I currently have a number of research interests, both in Biomedical and well as in Teaching-Focussed Research.
Biomedical projects have traditionally been done with collaborators, and some of the projects have included:
Teaching-focussed interested are around university student behaviour with regard to learning activities and engagement. Universities around the world are grappling with shifts in effective and engaging educational strategies, as well as student expectations, in their delivery of content. In an age where students can do on-line courses at universities far from Australia, academics are carefully considering student engagement and success here at UQ.
Journal Article: Utilizing systems genetics to enhance understanding into molecular targets of skin cancer
Kim, Minjae J., Kulkarni, Vishnutheertha, Goode, Micah A., Hernandez, Jacob, Graham, Sean, Sivesind, Torunn E. and Manchadi, Mary‐Louise (2024). Utilizing systems genetics to enhance understanding into molecular targets of skin cancer. Experimental Dermatology, 33 (3) e15043. doi: 10.1111/exd.15043
Book Chapter: The virtual microscope: tracing knowledge of human microstructure through digital images
Aland, R. Claire, Shepherd, Nicole, Swyny, Belinda and Manchadi, Mary-Louise Roy (2022). The virtual microscope: tracing knowledge of human microstructure through digital images. Making sense of medicine: materiality and the reproduction of medical knowledge. (pp. 271-280) Bristol, United Kingdom: Intellect Books. doi: 10.1386/9781789385779_19
Conference Publication: Using action learning to develop a model for inclusive teaching in a COVID-split cohort
Aland, Claire, Oancea, Iulia, Midwinter, Mark, Pillai, Suja, Manchadi, Mary-Louise, Reichelt, Melissa and Wu, Sherry (2022). Using action learning to develop a model for inclusive teaching in a COVID-split cohort. 26th Annual International Association for Medical Science Educators, Denver, CO, United States, 4-7 June 2022.
A Multi-Channel Fluorescence Plate Reader for Studying Receptor-Ligand Interactions
(2011) NHMRC Equipment Grant
C5a and its receptors: quantification of intracellular calcium movement
(2010–2011) UQ New Staff Research Start-Up Fund
Therapeutic options for divergent snake venom.
(2023) Doctor Philosophy
Dietary Manipulation of Feed Intake in Pigs by Bitter Compounds
(2017) Doctor Philosophy
The Effects of Plant-Derived Chemicals on Smooth Muscle
(2012) Doctor Philosophy
What are the motivators for attending lectures and other learning activities, directly assessed or not?
In association with the Spaces Management team at UQ, we have access to accurate student numbers across the university so as to track lecture attendance based on body heat entering and exiting lecture venues. Aligning the use of these sensors with course, lecturer and topic will give a rich qualitative data set. In addition to this, surveys will be done with key courses across the university for those which have high attendance and those with low – and drivers identified and shared with the Course Coordinators, along with such learnings being used to inform the Teaching and Learning Community.
A former Honours student has shown that the biggest motivator for lecture attendance between professional, science and therapies students is feeling part of a student cohort. As the professional and therapies students tend to do all of the same courses through their degree, the bonds of friendship and community can run deep and being together with friends in educational spaces has been identified as a main driver for attendance. Science students, however, do not have this profile, as there can be wide variation in courses chosen after first year.
I have data from second and third year science students which asks them to reflect on their experiences as a university student in learning spaces, and such data can be analysed for quality statement and frequency of responses to better inform academics around what students are actually experiencing.
“Embracing the Unknown” Experience
In our third year Pharmacology course for Science students (BIOM3401), we have a practical called “Identification of Unknowns”, in which students are given an unknown drug(s), and they are asked to design experiments around identifying which drug class this might be over 2-3 weeks. This has caused some minor (and major!) anxiety in some students, as the activity is assessed as a lab report, with marks being awarded for the arguments made, and not the correct identification.
Students were surveyed before and after the experiments to capture their thinking and concerns, and these data are available for thematic analysis. Such analysis can enable future students to be better supported, or even less supported, depending upon feedback.
To Lecture or not to Lecture….that is the question…
We have meta-learning data from second and third year science students about their habits, preferred types of learning and access to information, and their perceptions of live lectures. This data can be analysed thematically, and thus contribute meaningfully to the development of blended learning courses.
