic Resonance II Observe how to operation
of NMR machine
Q&A,
feedback
KC
12 Exam II Q&A KP
Course Assignments
1. Reading assignments by instructors
2. Designing laboratory experiments
3. Submission of laboratory reports
Assessment Criteria
Laboratory plan/report 20%
Laboratory quiz 10%
Exam 70%
Student’s achievement will be graded using symbols: A, B+, B, C+,C, D+, D and F based on the
distribution of students’ scores from the whole course.
Appeal Procedure
Should the students have any appeal regarding the assessments or grade, inquiry can be made to the
instructors and/or the course coordinator immediately either by direct contact, telephone or email.
IV. APPENDICES A 52
Course Syllabus
SCID 509 Separation Techniques
Academic Year 2015
Course ID and name: SCID 509 Separation Techniques
Course coordinator: Dr. Ornchuma Itsathitphaisarn
Instructors:
1. Dr. Ornchuma Itsathitphaisarn (OI)
2. Dr. Tuangporn Suthiphongchai (TS)
3. Dr. Kittisak Yokthongwattana (KY)
4. Dr. Laran T. Jensen (LJ)
5. Dr. Waraporn Komyod (WK)
Credits: 1 (0-2-1)
Curriculum: Master of Science Program in Biochemistry (required course)
Doctor of Philosophy Program in Biochemistry (required course)
Semester offering: Second semester
Prerequisite: None
Course Description:
Separation of biomolecules and biochemicals based on size, shape, charge and state by using basic
techniques such as centrifugation, chromatography, electrophoresis and dialysis
Course Outline:
This course is divided into two parts. The lecture session will provide a foundation on physical,
chemical and biological principles behind commonly used methods for purifying macromolecules,
including chromatography, HPLC, centrifugation and electrophoresis. In the second half of the
course, students will apply the separation techniques to purify proteins in a virtual protein purification
software as well as an affinity-tagged protein from an actual bacterial lysate.
Course Learning Outcomes (CLOs)
Upon completion of this course, students are able to:
1. Explain physical, chemical, and/or biological principles behind techniques used to separate
macromolecules.
2. Critically evaluate, judge and discuss rationales behind purification methods for isolating
macromolecules in scientific research
3. Plan, carry out, evaluate and present a protocol for purifying a macromolecule based on the
physical, chemical and biological properties of the macromolecule.
Constructive Alignment of CLOs and Program’s ELOs
CLOs ELO 1 ELO 2 ELO 3 ELO 4 ELO 5 ELO 6 ELO 7 ELO 8
1
2
3
Course Schedule:
Lecture, virtual lab and presentation: 13:00 – 15:00 h in room B301, B Wing, Department of
Biochemistry
Affinity purification lab and examination: 8:00-16:00h in multidisciplinary laboratory (MDL 4),
Faculty of Science
IV. APPENDICES
53
A 53
Lesson
# Topic
Teaching & learning
strategy
Assessment Staff
1 General principle of separation Lecture Examination, feedback OI
2 Column chromatography Lecture Examination, feedback OI
3 Chromatography: HPLC, FPLC Lecture Examination, feedback KY
4 Electrophoresis and 2D DIGE Lecture Examination, feedback TS
5 Centrifugation Lecture Examination, feedback LJ
6 Virtual laboratory (ProtLab) Discussion, virtual
laboratory
Homework assignment,
Rubric OI, WK, TS
7-9 Affinity chromatography lab Discussion, hand-on
laboratory
Rubric OI, WK, TS
10 Virtual lab presentation
Seminar
*Submission of virtual lab
homework and wet lab
write-up
Rubric OI, WK, TS
11 Wet lab discussion Discussion Rubric OI
12 Q & A session (optional) Discussion - OI
13 Examination - - OI
Course Assignments
1. Homework based on the virtual protein purification software, ProtLab
2. Presentation of students’ results from the virtual protein purification software
3. Affinity chromatography laboratory write-up
Assessment Criteria
Evaluation methods Weight (%)
Virtual lab presentation 15
Virtual lab homework 15
Wet lab participation and report 20
Examination (Lecture & lab) 50
Student’s achievement will be graded using symbols: A, B+, B, C+,C, D+, D and F based on the
distribution of students’ scores from the whole course.
Appeal Procedure
Should the students have any appeal regarding the assessments or grade, inquiry can be made to the
instructors and/or the course coordinator immediately either by direct contact, telephone or email.
