• Foundational Bioinformatics Skills:
  Students understand and apply fundamental bioinformatic algorithms (e.g., sequence alignment, search methods) and interpret results critically, addressing common tool challenges.

• Data Processing: Students utilize biological data, understand common file formats, and analyze sequences (DNA, RNA, proteins), including alignment and comparison of sequences.

• Databases and Analysis: learn to work with biological databases, perform advanced search methods, and effectively filter and interpret results.

• Generative AI: Introduction to generative AI models as a tool to support scientific work, create targeted prompts, and assess potential challenges in working with AI.

• Students can understand and apply fundamental bioinformatic techniques (e.g., local and global sequence alignments, multiple sequence alignments, PSSMs, substitution matrices) and interpret results critically and overcome common tool challenges.

• Students can effectively navigate and utilize diverse biological databases (e.g., literature, sequence data, genome browsers) to perform advanced searches and filter and analyze results.

• Students can leverage generative AI tools like ChatGPT to support scientific tasks, create and refine prompts, and assess the strengths and limitations of such AI models.

• Students are able to use basic SQL language commands to manage their own data and data from external sources to perform tasks such as data importing, joining and combining data from different sources, querying & filtering results and exporting the resulting data.

• Lectures with structured exercises

• Dialogue and discussion

• Group work

• Individual Project work

Final exam: Final individual project work

• Introduction to bioethical concepts and theories

• Critical reflection of current bioethical issues relevant to the life sciences/pharmaceutical/ biotech industries

• Ethics in emerging technologies (eg artificial intelligence and other innovations relevant to the professional field)

• Responsibility (individual, societal, professional) and preparedness to act ethically in alignment with these responsibilities

• Open debate on global dimensions and multidimensional perspectives of key issues of bioethical concern

• Insights into the Ethics Committee of FH Campus Wien

• Students are informed about and can describe the (bio-)ethical characteristics specific to the life sciences/pharmaceutical/biotech industries.

• Students can reflect on bioethical issues independently and critically and can articulate these reflections effectively.

• Students are aware of the national and international dimensions of bioethical issues, can consider multiple perspectives, and are able to actively contribute to open, meaningful debate about such issues.

• Students can discuss the ethical impact of new development trends relevant to their professional field (e.g. opportunities/limitations/challenges of artificial intelligence).

• Students can explain their personal, societal, and professional responsibilities in addressing current and future bioethical global concerns and are prepared to act accordingly.

• Lecture with activating methods,

• group work,

• discussion,

• work assignments with (peer) feedback,

• presentation,

• reflection,

• blended learning

Continuous assessment: All course tasks are assessed and contribute to the final mark: including active participation in the in-class sessions, in group discussions, written individual & group tasks, self-study/-reflection, blended learning.

• Onboarding workshop with final group presentation.

• Students become acquainted with each other through a guided process, which takes their various educational biographies and diverse national and cultural backgrounds into account.

• They experience, through mutual exchange, the strengths and weaknesses that may/will play a role in the short-term (duration of their studies), mid-term (3-5 years after their studies; professional orientation) and long-term (future profession).

• They build self-directed teams which utilize the diversity at hand as a resource. They learn to understand the advantages of both individual and team-based learning and working.

• They recognize the richness of the diversity within their (studies) peer-group as well as synergies at all levels and are encouraged to develop their own professional network which can be of beneficial use in the short and midterm, at home or abroad and their career start in an international and interdisciplinary, research-intensive and innovative sector.

• They are also encouraged to recognize their own personal/private network which can also be of use in the short-, mid- and long-term.

• They can, in collaborative groups, generate and integrate knowledge, solutions and courses of action based on real perceived challenges, selected by themselves, from their studies and future professional life and tasks derived therefrom.

• They can see and appreciate multiple perspectives as an approach to understanding complex challenges in the interdisciplinary and intercultural environment of biotechnology.

• They are aware of the benefits of continuous reflection (individually and/or teams) in order to benefit from potential opportunities and to develop and apply resilience and coping strategies against potential threats.

• They are encouraged to be open, tolerant and flexible towards the new and unfamiliar.

• They are introduced to the use of AI in Biotechnology and scientific communication and are encouraged to continuously critically analyze their use of AI as well as the general use of AI.

• They become acquainted with the multifaceted educational biographies and diverse cultural backgrounds of the degree program's lecturers.

• Students can effectively collaborate in self-directed, diverse teams, leveraging individual and collective strengths for both academic and professional success.

• Students can describe and utilize the richness of diversity within their peer group, recognizing synergies and building a professional network beneficial for their career.

• Students can generate and integrate knowledge and solutions collaboratively, addressing real-world challenges from their studies and future professional tasks, including the critical analysis and application of AI in Biotechnology.

• Students can analyze a nd appreciate multiple perspectives, enhancing their understanding of complex challenges in an interdisciplinary and intercultural biotechnology environment, while critically evaluating the role of AI in these contexts.

• Students can continuously reflect on their experiences and develop resilience and coping strategies, benefiting from potential opportunities and mitigating potential threats, including those related to the ethical and effective use of AI.

• Lecture

• Dialogue and discussion

• Individual work

• Collaborative learning

• Problem-based learning

• Project work

• Public speaking and presentation

• Research-based learning

Continuous assessment: Participation

• The students learn to work alone and in varying teams within a group containing colleagues from various international and cultural backgrounds.

• They begin the course by assessing their English language levels (listening, reading, speaking and writing) according to the 'Common European Framework for Reference of Languages'.

• The students undertake a guided self-assessment of their previous project experience working in teams, as well as their (scientific) communication experience and identify those areas that require improvement.

• Students are introduced to Continuous Professional Development (CPD) and are encouraged to personally implement it for their future careers.

• They improve - and learn the importance of - their communication of scientific topics and proposals relevant to their field of studies clearly using the appropriate supporting media, and deal with arising questions (individually and in teams) and how to modulate this, depending on which audience they are communicating with (peer, lay, professional etc.).

• They learn how to be objectively critical when assessing their own and their peers' presentation performance, both in a live and in a retrospective situation (video self-assessment and -reflection) taking international professional etiquette into account.

• They discuss scientific/ethical topics, justifying their standpoint, and on occasion take the lead by presiding over these discussions in an international or multicultural group.

• They critically analyze and understand the scientific literature (scientifically and linguistically).

• They critically discuss and reflect on the positive and problematic use of AI in scientific communication and are encouraged to continuously critically analyze its use.

• They learn about the processes of scientific publishing (impact factor, open access ...).

• They form small, highly functioning teams which design and manage a substantial piece of independent scientific/ethical research taking intercultural and competence diversity into account.

• They may design and maintain a webpage. They are always aware of the international and inter- & transcultural importance to their chosen field.

• Students can effectively communicate scientific topics to diverse audiences, tailoring their communication style depending on the audience (e.g. peers, lay audiences, professionals)and using appropriate supporting media for their communication.