The virtual microscope: tracing knowledge of human microstructure through digital images
Aland, R. Claire, Shepherd, Nicole, Swyny, Belinda and Manchadi, Mary-Louise Roy (2022). The virtual microscope: tracing knowledge of human microstructure through digital images. Making sense of medicine: materiality and the reproduction of medical knowledge. (pp. 271-280) Bristol, United Kingdom: Intellect Books. doi: 10.1386/9781789385779_19
Fry, B. G., Undheim, E. A. B., Jackson, T. N. W., Georgieva, D., Vetter, I., Calvete, J. J., Schieb, H., Cribb, B. W., Yang, D. C., Daly, N. L., Manchadi, M. L. Roy, Gutierrez, J. M., Roelants, K., Lomonte, B., Nicholson, G. M., Dziemborowicz, S., Lavergne, V., Ragnarsson, L., Rash, L. D., Mobli, M., Hodgson, W. C., Casewell, N. R., Nouwens, A., Wagstaff, S. C., Ali, S. A., Whitehead, D. L., Herzig, V., Monagle, P., Kurniawan, N. D. ... Sunagar, K. (2015). Research methods. Venomous reptiles and their toxins: evolution, pathophysiology and biodiscovery. (pp. 153-214) New York, NY, United States: Oxford University Press.
Utilizing systems genetics to enhance understanding into molecular targets of skin cancer
Kim, Minjae J., Kulkarni, Vishnutheertha, Goode, Micah A., Hernandez, Jacob, Graham, Sean, Sivesind, Torunn E. and Manchadi, Mary‐Louise (2024). Utilizing systems genetics to enhance understanding into molecular targets of skin cancer. Experimental Dermatology, 33 (3) e15043. doi: 10.1111/exd.15043
Dorey, E. S., Cullen, C. L., Lucia, D., Mah, K. M., Manchadi, M.-L. Roy, Muhlhausler, B. S. and Moritz, K. M. (2017). The impact of periconceptional alcohol exposure on fat preference and gene expression in the mesolimbic reward pathway in adult rat offspring. Journal of Developmental Origins of Health and Disease, 9 (2), 223-231. doi: 10.1017/S2040174417000824
Enter the dragon: the dynamic and multifunctional evolution of anguimorpha lizard venoms
Koludarov, Ivan, Jackson, Timothy N. W., op den Brouw, Bianca, Dobson, James, Dashevsky, Daniel, Arbuckle, Kevin, Clemente, Christofer J., Stockdale, Edward J., Cochran, Chip, Debono, Jordan, Stephens, Carson, Panagides, Nadya, Li, Bin, Manchadi, Mary-Louise Roy, Violette, Aude, Fourmy, Rudy, Hendrikx, Iwan, Nouwens, Amanda, Clements, Judith, Martelli, Paolo, Kwok, Hang Fai and Fry, Bryan G. (2017). Enter the dragon: the dynamic and multifunctional evolution of anguimorpha lizard venoms. Toxins, 9 (8) 242, 242. doi: 10.3390/toxins9080242
Student Interaction with a Computer Tablet Exam Application Replicating the Traditional Paper Exam
Cheesman, Matthew J., Chunduri, Prasad, Manchadi, Mary Louise, Colthorpe, Kay and Matthews, Ben (2015). Student Interaction with a Computer Tablet Exam Application Replicating the Traditional Paper Exam. Mobile Computing, 4, 10-21. doi: 10.14355/mc.2015.04.002
Implementation of a Virtual Laboratory Practical Class (VLPC) module in pharmacology education
Cheesman, Matthew J., Chen, Steven, Manchadi, Mary-Louise, Jacob, Teague, Minchin, Rodney F. and Tregloan, Peter A. (2014). Implementation of a Virtual Laboratory Practical Class (VLPC) module in pharmacology education. Pharmacognosy Communications, 4 (1), 2-10. doi: 10.5530/pc.2014.1.2
Ruder, Tim, Ali, Syed Abid, Ormerod, Kiel, Brust, Andreas, Roymanchadi, Mary-Louise, Ventura, Sabatino, Undheim, Eivind A. B., Jackson, Timothy N. W., Mercier, A. Joffre, King, Glenn F., Alewood, Paul F. and Fry, Bryan G. (2013). Functional characterization on invertebrate and vertebrate tissues of tachykinin peptides from octopus venoms. Peptides, 47, 71-76. doi: 10.1016/j.peptides.2013.07.002
Using action learning to develop a model for inclusive teaching in a COVID-split cohort
Aland, Claire, Oancea, Iulia, Midwinter, Mark, Pillai, Suja, Manchadi, Mary-Louise, Reichelt, Melissa and Wu, Sherry (2022). Using action learning to develop a model for inclusive teaching in a COVID-split cohort. 26th Annual International Association for Medical Science Educators, Denver, CO, United States, 4-7 June 2022.