IV. APPENDICES A 54
Course Syllabus
SCID 511 Gene Technology
Academic Year 2015
Course ID and name: SCID 511 Gene Technology
Course coordinator: Dr. Waraporn Komyod
Instructors:
1. Dr. Jamorn Somana (JM) 2. Dr. Ornchuma Itsathitphaisarn (OI) 3. Dr. Rutaiwan Tohtong (RT)
4. Dr. Thaned Kangsamaksin (TK) 5. Dr. Waraporn Komyod (WK)
Credits: 1 (0-2-1)
Curriculum: Master of Science Program in Biochemistry (required course)
Doctor of Philosophy Program in Biochemistry (required course)
Semester offering: First semester
Prerequisite: None
Course Description:
Gene manipulation and recombinant DNA techniques, basic knowledge to understand the principles
of gene technology; mini-projects involving handling of nucleic acid and proteins; evaluation of the
quality of data generated
Course Learning Outcomes (CLOs)
Upon completion of this course, students are able to:
1. demonstrate the technical skills learned in this class as well as showing proper handling of
equipment.
2. explain the theory and principles underlying these techniques.
3. apply the techniques to address a research problem appropriately.
4. demonstrate skills for reasoning, discussion and dissolution of both theoretical and technical
problems
Constructive Alignment of CLOs and Program’s ELOs
CLOs ELO 1 ELO 2 ELO 3 ELO 4 ELO 5 ELO 6 ELO 7 ELO 8
1
2
3
4
IV. APPENDICES
55
A 55
Course Schedule:
Time: Lecture, 13:00 – 15:00 h, Room: B301, B Wing, Department of Biochemistry
Lab, 13:00 – 16:00 h, MDL4, K Building Day
#
Topic Teaching &
Learning
Strategy
Assessment Instructor
1 Isolation and analysis of cloned genes I: restriction enzyme analysis, Southern
blotting, PCR, agarose gel electrophoresis
Lecture
Examination OI
2 Principle of gene cloning:
recombinant DNA technology, expression
system: bacterial, yeast and mammalian
Lecture Examination RT
3 Special Techniques for DNA Cloning:
topoisomerase mediated, homologous & site
specific, ligation independent, in vitro and in
vivo cloning
Lecture Examination JM
4 Isolation and analysis of cloned genes II:
DNA sequencing and site-directed
mutagenesis
Lecture
Examination TK
5 Analysis of gene expression:
RT-PCR, real-time PCR, Northern and
Western blotting
Lecture Examination WK
6 Brief Lab
Lab 1: Cloning and transformation
Lab
Performance
Assessment using
rubric
JM, RT, TK,
OI, WK
7 Lab 2: Selection of transformants and PCR Lab Performance
Assessment using
rubric
JM, RT, TK,
OI, WK
8 Lab 3: Minipreparation of plasmid, RE
digestion
Lab Performance
Assessment using
rubric
JM, RT, TK,
OI, WK
9 Lab 4: Agarose gel electrophoresis Lab Performance
Assessment using
rubric
JM, RT, TK,
OI, WK
10 Lab Discussion Group
discussion
Submission of
report
Q&A, feedback JM, WK
Assessment Criteria
Attendance/participation 10%
Written Exam 50%
Report 40%
Students must receive a score of 55% or more to pass the course. Student’s achievement will be
graded using symbols: A, B+, B, C+,C, D+, D and F based on the distribution of students’ scores from
the whole course.
Appeal Procedure
Should the students have any appeal regarding the assessments or grade, inquiry can be made to the
instructors and/or the course coordinator immediately either by direct contact, telephone or email.
IV. APPENDICES A 56
Course Syllabus
SCID 518 Generic Skills in Science Research
Academic Year 2015
Course ID and name: SCID 518 Generic Skills in Science Research
Course coordinator: Dr. Sukumal Chongthammakun
Instructors:
1. Prof. M.R.Jisnuson Svasti
2. Prof. Skorn Mongkolsuk
3. Prof. Sansanee Chaiyaroj
4. Prof. Nateetip Krishnamra
5. Prof. Jonggonnee Wattanapermpool
6. Prof. Srisin Khusmith
7. Assoc. Prof. Parntep Ratanakorn
8. Assist. Prof.Tanakorn Osotchan
9. Dr. Danupon Nantajit
10. Dr. Ruchareka Wittayawuttikul
11. Lecturer Suang Udomvaraphunt
Credits: 1 (1-0-2)
Curriculum: Master of Science Program in Biochemistry (required course)
Doctor of Philosophy Program in Biochemistry (required course)
Semester offering: First semester
Prerequisite: None
Course Description:
Qualities of a good researcher, Effective searching of the scientific information, Laboratory Safety:
Biosafety, Chemical Safety, Radiation Safety and Electrical Safety, Ethics of research in human
subjects and experimental animals in science, Intellectual property rights, Research misconduct &
attribution of credit and responsibility, Techniques in formulating and writing thesis proposals, research
projects, grant applications, research reports and manuscript for publication
Course Learning Outcomes (CLOs)
Upon completion of this course, students are able to:
1. Discuss how to be a good researcher.
2. Select appropriate information technology for effective searching of the scientific
information.
3. Realize and practice appropriate laboratory safety procedures.
4. Discuss ethical consideration in the use of ideas, data and technology, human subjects and
experimental animals in research.
5. Discuss proper credit, acknowledgement, authorship, data ownership and reference citation,
intellectual property right, copyright and plagiarism.
6. Discuss the process and techniques involved in reading and analyzing scientific papers,
formulating and writing thesis proposals, grant applications, research reports and manuscripts
for publication.
Constructive Alignment of CLOs and Program’s ELOs
CLOs ELO 1 ELO 2 ELO 3 ELO 4 ELO 5 ELO 6 ELO 7 ELO 8
1
2
3
4
5
6
IV. APPENDICES
A 57
Course Schedule:
DATE TIME TOPIC ROOM LECTURER
Mon 17 Aug 9.00-9.30 Course Orientation L02 Sukumal
9.30-10.30 How to be a (good) researcher L02 Skorn
10.30-
12.00
How to write a paper and get it published L02 M.R. Jisnuson
Tue 18 Aug 9.00-11.00 How to read a scientific paper L02 Nateetip
Wed 19 Aug 8.30-16.30 Training Course Chemical Safety L02
Thu 20 Aug 9.00-10.00 Radiation Safety L02 Danupon
10.00-
12.00
Ethics of research in human subjects L02 Srisin
13.00-
15.00
Fast track to scientific databases (Group 1) P114 Ruchareka/ Suang
Fri 21 Aug 9.00-10.00 How to give a (successful) oral presentation L02 Nateetip
10.00-
12.00
Experimental animal in science L02 Parntep
13.00-
15.00
Fast track to scientific databases (Group 2) P114 Ruchareka/ Suang
Mon 24 Aug 9.00-10.00 Electrical Safety L02 Tanakorn
10.00-
12.00
Assignment : Paper Analysis L02 Nateetip/
Jonggonee
13.00-
15.00
Fast track to scientific databases (Group 3) P114 Ruchareka/ Suang
Tue 25 Aug. 8.00-9.00 Research Misconduct & Attribution of Credit
and Responsibility
L02 Sansanee
9.00-10.00 Intellectual Property Rights L02 Sansanee
Wed 26 Aug 8.30-16.30 Training Course on Biosafety: BSL1 & BSL2 L02 Staffs
Course Assignments
N/A
Assessment Criteria
Assessment is based on class attendance, assignment and student presentation. Grades are given as S
or U.
Appeal Procedure
Should the students have any appeal regarding the assessments or grade, inquiry can be made to the
instructors and/or the course coordinator immediately either by direct contact, telephone or email.
IV. APPENDICES A 58 Appendix 5
Student Guideline and Assessment
SCBC604 Biochemistry Seminar I
(Journal presentation)
Academic Year 2015
Course Coordinator: Dr. Laran T. Jensen
The first student presentation will be on September 30, 2015 and on every Wednesday from 3 pm to 5
pm until December 9, 2015. Two students will present each Wednesday.
Steps to take for your presentation
1. Select an article that you feel you can present well and that will be interesting to a wide range of
people. The article must have been published within the last three years (2011 or later) in a journal
with an impact factor of at least 2.0. Discuss the article with your advisor and get their approval
for your choice. If your article does not meet these criteria 5% will be deducted from your
presentation score.
You must send a PDF of the article (or a link for the article if it is larger than 15 MB) to me no
later than one week prior to your presentation.
2. Prepare a 45 minute presentation of a journal article. Keep in mind the grading criteria (see below)
when preparing your presentation. If you practice your presentation and you finish in less than 45
minutes then you need to include more material. If your presentation takes less than 40 minutes
you will lose 1 point for every minute it is shorter than 40 minutes.