• Students can critically analyze and discuss, and lead discussions, on scientific and ethical topics in a diverse (international or multicultural) setting, justifying their standpoint.

• Students can critically and objectively analyse their own and their peers' presentation performance, both in live and retrospective situations using self-assessment and reflection taking international professional etiquette into account. They also understand professional etiquette in an international context e.g. how different cultures might approach giving and receiving feedback.

• Students can work effectively in diverse teams to design and manage a substantial piece of independent scientific/ethical research including considering intercultural and competence diversity within their teams.

• Students understand and can critically analyze the use of AI in scientific communication, including both its positive and problematic aspects. They can identify situations where AI can be beneficial as well as situations where it can be problematic and can discuss the ethical implications of AI-generated text and images.

• Guided self-reflection

• Peer-feedback

• Lecture with structured exercises

• Dialogue and discussion

• Individual work

• Collaborative learning

• Supervised distance learning

• Self-study

• Blended learning

• Problem-based learning

• Project work

• Research-based learning

• Public Speaking and Presentation

Continuous assessment: Each task is assessed

• Classes of Pharmaceuticals (biopharmaceuticals and small-molecule drugs)

• Case studies: Clinical development of selected drugs

• Clinical drug development process

• Selected aspects of drug discovery and preclinical development

• Overview clinical study designs, outcomes and inclusion/exclusion criteria

• Randomized Controlled Trials (RCTs): Randomization, Blinding and Placebos

• Epidemiological study designs

• Conduct of clinical trials, data analysis and interpretation

• Ethical aspects, the origins and principles of Good Clinical Practice (GCP)

• Regulatory bodies, international regulations (EMEA, FDA, ICH)

• Phase IV/post-marketing surveillance, life cycle management

• Interfaces: Regulatory Affairs and Pharmacovigilance, Marketing and Product Life Cycle Management

• Special chapters: Advanced Therapy Medicinal Products (ATMPs), repurposing, special populations

• Students can describe clinical drug development and its integration in the overall development process of medicinal products.

• Students can explain the design of clinical trials such as RCTs and epidemiological study types, and their

• Students can discuss ethical aspects of clinical trial conduct and the application of Good Clinical Practice (GCP) guidelines.

• Students can outline of the role of advanced therapy medicinal products (ATMPs), repurposing and the importance of special populations in clinical studies.

• Students are able to discuss current scientific and ethical topics related to clinical research in a global context.

• Lecture with structured exercises

• Dialogue and discussion

• Group work

• Blended learning

• Guest lectures

Final exam: Exercises during class, exam

During this course following topics will be discussed:

• monogenetic diseases and modes of inheritance
• methods in genetic diagnostics - from sample to report
• basics in data analysis and data interpretation
• cytogenetics, prenatal diagnostics, tumor genetics, gene therapy
• ethics of medical genetics

The students will learn the basics of medical genetics, underlying molecular mechanisms and will be introduced into the workflow of modern genetic diagnostics. Finally, the new knowledge will be applied to solve cases.

• Students can differentiate between hereditary and somatic mutations.

• Students can name the limitations of molecular methods currently applied in medical diagnostics.

• Students are able to select a suitable molecular technique for a given genetic disease.

• Students have gained sufficient understanding of applications, limitations and ethics in medical genetics to actively take part in discussions.

• Students have fundamental knowledge about genetic diseases, underlying molecular mechanisms and corresponding molecular methods.

• Lecture with structured exercises

• Dialogue and discussion

• Supervised distance learning

• Self-study

• Blended learning

• Flipped classroom

• Problem-based learning

Final exam: Written exam (multiple choice and open questions)

• Fundamental features of genetics and genetic engineering

• Different levels of regulation of gene expression in pro- and eukaryotes

• Transcriptional regulation (transcription in eukaryotes, transcriptional activation, properties of transcription factors, methods for analysis of transcription factors and regulatory regions)

• Posttranscriptional regulation (splicing, transport, stability of mRNA, translational control)

• Effects of chromatin (composition, histone modifications, regulation, epigenetics)

• - Methods for analysis of genetics and gene regulation in vitro and in vivo

• Students are able to describe the different levels of regulation of gene expression in prokaryotes and eukaryotes.

• Students can describe the mechanisms of transcriptional regulation, including transcription in eukaryotes, transcriptional activation, properties of transcription factors, and methods for analyzing transcription factors and regulatory regions.

• Students are able to explain the processes involved in posttranscriptional regulation, such as splicing, mRNA transport, stability, and translational control.

• Students can explain the effects of chromatin composition, histone modifications, chromatin regulation, and epigenetics on gene expression.

• Students can discuss various methods for analyzing genetics and gene regulation both in vitro and in vivo.

Lecture

Final exam: Written exam on the computer (multiple choice)

• RNA Structure: Examines primary to tertiary structures and the role of the 2'-OH group.

• RNA Modifications: Covers post-transcriptional alterations affecting translation and antibiotic resistance.

• Catalytic Capabilities: Focuses on ribozymes and their role in essential reactions like splicing.

• RNA Processing: Includes capping, polyadenylation, RNA editing, and alternative splicing.

• Regulatory Mechanisms: Discusses RNA binding motifs and their roles in RNA metabolism.

• Therapeutic Applications: Explores antisense oligonucleotides, ribozymes, RNA aptamers, and mRNA vaccines.

• RNA World Hypothesis: Investigates the early stage of life where RNA served as genetic material and catalysts.

• Students are able to explain the structural diversity of RNA, from primary to tertiary structures, and understand the significance of RNA's 2'-OH group in enabling this diversity and its enzymatic activity.

• Students are able to describe the various RNA modifications and their impact on processes such as translation and antibiotic resistance.

• Students are able to analyze the catalytic capabilities of RNA, with a focus on ribozymes and their role in essential reactions like splicing.

• Students are able to understand and explain the mechanisms of RNA processing, including capping, polyadenylation, RNA editing, and alternative splicing, and their contributions to the complexity of the proteome.

• Students are able to evaluate the therapeutic and diagnostic applications of RNA, including antisense oligonucleotides, ribozymes, RNA aptamers, and mRNA vaccines, and discuss the RNA World hypothesis and its implications for the evolution of life.

Lecture

Final exam: Written exam

• Introduction to Genetic Analysis Methods:
  - Explanation and practical implementation of various genetic analysis techniques.

• Reverse Transcriptase Polymerase Chain Reaction (RT-PCR):
  - Detection of leukemia-associated fusion transcripts.

• Gene Amplification and Hybridization Techniques:
  - Use of immobilized, allele-specific oligonucleotides for mutation detection in the cystic fibrosis gene.

• Real-Time Polymerase Chain Reaction (RT-PCR):
  - Identification of BRAF and KRAS mutations in cancer cells.
  - Categorization of patients with poorer prognosis based on these mutations.