Fu, Minghai, Manchadi, Mary-Louise, De Jager, Nadia, Val-Laillet, David, Guerin, Sylvie and Roura, Eugeni (2016). Bitter compounds delayed gastric emptying and induced intestinal smooth muscle relaxation in a pig model. 17th International Symposium on Olfaction and Taste (ISOT), Yokohama Japan, 5-9 June 2016. United Kingdom: Oxford University Press.
Cheesman, Matthew, Williams, Mark, Chunduri, Prasad, Manchadi, Mary-Louise and Tregloan, Peter (2014). Analysis of student behavioural patterns in the use of a virtual laboratory: A comparison of cohorts from two different disciplines. Australian Conference on Science and Mathematics Education, Sydney NSW Australia, 29-30 September 2014. ACSME.
A Multi-Channel Fluorescence Plate Reader for Studying Receptor-Ligand Interactions
(2011) NHMRC Equipment Grant
C5a and its receptors: quantification of intracellular calcium movement
(2010–2011) UQ New Staff Research Start-Up Fund
Therapeutic options for divergent snake venom.
(2023) Doctor Philosophy — Associate Advisor
Other advisors:
Dietary Manipulation of Feed Intake in Pigs by Bitter Compounds
(2017) Doctor Philosophy — Associate Advisor
Other advisors:
The Effects of Plant-Derived Chemicals on Smooth Muscle
(2012) Doctor Philosophy — Associate Advisor
Note for students: The possible research projects listed on this page may not be comprehensive or up to date. Always feel free to contact the staff for more information, and also with your own research ideas.
What are the motivators for attending lectures and other learning activities, directly assessed or not?
In association with the Spaces Management team at UQ, we have access to accurate student numbers across the university so as to track lecture attendance based on body heat entering and exiting lecture venues. Aligning the use of these sensors with course, lecturer and topic will give a rich qualitative data set. In addition to this, surveys will be done with key courses across the university for those which have high attendance and those with low – and drivers identified and shared with the Course Coordinators, along with such learnings being used to inform the Teaching and Learning Community.
A former Honours student has shown that the biggest motivator for lecture attendance between professional, science and therapies students is feeling part of a student cohort. As the professional and therapies students tend to do all of the same courses through their degree, the bonds of friendship and community can run deep and being together with friends in educational spaces has been identified as a main driver for attendance. Science students, however, do not have this profile, as there can be wide variation in courses chosen after first year.
I have data from second and third year science students which asks them to reflect on their experiences as a university student in learning spaces, and such data can be analysed for quality statement and frequency of responses to better inform academics around what students are actually experiencing.
“Embracing the Unknown” Experience
In our third year Pharmacology course for Science students (BIOM3401), we have a practical called “Identification of Unknowns”, in which students are given an unknown drug(s), and they are asked to design experiments around identifying which drug class this might be over 2-3 weeks. This has caused some minor (and major!) anxiety in some students, as the activity is assessed as a lab report, with marks being awarded for the arguments made, and not the correct identification.
Students were surveyed before and after the experiments to capture their thinking and concerns, and these data are available for thematic analysis. Such analysis can enable future students to be better supported, or even less supported, depending upon feedback.
To Lecture or not to Lecture….that is the question…
We have meta-learning data from second and third year science students about their habits, preferred types of learning and access to information, and their perceptions of live lectures. This data can be analysed thematically, and thus contribute meaningfully to the development of blended learning courses.