3. Discuss your presentation with your advisor and get their suggestions and make any needed
changes. It is required that your advisor has approved your presentation before meeting with me to
practice.
4. You must send me the PowerPoint file of your presentation at least one week prior to the day of
your seminar or I will not be able to meet with you. The time I have scheduled to meet with the
students is on Friday between 1pm and 4pm. Your practice dates will depend one the seminar
schedule. If you chose to not meet with me to practice your presentation 5% will be deducted from
your grade.
5. Practice your presentation as much as possible. If you are not confident with speaking English
find a friend who speaks English and have them help you with your pronunciation. I can also help
you with your pronunciation when you give your practice presentation but you will need to
practice prior to meeting with me.
6. Be prepared for questions from the audience. Know the background information on your topic and
make sure you understand how all the experiments were performed.
Grading Criteria for SCBC604
A 100% - 90%
B+ 89% - 75%
B 74% - 50%
C+ 49% - 35%
C 34% - 15%
Presentation
80% of your grade will come from the evaluation of your presentation by all the staff attending.
Participation
20% will come from in-class participation evaluated by LJ.
IV. APPENDICES
A 59
5% from a written evaluation of presentations from other students
5% from attendance
Please note that it is possible to earn up to 30% from participation depending on your interactions
during the course.
To receive full participation points you are required to be involved in the discussion by asking
questions and making comments or suggestions.
To encourage more thoughtful discussions I will award extra points for participation that I feel goes
beyond asking of simple questions such as request to explain or repeat something already discussed.
Your participation score will be awarded by me based on my opinion of the quality of the questions,
comments and suggestions. You will be awarded 1 to 5 points for each question, comment or
suggestion that you make during the class.
If you miss a seminar without getting prior approval or having a valid excuse 5% will be deducted
from your score.
Please note that to receive a grade of “A” you will need to participate in the discussion.
The evaluation criteria used by the staff for your presentation is on the next page. Keep the evaluation
criteria in mind when preparing your presentation.
IV. APPENDICES A 60
Seminar Assessment Rubrics
1 2 3 4 5
Unsatisfactory
Needs
significant
improvement
Needs
improvement
Average Above average Excellent
Introduction (10%)
Stated the importance of the problem/topic……………………………………….. 1 2 3 4 5
Provided sufficient background information………………………………..…….. 1 2 3 4 5
__________________________________________________________________________________
Research Objective (10%)
The hypothesis behind the research objective was explained………………….…… 1 2 3 4 5
The research question and objectives were described clearly………….…………… 1 2 3 4 5
__________________________________________________________________________________
Explanation of methods (10%)
The rationale for each experiment was described …………………………………. 1 2 3 4 5
The experimental design was clearly explained………………………….………… 1 2 3 4 5
__________________________________________________________________________________
Description of results (10%)
Key ideas were clear and adequate supporting data was presented………………… 1 2 3 4 5
Speaker gave critical analysis and interpretation of results………………..……….. 1 2 3 4 5
__________________________________________________________________________________
Analysis of results and conclusions (10%)
Summarized main points……………………………..……………………………... 1 2 3 4 5
Indicated direction of further research………………………………….…………... 1 2 3 4 5
Conveyed significance of the work………………………………………................. 1 2 3 4 5
__________________________________________________________________________________
Answering of questions from the audience (20%)
Gave clear, concise, logical answers……………………………..………….............. 1 2 3 4 5
Demonstrated knowledge about basic principles, ideas and concepts……................. 1 2 3 4 5
Displayed in-depth understanding of the topic……………………………………... 1 2 3 4 5
Gave suggestions if not sure of an answer and identified answer as such…............... 1 2 3 4 5
__________________________________________________________________________________
Effectiveness and clarity of slides (10%)
Slides were clear and readable (font, charts, and images)………………….............. 1 2 3 4 5
Each slide had the correct amount of information and was easily understood……… 1 2 3 4 5
The number of slides and time devoted to each slide was appropriate……………... 1 2 3 4 5
Presentation followed a logical order without undue repetition……………............. 1 2 3 4 5
The transitions between slides were clear…………………………………………... 1 2 3 4 5
IV. APPENDICES
A 61 Appendix 6
FTEs Calculations
FTEs for Academic Staffs
FTEs of our academic staffs are calculated according to the fact that full-time work
hours of academic staffs (1 FTE) is equals to 7 hours per day or 35 hours per weeks times 52
weeks then minus 2 weeks of vacation. This work hours include in-class teaching and
mentoring students’ thesis/dissertation research.