• Breast Cancer Clinical Classification:
  - Classification based on the expression of:
  - Estrogen and progesterone receptors (ER and PR).
  - Human epidermal growth factor receptor 2 (HER2).
  - Percentage of Ki67-positive cancer nuclei.

• Immunohistochemistry:
  - Analysis of selected factors.
  - Examination of expression patterns in various molecular subtypes of breast cancer.

• Students are able to perform PCR, IHC, and oligonucleotide-based genetic analyses.

• Students are able to analyze mutations in a specific CF gene and various oncogenes.

• Students are able to discuss various genetic methods scientifically.

• The theoretical basis of each of the analyses conducted in the laboratory is explained in a preceding seminar.
• Students conduct genetic analyses according to detailed reports provided by the lecturers.
• Laboratory results are discussed with lecturers at the end of each unit and are summarized in a report whose structure corresponds to that of a scientific paper.

Continuous assessment: presence, motivation, participation, practical skills (results), written report.

• General RNA Handling Procedures
• Experiment 1: Northern Blot: This experiment investigates the differential expression of the GAL1 gene in yeast (Saccharomyces cerevisiae) grown in media containing either glucose or galactose. (glucose/galactose metabolism in yeast, RNA extraction from yeast, denaturing RNA agarose gel, RNA transfer, specific oligonucleotide hybridization, band detection, quantitative PCR)
• Experiment 2: Band Shift - EMSA: This experiment focuses on detecting the interaction between human Y RNA and the La protein using the Electrophoretic Mobility Shift Assay (EMSA), also known as a band shift assay. (in vitro transcription with T7 RNA polymerase, RNA purification, RNA folding, native poly-acrylamide gel electrophoresis, RNA staining using methylene blue, detection of RNP complexes)
• Experiment 3: RNA Stability: This experiment explores the inherent instability of RNA compared to DNA. (temperature dependence, pH dependence, RNAses)

• Students are able to perform Northern Blot analysis to investigate gene expression, including RNA extraction, gel electrophoresis, RNA transfer, and hybridization techniques.

• Students are able to conduct Electrophoretic Mobility Shift Assays (EMSA) to detect RNA-protein interactions, including in vitro transcription, RNA purification, and native gel electrophoresis.

• Students are able to analyze the stability of RNA under various conditions, understanding the effects of temperature, pH, and RNase activity on RNA integrity.

• Students are able to apply quantitative PCR techniques to quantify RNA levels and assess differential gene expression in various experimental conditions.

• Students are able to analyse gained research data and summarize their results in a scientific lab report.

Laboratory

Continuous assessment: presence, motivation, participation, practical skills (results), written report.

• Fundamental concepts of immunity

• Immunologic tolerance and autoimmunity

• Immunity to microbes

• Transplantation immunology

• Immunity to tumors

• Hypersensitivity disorders

• Allergy

• Congenital and acquired immunodeficiencies

• Immunotherapy and immunological methods

• Aging of the immune system

• Active and passive vaccine methodology

• Students can discuss in-depth clinically relevant topics in human immunology.

• After completing the course, the students can describe therapeutic procedures in immunoncology.

• After completing the course, the students can explain vaccination methodology.

• After completing the course, the students can discuss the creation of therapeutic antibodies.

Lectures, interactive discussions between students and lecturer. 

Final exam: Multiple choice questions and short assay answers; scoring system

• Principles of General Pathology, including the causes and development of pathological processes and diseases at cellular, tissue, and organism levels.

• Systemic/Special Pathology, including the courses of illness and symptoms, with their respective morphological alterations and clinicopathological findings.

• Systematics and Nomenclature of Diseases

• Diagnostic and Therapeutic Strategies and their application to pathological conditions.

• Students can discuss the definition, etiology, and pathogenesis of diseases, including the cellular and molecular mechanisms underlying pathological processes.

• Students can analyse and recognize the local and systemic effects of pathological processes on organs and the whole organism.

• Students understand and can describe important diagnostic techniques and therapeutic strategies and can explain their application to specific diseases.

• Students can describe and explain the systematics and nomenclature of diseases, integrating this knowledge into applied diagnostic and therapeutic contexts.

• Students are able to critically evaluate and apply diagnostic and therapeutic approaches to real-world examples of diseases.

• Lecture

• Dialogue and discussion

Final exam: Written exam

• Cell movement of neoplastic cells

• Duality of cancer cell signaling

• Metastasis

• Molecular mechanisms of reproductive diseases

• Development and function of maternal breast, uterus and placenta

• Stem cells and organoids

• Cell engineering (tissue printing and organoids)

• Hematopoiesis, hematological diseases and their treatment

• Students can discuss the molecular pathology of diverse organs.

• Students can discuss the malignancy of tumor cells as well as advanced insights about aberrant signal transduction in cancer cells and reproductive tissues.

• Students can explain cell and tissue engineering as well as stem cell development in hematopoiesis and its involvement in the emergence of hematological diseases.

• Students can describe dual processes of signal transduction in healthy and malignant cell types and explain aspects of cell migration and metastasis.

• Students can describe evolving technologies in tissue printing, cell engineering, and organoid formation as well as differences in normal versus aberrant stem cell development.

• Lecture

• Dialogue and discussion

Final exam: Written exam with open questions

• Protein function: Analysis and predictions of protein features, such as conserved domains & protein families, GO terms, transmembrane helixes, cellular sorting signals, glycosylation and working with the associated databases

• Protein structure: Prediction of protein secondary and tertiary structures using different algorithms and comparison of results and visualize 3D structures

• Virtual cloning: Plan cloning experiments, draw plasmid maps, simulate restriction digests and run virtual gels.

• Primer design: learn how to use primer design software and understand issues in primer design

• Introduction to Machine learning and AI algorithms and how to use them

• Students can analyze and predict protein features, including conserved domains, protein families, Gene Ontology (GO) terms, transmembrane helices, cellular sorting signals, and glycosylation sites, using relevant databases.

• Students can predict and compare protein secondary and tertiary structures with different algorithms and visualize 3D structures.

• Students can design virtual cloning experiments, including drawing plasmid maps, running virtual restriction digests, and interpreting results.

• Students can apply primer design tools to develop primers while addressing common design challenges.

• Students can use their foundational knowledge of machine learning and AI algorithms and apply them to analyze biological data.

• Lectures with structured exercises

• Dialogue and discussion

• Group work

• Individual Project work

Final exam: Final individual project work

• Concepts and approaches in biologicals discovery and s for analytical characterization

• Similarities and differences between biologicals and small molecule drugs

• Selection and engineering of monoclonal antibodies

• Concepts and approaches in analytical characterization of biologicals

• Development of biosimilars

• Various systems and approaches for industrial production of biologicals

• Antibody-drug conjugates and bispecific antibodies as new approaches in the field of biologicals

• Students can describe the basic concepts and approaches in biologicals discovery and development.

• Students can explain selection and engineering of monoclonal antibodies.

• Students can discuss the concepts and methods applied in biologics production and quality control.

• Students can describe methods and approaches for analytical characterization of biologicals, including biosimilars.

• Students can discuss the main emerging concepts in the area of biologicals like bispecific antibodies, nanobodies and antibody-drug conjugates.

Lecture

Final exam: A number of questions have to be answered that cover the LOs of the course

• Pharmacokinetic and Pharmacodynamic based structure optimization

• Structure based Drug Development and Screening Library Design

• Principles of Combinatorial and Parallel Chemistry - Realization of Screening Libraries

• Targeted Drug Development Approaches

• Traditional Drug-Screening Approaches (incl. HTS) and their Limitations

• Fragment Based Screening and Modern Screening Perspectives

• Molecular Descriptors and Structure Pool Refinement

• Natural Product Isolation and Principles

• Principles of High-Resolution Mass Spectrometry and HRAM-Based Drug Screening

• Target identification & validation

• High Throughput Screening

• Hit to lead and lead optimization

• High Content Screening

• Students are able to rationalize and conceptualise impact of systematic structure variation in screening library design proposals (incl. synthetic vs natural product pools) on pharmacological test compound properties.

• Students are able to classify applicability of different drug development and library realization approaches (i.a. synthetic combichem, parallel chemistry, fragment-type or natural product libraries) for specifically given development strategy basic requirements.

• Students are able to correlate type and size of screening libraries and proposed success rate with the type of screening technology and development strategy, and performance potential of synthetic methodologies to create size and diversity of screening libraries.

• Students understand target identification and validation. Including forward and reverse screening, target modulation strategies, and reverse docking approaches.

• Students can explain high throughput screening and instrumentation; Hit to Lead & Lead Optimization, High Content Screening including Target Based Assay Development (fluorescence/luminescence assays, genotox & mutagenic assays etc.)

• Lecture,

• Self-Study,

• Other: Application and Case Study based learning

Final exam: Written exam, i.a. multiple choice, cloze, term assignment

• What is Intellectual Property and why is it important? There is more than inventions!
• Which forms of protection of intellectual property are available? - trademark, industrial design, copyright, utility model, complementary protection certificate, patent
• What is a patent?
  - effects of a patent
  - what can be patented and what is excluded from patent protection?
  - what are the prerequisites for patent application/protection?
  - How to define an inventor? Rights and obligations of employee inventors
• From application to patent grant
  - structure of a patent application
  - application and granting processes
  - protective reach and duration
  - legal measures
  - fees and costs
  - where to apply for a patent
• Rights of patent owners and legal measures
• International agreements (EP, PCT), important national differences
• Biopatents - legal framework, important decisions
• Freedom to Operate
• Espacenet and other search tools and how to use it for patent and other IP research
• Patent lawyer - the profession
• Fundamentals in copyright
• Fundamentals in industrial design and trademark
• What are Trade Secrets?
• IP-Strategies and decision making
• Rough overview about important agreements- MTAs, CDAs, licensing contracts

• Students can describe opportunities and processes of creating national and international intellectual property rights.

• Students can explain the value of intellectual property and applicable instruments for protection.

• Students can discuss the most relevant (international) agreements governing intellectual property rights.

• Students can describe the process from patent application to grant and rights conferred by a patent to the patent owner.

• Students are able to create and decide on global protection strategies of their assets, specifically in view of future partnering and financing.

Lectures with interactive elements and discussions, actual cases will be discussed in more detail, individual case study and presentation of learnings

Final exam: Written exam

This course is designed to enhance students' communication, teamwork, and critical thinking skills through a series of reflective, practical, and diverse activities. Students will engage in various exercises that emphasize the importance of clear communication, peer feedback, and working in culturally diverse teams:

• Students reflect on teamwork experiences and the significance of clear, transparent communication.

• They evaluate their and their peers' personal communication skills, considering the audience and context.

• They collaborate in small international and culturally diverse teams and prepare and deliver research project presentations.

• They design and present scientific posters summarizing research projects.

• They write a comprehensive scientific report as preparation for the master's thesis.

• They gain practical exposure to the dynamics of argumentation and persuasive communication.

• They assess their personal debating capabilities, identifying strengths and areas for improvement.

• They analyze the language, behavior, and strategies of experienced debaters.

• They learn examples of effective communication and argumentation practices by debating.

• They assess their personal debating capabilities, identifying strengths and areas for improvement.

• They learn to write effectively in a scientific style.

• They rate their proficiency in valuable skills such as report writing, presentations, conflict resolution, problem-solving, negotiation, interview skills, and committee work.

• They gain experience in analyzing arguments, evaluating evidence, and presenting persuasive arguments.

• Students can reflect on their teamwork experiences and the significance of clear, transparent communication, both individually and within diverse teams.

• Students can collaborate effectively in small international and culturally diverse teams to prepare and deliver research project presentations and design scientific posters.

• Students can write comprehensive scientific reports and concise summaries of their research, demonstrating proficiency in scientific writing and preparation for their master's thesis.

• Students can analyze and apply effective communication and argumentation practices, gaining practical exposure to the dynamics of argumentation and persuasive communication.

• Students can critically evaluate their own and their peers' communication skills, identify strengths and areas for improvement, and rate their proficiency in valuable transferable skills such as report writing, presentations, conflict resolution, problem-solving, negotiation, and interview skills.

• Guided self-reflection

• Peer-feedback

• Lecture with structured exercises

• Dialogue and discussion

• Individual work

• Collaborative learning

• Supervised distance learning

• Self-study

• Blended learning

• Problem-based learning

• Project work

• Public speaking and presentation

• Research-based learning

Continuous assessment: Each task is assessed

Select a use case from companies/startups of the Life Sciences vertical and analyze the following business strategies of the "adopted company":

• Vision, Mission, Objectives

• Overall business strategy

• Product strategy

• Financial strategy

• HR strategy

• Risk management

Use strategy tools to structure the analytical work, e.g.:

• SWOT analyses

• Porter Five Forces Tool

• Business Model Canvas

Present the results as a group:

• 1 interim presentation

• 1 final presentation

• Students can analyze an existing company from strategic perspectives and provide relevant suggestions for improvement options.

• Students can discuss the elements of a strategy to be implemented, embedded in management systems.

• Students can understand and describe the differences between management and leadership. They can analyze different leadership (management) styles, their characteristics and are able to map findings to specific needs of their branches (industry, academia).