1 FTE = (35x52) – (35x2) = 1,750 hours/year
Every academic staff member in our graduate programs have performed at equivalent
or a little more than the number 1750 hours/year, thus rounding up to about 1 FTE per 1 full-
time staff.
FTEs for Full-Time Students
FTEs for full-time graduate students are calculated according to the common
guidelines* that 1 FTE for graduate education is the registration of 12 credits/semester or 24
credits/year.
* https://www.sandiego.edu/facts/quick/current/fte.php
* http://budget.ucdavis.edu/data-reports/definitions.html
Students entered the programs in the year 2011 and 2012 enrolled in the old curricula
before revision. In that curricula, both Ph.D. (from B.Sc.) and M.Sc. students shared the same
coursework requirement during the first year of 22 credits/year, thus, giving rise to FTE of
about 0.9 (22/24). In the same first year, doctoral students from M.Sc. only registered 6 credits
of coursework, which is equivalent to FTE of 0.25 (6/24). In the second year, master’s degree
students registered 2 credits of seminar but spent the rest of their time conducting thesis
research. Hence, master’s degree students on the 2nd year onward are considered as 1 student
= 1 FTE. Doctoral students on the 2nd year spend time preparing themselves (self-study) for a
qualifying examination and only register for 2 credits of seminars. Thus FTEs for 2nd year
doctoral students is about 0.08 (2/24).
Students entered the programs from 2013 onward enrolled in the newly revised
curricula as of reported in this SAR. According to our graduate programs’ study plan (see
Appendix 2 and 3), graduate students in the first year are taking 18 credits/year (doctoral
program from B.Sc.) and 22 credits/year (master’s degree program). Therefore, one first year
students are accounted for 0.75 FTE (18/24) for doctoral program from B.Sc. and 0.9 FTE
(22/24) for master’s degree students. For doctoral students from M.Sc., the FTE is only about
0.25 (6/24).
In the second year, although the credit registration of master’s degree students is less
than 24 credits/year, the students spend the rest of their time conducting thesis research
regardless of their thesis registration. As such, master’s degree students on the 2nd year onward
are considered as 1 student = 1 FTE. Doctoral students on the 2nd year spend time preparing
themselves (self-study) for a qualifying examination and only register for 4 credits of
coursework and seminar. Thus FTEs for 2nd year doctoral students is about 0.17 (4/24).
From the third year onward, the doctoral students spend time conducting dissertation
research similar to those of master’s degree students. Therefore, doctoral students from the 3rd
year onward are considered as 1 student = 1 FTE.
According to the above description, FTEs for students can be summarized as the
following Table for each academic year (see below):
IV. APPENDICES A 62
Table showing total FTEs calculation for doctoral students
Academic
Year
Students (Ph.D.)
1st Year 2nd
Year
3rd Year
onward Total FTEs
2011 3 (2 from M.Sc.) 7 21 (2x0.25) + (1x0.9) + (7x0.08) + (21x1) = 22.96
2012 6 (4 from M.Sc.) 5 22 (4x0.25) + (2x0.9) + (5x0.08) + (22x1) = 24.30
2013 5 (1 from M.Sc.) 4 22 (1x0.25) + (4x0.75) + (4x0.08) + (22x1) = 25.57
2014 9 (4 from M.Sc.) 7 24 (4x0.25) + (5x0.75) + (7x0.17) + (24x1) = 29.94
2015 4 (1 from M.Sc.) 9 27 (1x0.25) + (3x0.75) + (9x0.17) + (27x1) = 31.03
Table showing total FTEs calculation for master’s degree students
Academic Year Students (M.Sc.)
1st Year 2nd Year onward Total FTEs
2011 17 12 (17x0.9) + (12x1) = 27.3
2012 18 22 (18x0.9) + (22x1) = 38.2
2013 16 28 (16x0.9) + (28x1) = 42.4
2014 24 26 (24x0.9) + (26x1) = 47.6
2015 19 44 (19x0.9) + (44x1) = 61.1
IV. APPENDICES
A 63 Appendix 7
Rubric Assessment Scheme for Student Interview
Example of rubric assessment of prospective students during an interview process. Academic
staffs participating in the interviewing process provide individual evaluation. However, final
rubric score must be consensus scoring after staff discussion.