• Lecture

• Dialogue and discussion

• Group work

• Supervised distance learning

• Project work

Final exam: Presentation of the group work, documentation of the group work either in Word or Powerpoint

• Basic concepts and modalities (viral / non-viral) in gene therapy
• Choosing the appropriate vector for treatment: advantages and disadvantages
• Expression systems for viral vector production
• Challenges in clinical manufacturing of gene therapy products
• Fundamentals of formulation for gene therapy products
• Delivering the gene into patients: Administration routes
• Clinical trials for gene therapy and ethical considerations
• Successes, failures, and hopes
• Regulatory as-pects to consider
• Recent history: Approved therapies
• The future of gene therapy

• Students can explain the various modalities of gene therapy and understand both its opportunities and limitations based on their solid academic foundation.

• Students can discuss potential analytical panels for different modalities.

• Students can decide which therapies are the most promising and can describe how these can be applied to patients.

• Students can explain the clinical phases necessary for the commercialization of gene therapy drugs.

Lecture with structured exercises

For example:

• Lecture

• Lecture with structured exercises

• Dialogue and discussion

• Individual work

• Group work

• Supervised distance learning

• Self-study

• Blended learning

• Flipped classroom

• Problem-based learning

• Project work

• Research-based learning

• Other methods (please specify)

Final exam: Written exam

• Exploring the Human Genome
• The Evolution of Precision Medicine
• Precision Medicine: A Paradigm Shift from Conventional Therapies
• The Interplay Between Genetics and Precision Medicine
• Precision Medicine in Disease Management
• Innovations in the Development of Precision Medicine
• The Future Landscape of Precision Medicine

• Students can describe the fundamental principles and essential concepts of precision medicine.

• Students can discuss the significance of genetics and biomarkers in shaping precision medicine.

• Students can explain how precision medicine is applied to diagnose and treat diseases.

• Students are able to explain the role in clinical drug development and practical applications in healthcare.

• Students can discuss career opportunities and the growing precision medicine market.

Lecture with structured exercises

For example:

• Lecture

• Lecture with structured exercises

• Dialogue and discussion

• Individual work

• Group work

• Supervised distance learning

• Self-study

• Blended learning

• Flipped classroom

• Problem-based learning

• Project work

• Research-based learning

• Other methods (please specify)

Final exam: Written exam

• Presentation of the complex interactions between pathogens and the human host

• Explanation of the molecular, cellular and immunological aspects of the interaction between pathogens and the human host

• Discussion of the strategies developed by bacteria, viruses, fungi and parasites to colonize, invade, survive, reproduce and spread

• Presentation of the cellular and systemic effects of the host, the host's defense mechanisms and the clinical manifestations of the infectious diseases

• Explanation of diagnostic tests and antimicrobial and antiviral treatment possibilities

• Presentation of the concepts behind the development of novel diagnostic tools, drugs and vaccines for future prevention and therapy of infectious diseases

• Students can describe the complex biological interactions between pathogens and the human host.

• Students can describe the mechanisms by which viruses, bacteria, fungi and parasites colonize their hosts and cause diseases and they understand the molecular, cellular and immunological aspects of host-pathogen interaction.

• Students can discuss virulence and pathogenicity factors of the different pathogens.

• Students can explain the cellular and systemic effects of the host, the host's defense mechanisms, the clinical manifestations and clinical pictures.

• Students understand and can describe the most important diagnostic tests and treatment possibilities, understand the concepts behind the development of novel diagnostic tools, drugs and vaccines for future prevention and therapy of infectious diseases.

• Lecture

• Dialogue and discussion

• Self-study

Final exam: Written exam

• Molecular principles in virology 
• Infection and replication of RNA- und DNA-viruses
• Finding new viruses
• Diagnosis, Treatment and Prevention

• Students can explain the various molecular strategies and details of the life cycle viruses use to infect and replicate in the host cell.

• Students understand the impact of viral infections on human disease and how to diagnose, control and prevent infections.

• Students know about the biotechnological importance of viruses and their applications in several fields of molecular biology and medicine.

• Students are able to read, analyse and critically evaluate scientific papers in the field of virology.

• Lecture

• Dialogue and discussion

• Self-study

Final exam: Written exam

• Advanced cell culture

• Cell morphology and identity

• Cell motility

• Cell proliferation

• Apoptosis

• Cell differentiation

• Action of conventional and directed cancer therapeutics

• Students are able to analyze histological sections, recognize cell types in these tissues and explain their structure and anatomical features.

• Students are able to cultivate tumor cells, treat them with chemical drugs and interpret changes in cell morphology, growth, migration and invasion.

• Students are able to stain tissue sections for specific marker proteins for proliferation and apoptosis and analyze their expression in specific cell types.

• Students are able to identify hematologic cells in the blood and to discriminate the different cell types.

• Students are able to independently grow and propagate different cell types and perform various techniques for further analyses such immunofluorescence, cell counting, migration, invasion and viability assays.

• Lecture with structured exercises

• Dialogue and discussion

• Group work

Continuous assessment: Written protocol in scientific format

• Application of methods for the manipulation and the analysis of signaling pathways in cell culture, leading to a detailed knowledge of specific pathways.

• Applied methods are:
  - transient transfection in cell culture,
  - reporter constructs with GFP and luciferase,
  - overexpression of activators/repressors (including RNAi),
  - Western analysis of cellular extracts,
  - analysis of phosphorylation,
  - fluorescence microscopy of labeled proteins and
  - pharmacologic manipulation of the pathways.

• Students are able to apply methods for manipulating signalling pathways in cell culture, including transient transfection, overexpression of activators/repressors and RNAi.

• Students are able to perform various techniques for analyzing signalling pathways, such as reporter constructs with GFP and luciferase, Western blot analysis and phosphorylation analysis.

• Students can use fluorescence microscopy to visualize labelled proteins and analyse their localization and dynamics within cells.

• Students are able to apply pharmacologic agents to manipulate signalling pathways and assess their effects on cellular functions.

• Students can integrate multiple experimental approaches to gain a comprehensive understanding of specific signaling pathways.

Practical course with independent performance of the experiments.

Continuous assessment: Entry exam on the computer (multiple choice), evaluation of performance in the lab, protocol

• The course teaches the fundamentals of murine embryonic stem cell (ESC) culture and practical applications.

• Different cultivation possibilities for ESC and the control of the stability of the cultures in the undifferentiated state will be learned (morphological analysis, proliferation analysis, alkaline phosphatase assay).

• Targeted differentiation using the embryoid body (EB) model will be accomplished and experimental investigations will be carried out on how different inhibitors or activators influence differentiation.

• PCR and karyotyping will be used to further characterize the ESCs used in this course.

• Indirect immunofluorescence microscopy will be employed to investigate the stemness characteristics of the cells.

• Students are able to culture murine pluripotent stem cells.

• Students can describe how to generate embryoid bodies.

• Students can determine the sex and the chromosome set of cells.

• Students can investigate the stemness characteristics of the cells.

• Students can record and document results and can behave correctly in accordance with the relevant safety guidelines and legal requirements when handling chemical and biological substances.

Practical laboratory course, group work, discussion, exercises, presentations from students.

Continuous assessment: Continuous assessment, written protocol and final presentation with discussion

• Important signaling pathways of the cell (e.g. MAP kinase-, GPCR-, Nuclear Hormone Receptor-, NF-kB-, Jak/Stat-, Wnt-, Hedgehog-, Tgfß-, Apoptosis-, PI3K/Akt- and stress pathways)

• Signaling pathways effects on gene expression and other functions of the cell.

• In addition, crosslinks with other signaling pathways are discussed.

• Techniques for the analysis of signaling pathways are also presented.

• Students are able to describe the major signaling pathways of the cell, including MAP kinase, GPCR, Nuclear Hormone Receptor, NF-kB, Jak/Stat, Wnt, Hedgehog, TGF-beta Apoptosis, PI3K/Akt, and stress pathways.

• Students can describe how these signalling pathways influence gene expression and other cellular functions.

• Students are able to explain the interactions and crosslinks between different signaling pathways.

• Students can discuss the techniques used to analyze signalling pathways and their applications in research.

Lecture

Final exam: Written exam on the computer (multiple choice)

• Stem cell basics

• Introduction to development

• Pluripotency and reprogramming

• Adult stem cells and regeneration

• Stem cells and therapy

• Generation and use of organoids

• Human stem cell-based embryo models

• Ethical considerations of stem cell science

• Students are able to define and characterize stem cells, basics of stem cell biology, and how cell have the potential to become any cell in the body gain specific identity and function.

• Students are able to describe how many types of stem cells are there, where these cells can be found during our life and how to compare these types of cells to man-made stem cells.

• Students are able to define hallmarks of totipotent and pluripotent stem cell states; define the principles of reprogramming; design experiments to test if cells are pluripotent; describe the embryonic stem cell origin; understand cellular features that sustain pluripotency; compare different pluripotent stem cells and strategies for obtaining them.

• Students can describe advances in organoid biology with a focus on how organoid and human stem cell-based embryo models have generated a better understanding of human-specific processes in development and disease.

• Students can discuss society & clinical applications using stem cells and about the ethical considerations of stem cell science.

Lecture

Final exam: Written Exam

Students are able to explain

• membrane physiology

• development of action potentials

• electrotonic and saltatory conduction

• synapses

• important transmitters and the resulting pharmacological modulation

• temporal and spatial integration

• pre- and postsynaptic excitation and inhibition

• motor functions of the spinal cord, basal ganglia, cerebellum, and cortex including disorders caused by lesions in these regions

• structure and function of the autonomic nervous system including effects on important organs,

• function of the sensory systems.

• Students know and can explain the biology and pathophysiology of the nervous system in detail. Based on morphological observation of this system, students know and can name its cellular components and how they functionally interact.

• Students know and can describe the biology of neuronal cells at the molecular level in detail and students are independently able to characterize the phenotypic and functional peculiarities of these cells.

• Students know the nervous system as a complex network beyond individual cellular interactions and can comprehensively interpret its fundamental physiological significance and function.

• Students know about and are able to explain dysfunction of this biological system as causes of some important specific diseases and are able to understand and describe the causality of their pathophysiology at the molecular level.

• Lecture

• Dialogue and discussion

• Problem-based learning

Final exam: Written final exam

• Epidemiology, risk factors and prevention of cancer

• DNA damage and genomic stability

• Oncogenes and tumor suppressors

• Tumor virology and cancer models

• Tumor evolution and heterogeneity

• Cancer cell signaling

• Tumor microenvironment - angiogenesis and immunity

• Drug resistance and biomarkers of cancer

• Students are able to explain how DNA damage leads to mutations and cancer development.

• Students are able to discuss differences between oncogenes and tumor suppressor genes and name examples.

• Students are able to describe interactions in the tumor microenvironment that contribute to cancer development.

• Students are able to discuss current models in cancer research.

• Students are able to interpret recent findings in the cancer research field and assess potential implications for cancer therapy.

• Lecture

• Dialogue and discussion

Final exam: Written exam

• Blood cell types and their roles in biology: erythrocytes, platelets, neutrophils, monocytes, lymphocytes, eosinophils, basophils

• Vascular biology overview

• Cells of the vasculature: endothelial cells, pericytes, smooth muscle cells

• Students can describe the functions of the various blood cells.

• Students can explain the processes of primary and secondary hemostasis.

• Students can discuss diseases related to dysfunctional blood coagulation, thrombotic events and atherosclerosis.

• Students can describe the formation of blood vessels (angiogenesis and vasculogenesis.

• Students can explain the difference between lymphatics and blood vessels.

• Lecture

• Dialogue and discussion

• Self-study

• Problem-based learning

• Research-based learning

Final exam: Online Moodle Test - with marks from 1 - 5.

• Fundamental principles behind structural properties of proteins

• Methods to determine molecular structures of proteins and protein-ligand complexes

• Experimental methods to characterize protein-ligand interactions (includes determination of affinities) as well as the molecular interactions that govern binding of ligands to proteins

• Strategies and methods to find and optimize hits in drug discovery and with prerequisites that compounds need to be developable into drugs

• Principles and experimental methods in the area of pharmacokinetics (ADME)

• Application areas and examples of AI in drug discovery

• Students can describe the fundamental principles behind structural properties of proteins.

• Students can explain methods to determine molecular structures of proteins and protein-ligand complexes.

• Students can discuss experimental methods to characterize protein-ligand interactions (includes determination of affinities) as well as the molecular interactions that govern binding of ligands to proteins.

• Students can describe strategies and methods to find and optimize hits in drug discovery and with prerequisites that compounds need to be developable into drugs.

• Students can describe principles and experimental methods in the area of pharmacokinetics (ADME) and in some application areas and examples of AI in drug discovery.

• Lecture

• Individual work

Final exam: Written exam

• Basics of general pharmacology (pharmacokinetic, pharmacodynamic)

• Prodrug strategy

• Summary of product characteristics (SmPC)

• Kidneys and their function as excretion organ

• Most frequently prescribed drugs for the treatment of selected human diseases (e.g. background of a disease, mechanism of action, important side effects, drug interactions)

• Introduction to Antimicrobial Stewardship (AMS) Program

• Students are able to analyze the contents of a SmPC (summery of product characteristics), to explain its structure as well as apply its information in a practical setting.

• Students are able to understand and apply basic principles of the Antimicrobial Stewardship Program.

• Students are able to understand and describe mechanisms of action of known drugs.

• Students are able to apply pharmaceutical chemical as well as molecular pharmacological information to previously unknown research questions.

• Students are able to read high-quality research papers critically, summarize the essentials and discuss as well as evaluate scientific topics in an international environment.