The Standard Evaluation Method used for Interview of Biochemistry Graduate Students
Selection criteria is divided into three categories (weight) Note: Student from B.Sc to study Ph.D., has to be
1) An average GPA 10% (4=10,3.5=9,3=8,2.5=7,2=6) 1) Av. GPA more than 3.5
2) Written exam 50% more than 25% is passed 2) Written exam more than 30%
3) Interview 40% more than 25% is passed 3) Interview more than 35%
or all three categories are more than 74%
Evaluation criteria for Interview that will be used by BC Staff (Rubric Scores)
5 4 3 2 1
1) English Conversation Excellent Good Fair Low can not communicate
2) General Information (Resposibility) (4) + Financial Management Direct experience some experience never help family no information
Or Life Skill/Goal to be researcher or lecturer related to Science no idea never plan never know
3) Scholar got scholarship apply for Fac.SC possible for any never know no chance
4) General Knowledge (biochem) Excellent Good Fair incorrect can not explain
5) Senior Project in General (4) + detail and draw conclusion (3) + main concept Know Topic + Advisor Know Topic no information
6) Research Objective(s) Clear/Accurate/Hypothesis Clear and accurate Clear objective(s) Objective(s) no information
7) Explanation of specific method Clear/Accurate/Precision Clear and accurate Clear explanation General can not explain
8) Results (4) + Evalution or Discussion (3) + Analysis Solve problem not or Achieve can not explain
IV. APPENDICES A 64 Appendix 8
Curriculum Outline of Graduate Programs in Biochemistry before Latest Revision in
2012
IV. APPENDICES
A 65
Curriculum Outline of Graduate Programs in Biochemistry after Revision in 2012
IV. APPENDICES A 66 Appendix 9
SURVEY ON STUDENTS’ SATISFACTIONS TOWARD TEACHING AND
LEARNING FACILITIES
Department of Biochemistry,
Faculty of Science, Mahidol University
Please indicate your satisfactions in terms of quantity and quality of the following
infrastructures and facilities within the Department of Biochemistry and the Faculty of
Science, Mahidol University.
Facilities/Infrastructures
Satisfaction Levels
Comments/Things
for Improvement
Very
satisfied
(3)
Adequate
(2)
Inadequate
(1)
1. Lecture rooms and
facilities (i.e. projectors,
screens, white/black board,
air-conditioners, etc.)
2. Instruments (both at the
departmental level and at
CIF)
3. Library services (including
online resources i.e.
ejournal, databases, etc.)
4. IT facilities (computer
resources, LAN/wifi
coverage, etc.)
5. Supporting staffs (in the
department in terms of
paperwork and official
document processes,
financial matter, advices,
etc.)
Survey Results:
Number of students participated = 59
1. Lecture rooms and facilities = 2.58 (very satisfied)
2. Instruments = 2.22 (adequate)
3. Library = 2.37 (adequate)
4. IT facilities = 2.14 (adequate)
5. Supporting staffs = 2.61 (very satisfied)
IV. APPENDICES
A 67 Appendix 10
Employers’ Satisfaction Surveys
Graduate Programs in Biochemistry (International Program)
Faculty of Science, Mahidol University Cumulative Results from 2012-2015
Graduate Characteristics Scores
Number of Employers Participated 16
Mahidol Identity
1. Generosity and willingness to help others 4.31
2. Caring of common benefits 4.38
Technical Abilities
1. Master of his/her own field 4.44
2. Applying knowledge in work process 4.44
3. Knowledge transfer 4.44
4. Ability to work effectively and manage good performance 4.37
5. Applying up-to-date knowledge in working process improvement 4.19
Intelligence and Knowledge
1. Analytical Thinking, decision making and problem solving 4.19
2. Systematic planning of work process 4.25
3. Creativity 4.19
4. Work under-stress 4.25
5. Being enthusiastic in continuous learning 4.50
Integrity and Personality
1. Good behavior 4.38
2. Integrity and tolerance 4.44
3. Compliance of the organization 4.44
4. Polite and Role Model 4.50
5. Professional ethics 4.50
6. Social responsibility and self-interest 4.50
Leadership and Teamwork
1. Leadership 4.31
2. Emotional control 4.38
3. Volunteer 4.19
4. Teamwork 4.50
5. Positive attitudes 4.38
6. Accept the consequences of their actions. 4.38
IV. APPENDICES A 68
7. Time management 4.31
Generic Skills
1. Systematic analysis 4.25
2. Oral and written communication skills 4.31
3. Language literacy 4.31
4. Computer literacy 4.37
5. Information seeking and management 4.44
Overall Employer Satisfaction 4.36