• Lecture with structured exercises
• Dialogue and discussion
• Individual work
• Group work
• Supervised distance learning
• Self-study
• Blended learning

Continuous assessment: Partial performance with continuous assessment (e.g., presentations, written work, case studies, exams, multiple-choice tests, reflection reports)

• Explanation of the molecular and cellular mechanisms of allergies and other hypersensitivity reactions

• Description of the symptoms, causes and risk factors of allergic diseases

• Discussion of advantages and disadvantages of current diagnostic tests and therapeutic possibilities of allergic diseases

• Presentation of the strategies for improvement of diagnosis and therapies of allergies

• Explanation of the pathomechanisms underlying autoimmune disorders

• Description of the determinants (such as genetic predisposition or environmental factors) that influence the development of autoimmunity

• Discussion of the pathogenesis, clinical manifestation and the treatment possibilities of selected autoimmune diseases

• Discussion of similarities and differences between allergies and autoimmune disorders

• Students can describe the molecular and cellular basis and of the pathomechanisms underlying allergies (and other hypersensitivity reactions) and autoimmune diseases and they can describe the clinical manifestations of these diseases.

• Students are aware of and can explain the similarities and of the differences between allergies and autoimmune disorders.

• Students understand and can describe the determinants (e.g., genetic predisposition, environmental triggers) that influence the development of the allergic and autoimmune diseases.

• Students understand and can describe and can describe therapeutic approaches for the treatment of allergic and autoimmune diseases.

• Lecture

• Dialogue and discussion

• Self-study

Final exam: Written exam

Immune System (Overview):

• Evolved to protect against pathogens (e.g. viruses, bacteria, parasites).
• Composed of innate and adaptive immunity.
• Serves important homeostatic functions.

Key Topics:

• Cellular/molecular mechanisms and clinical relevance of the immune system in infectious, as well as acute and chronic inflammatory diseases.
• The immune system’s role in distinguishing between “self” and “non-self” and the mechanisms of immune tolerance.
• Cellular/molecular mechanisms and clinical presentation of autoimmune diseases and immunodeficiencies.

Immune System Dysfunctions (autoimmunity and immunodeficiencies):

Autoimmune Diseases:

• Occur when the immune system fails to correctly differentiate between “self” and “non-self”, leading to a breach of tolerance and an immune response directed against “self” structures.
• Includes clinical presentation, diagnostics, pathogenesis and therapeutical approaches of common autoimmune diseases.

Immunodeficiency:

• Result from inadequate recognition or response to “non-self” structures, leading to insufficient protection and potentially life-threatening infections.
• Includes clinical presentation, diagnostics, pathogenesis and therapeutical approaches of congenital and acquired immunodeficiencies.

Additional Focus:

• Critical evaluation of scientific literature
• Incorporating latest research in the field of immunity against pathogens, autoimmunity and immunodeficiencies.

• Students know the mechanisms and clinical presentations of infectious, as well as acute and chronic inflammatory diseases.

• Students know the mechanisms of immune tolerance.

• Students know the mechanisms and clinical presentations of autoimmune diseases and immunodeficiencies.

• Students are able to critically evaluate scientific literature.

• Lecture with structured exercises

• Group work

• Discussions

Final exam: Written exam

• Introduction to Next Generation Sequencing (NGS) Technologies

• Analyzing NGS data using Galaxy and R/Bioconductor* pipelines

• Quality Control of NGS data in Galaxy and R/Bioconductor

• Alignment of reads to genomic references and visualization of aligned reads in a genome browser

• Convert reads into feature-wise counts

• Common Data formats used in Next Generation Sequencing

• Further analysis of resulting gene lists using methods like clustering or GO term enrichment.

• Learn how to spot issues with data during Quality Control and perform corrective actions

* No prior knowledge of R/Bioconductor needed.

• Students can discuss Next Generation Sequencing (NGS) Technologies and can process NGS data.

• Students can process data from NGS sequencers using the Galaxy software workflow, including Quality Control, alignment of reads to reference genomes, create read counts and prepare data for further processing in R/Bioconductor as well as the usage of common NGS file formats.

• Students can write programs in the R programming language and can execute a NGS analysis pipeline using R and Bioconductor including Quality control, diagnostic graphs and the statistical analysis of NGS data.

• Students can analyze gene lists from processed NGS data using methods such as clustering, GO term enrichments.

• Students can identify issues with NGS data during Quality Control and implement corrective actions.

• Lectures with structured exercises

• Dialogue and discussion

• Group work

• Individual Project work

Final exam: Final individual project work

• basic principles of mass-spectrometry:

• physics of mass-analyzers and ion sources (

• introduction types of mass spectrometers (TOF, sectorial instruments, quadrupole, Triple-Quad, Ion traps, FT ICR - orbitrap) and the respective combinations

• gas-phase fragmentation techniques (Collision induced dissociation CID, ETD)

• MS/MS based analysis and de novo sequencing of peptides

• key figures of merit in mass-spectrometry (Resolution R and mass accuracy)

• mass-spectrometry data interpretation

• mass-spectrometry acquisition methods.

• Omics related examples of mass-spectrometry based workflows in proteomics, metabolomics, lipidomics and environmental research.

• Students can explain the fundamental physics involved in the operation of mass-spectrometers.

• Students are able to extract key information from generic mass-spectrometry data sets and conduct basic data-analysis.

• Students can critically evaluate different mass-spectrometry based methods in the context of omics applications.

Lecture with structured exercises

Final exam: Written exam

• Knowledge Management: Definitions, R&D focus, human and data perspectives, tools, and practices.

• Innovation Management: From invention to innovation, strategic processes, and implementation.

• Business Plan Development:
  - Vision, market analysis, financials, legal aspects, implementation planning.
  - Four phases: idea, feedback, testing, launch.

• Key Tools: Porter's 5 Forces, SWOT, life-cycle analysis, canvas model, risk analysis.

• Students can explain the principles of knowledge (in a knowledge driven society), its creation and management, focused/embedded in R&D of Biotechnology.

• Students can describe the nature of inventions (in terms of "new knowledge") and its further development to a market accepted innovation.

• Students can understand, recognize and describe the different types of innovation and their drivers, the nature of innovation and its processes as well as different innovation management concepts and approaches with dedicated focus on strategic funding in Austria and Europe (FFG and EU FPxx).

• Students are able to develop their own business plan, started from their own business idea, considering all elements of an entire business case to be incorporated in a company start-up setting.

• Students can name the most important mechanisms and support organizations for entrepreneurial initiatives in particular at the UAS (INITS, WKO, Investors, AWS, etc.).

• Lecture

• Dialogue and discussion

• Group work

• Supervised distance learning

• Self-study

• Project work

Final exam: Presentation of the group work, documentation of the group work either in Word or Powerpoint

• Students are able to independently identify and secure a suitable research project in a national or international life science research institution or company.

• Students are able to develop a comprehensive project plan, including defining research goals, identifying problems, and selecting appropriate methodologies.

• Students are able to effectively present their research project plans and motivations to their peers, demonstrating strong communication and presentation skills.

• Students are able to critically evaluate and provide constructive feedback on peer research projects, fostering collaborative learning and critical thinking.

• Students are able to apply the feedback received from peers and supervisors to refine their research projects, enhancing the overall quality and feasibility of their master's thesis.

• Lecture

• Blended learning

• Independent Research: Students independently seek and select a research project, fostering self-directed learning and initiative.

• Mentorship and Supervision: With support from the Master's Thesis Coordinator and direct supervisors, students receive guidance and feedback, which is crucial for their development and project success.

• Project Planning: Students prepare a detailed project plan, including goals, problem definition, and methods, which enhances their planning and organizational skills.

• Peer Presentations: Presenting their project plans to peers helps students develop their communication and presentation skills.

• Group Discussions and Feedback: Engaging in discussions and receiving feedback from peers encourages critical thinking, reflection, and collaborative learning.

Continuous assessment: Hand-ins, feedback, and presentations

• Deepening of theoretical immunological knowledge and practical application to research problems from the field of allergy research

• Working in small teams of 2 to 3 people on a scientific research question

• Finding as a team the best way to answer the research question

• Designing and performing of experiments using state-of-the-art immunological and molecular biological methods such as ELISAs, SDS-PAGE, immunoblotting, PCR, microscopy and flow cytometry

• Writing of laboratory report in the format of a scientific publication, in which the background of the research topic is summarized and the experimental work, the results are described and discussed (each student writes a lab report)

• Students can apply immunological and molecular biology techniques for the solving of immunological research questions.

• Students develop essential characteristics of scientists, such as curiosity, creativity and perseverance.

• Students develop essential characteristics of scientists, such as curiosity, creativity and perseverance.

• Students can behave correctly in accordance with the relevant safety guidelines and legal requirements when handling chemical and biological substances and with regard to the disposal of waste products in the laboratory.

• Students have improved laboratory and essential scientific writing skills.

• Dialogue and discussion

• Individual work

• Group work

• Supervised distance learning

• Self-study

• Problem-based learning

• Project work

• Research-based learning

Continuous assessment: Assessment of the design of the experiments; assessment of the performance of the experiments; assessment of the quality of the laboratory report

• Objective: Estimate the toxicological and therapeutic potential of a small molecule drug using cell-based test systems.

• Focus Areas:
  - Analyze the small molecule's activation potential on the heat shock response pathway.
  - Assess possible cytotoxic effects in a concentration-dependent manner.

• Assays and Methods Available:
  - Luciferase reporter assays
  - Western blot
  - qPCR
  - Flow cytometry
  - ELISA
  - General viability assays

• Student Role: Select and apply suitable methods from the provided options.

• Students are able to evaluate the toxicological and therapeutic potential of small molecule drugs using various cell-based test systems.

• Students are able to determine the pharmacological and cytotoxic effects of small molecules in a concentration-dependent manner.

• Students are able to analyze and interpret data from various assays to assess the toxicological and therapeutic potential of small molecules in respect to the required time and workload, performance, sensitivity, significance, controls and simultaneous detection of multiple parameters.

• Students can describe and perform luciferase reporter assays, Western blotting, qPCR, flow cytometry, ELISA, and general viability assays.

• Students are able to adhere to safety protocols and legal requirements in the laboratory for handling of chemical and biological substances (including the disposal of waste products in the laboratory).

Practical course with independent performance of the experiments

Continuous assessment: Entry exam on the computer (multiple choice), evaluation of performance in the lab, protocol

• The master's examination is the final examination of the master's program before an examination committee of experts.

• The students present their master's thesis in the form of a lecture.

• The students are questioned about their presentation and they defend the contents and conclusions of their master's thesis.

• They are asked to cross-connect the topic of their Master's thesis to relevant subjects of the degree program.

• The students reflect and discuss current research topics from the main fields of the Master's program with the examination committee of experts.

• Students can present, discuss and defend research results from their research project/master's thesis to a specialist audience in a scientifically appropriate form.

• Students can discuss with a group of experts, the interconnections of the topic of their master's thesis to relevant subjects in the curriculum and discuss other degree-relevant content.

• Students can reflect on and discuss current research topics from the main fields of the master's program with a specialist audience.

• Dialogue and discussion

• Individual work

• Problem-based learning

• Project work

• Research-based learning

Final exam: For the presentation of the master's thesis up to 30 points are awarded by the examination committee. Up to 35 points are awarded for the subsequent discussion on the presentation. Up to 35 points are also awarded for the discussion of current research topics from the main areas of the master's program. The sum of these points gives the overall grade for the master's examination.

• The students choose a (usually 6 to 9 month) research project based on their own interests during which they can apply the knowledge and skills that they gained during the first 3 semesters of the Master's Degree "Molecular Biotechnology". The project investigates a specific scientific question or problem relating to the content of the degree program.

• The student submits a project proposal outlining objectives, methodology, and expected outcomes to the Head of the Degree Program and can begin the project after approval.

• The student performs laboratory experiments, computational studies etc. to gather data.

• The student ensures that all research is conducted ethically, with appropriate approvals.

• The student analyzes the collected data using appropriate tools and interprets the results in the context of the research question and existing literature.

• The student writes their master's thesis including the research question, objectives, and significance of the project, the experimental design, materials, and procedures used, the observations of the study, and appropriate, scientific interpretation and discussion of the results and their implications and relates these to existing research and finally a conclusion. The thesis must comprehensively reference and cite all sources and literature reviewed in an appropriate manner and include any AI-use in its preparation.

• Students can independently design a research project based on their interests, formulate a clear research question, and develop a comprehensive project proposal outlining objectives, methodology, and expected outcomes.

• Students can perform laboratory experiments, computational studies, and other relevant research activities to gather data, ensuring the application of advanced techniques and methodologies learned during the degree program.

• Students can conduct research activities with a strong commitment to ethical standards, ensuring the integrity of their work by obtaining necessary approvals, adhering to ethical guidelines, and maintaining transparency and accountability throughout the research process.

• Students can analyze collected data using appropriate tools and techniques, interpret the results in the context of the research question, and relate findings to existing literature, demonstrating critical thinking and scientific reasoning.

• Students can write a comprehensive master's thesis that includes a clear research question, objectives, experimental design, results, and scientific interpretation. They can effectively communicate their findings, discuss their implications, and properly reference all sources and literature reviewed, including any AI use in the preparation of the thesis.

• Lecture

• Individual work

• Supervised distance learning

• Self-study

• Blended learning

• Problem-based learning

• Project work

• Research-based learning

Final exam: Assessment by supervisor and assessor (lecturer in the Molecular Biotechnology Section) using a standardized questionnaire. In the case of 2 different grades, a third assessor writes an "Adjudication Assessment" which is final.