Phil/Biol 2510

Genetics & Society


Spring 2009
CTIHB 101; T &Th 12:25-1:45PM

Genetics/Science Instructor
Wayne Davis, Ph.D.
Department of Biology
801-585-3692
wdavis@biology.utah.edu

Ethics/Philosophy Instructor
Bryan Benham, Ph.D.
Department of Philosophy
CTIHB 443
801-581-7302
bryan.benham@philosophy.utah.edu

*Office Hours by Appointment
*Please use email to communicate with course instructors most efficiently .

 

Course Objectives

Welcome to your genetic future! This class is designed to introduce students to the science of genetics and the social and ethical consequences of that science. It is aimed at students who have no background in either the science or ethics of genetics. The goal is to give students an overview of genetics and how this science intersects with everyday life. The course will present and encourage discussion of the basic concepts of genetics, and explore multiple sides of controversial issues such as genetic screening, cloning, stem cell research, gene therapy, genetic engineering, eugenics, forensic DNA, GM agriculture, behavioral genetics, among other topics.

Rquired Textbooks

  • (DNA) DNA The Secret of Life. By James Watson, 2004. (ISBN: 0-375-71007-8)  
  • Supplemental readings will be available online (link to hum.utah.edu/~bbenham). See Course Schedule for links.

 

Grading Distribution

  • 3 In-class Exams = 60%

    • There are three in-class exams scheduled for this course (two midterms and a final) worth 20% each. They will cover the readings, lecture, discussion material of the class. The exams consist of two parts: the first part is an objective section that asks multiple-choice questions about key concepts or ideas covered in the course material; the other is a short essay section that asks conceptual questions which normally require two essays. An exam study guide including a selection of essay questions will be provided prior to the exam. Clean Bluebooks will be required for each exam. See course schedule for dates. NO EARLY OR MAKE-UP EXAMS WILL BE OFFERED, except in cases of extreme emergency and when arrangements have been made with the professors prior to the exam.

  • Weekly Writing Questions = 40%

    • Each week (or nearly every week; 13 total), a one page written (typed) answer (~300 words) to a posted question will be assigned, due in class on Thursday (see course schedule questions). Writing assignments will be graded CR/NC; the total number of CR assignments will determine the corresponding grade for the writng questions. For example, 90% = A range, 80% = B range, and so on. A hardcopy of the writing question is due each Thursday in class on the day specified on the schedule (usually Thursday). Please include on the assignment at minimum your name and the question being written on, including the question number. NO LATE OR E-MAILED WRITING QUESTIONS WILL BE ACCEPTED, unless arrangments have been made with the professors prior to the due date.

  • Final Paper, Optional (Due April 30)

    The student has the option to write a final paper that may replace the lowest exam score. The paper will be a persuasive paper (max. 2500 words) that identifies and defends a position on a genetic issue related to class topics. The paper should ideally include development of a case study. Topics and further details about paper requirements will be provided by the professors (click here). The professors will gladly look at early drafts of the paper, but students should allow ample time for revision.

 

Course Policies

  • General

    Students are expected to conform to all norms of an academic course. This includes being willing to engage in the topic matter in a serious and respectful manner; to take appropriate measures to achieve all requirements of the course; being up to date on course materials and changes to the syllabus; and to contribute to the content of the course in a constructive manner; as well as other expectations.

  • Academic Misconduct

    Academic misconduct, which includes cheating, plagiarism and other forms of academic dishonesty, will not be tolerated in this course and will be dealt with severely. If caught cheating or plagiarizing, student will receive a failing grade for the course and be reported to the University administration for possible further sanction. Students are responsible for knowing and understanding the University's policy on academic misconduct. More information is in the Student Code, available at http://www.sa.utah.edu/code/.

  • Assistance with writing or researching

    Tutoring is available through the ASUU Tutoring Center in the Student Services Building, Room 330. Students may schedule a day, evening or weekend appointment.   Students who qualify for a Pell Grant may also qualify for free tutoring.   For more information call 581-5153 or go to http://www.sa.utah.edu/Tutoring/.

    Writing Center located at the Marriott Library.   More information can be found by going to http://www.writingcenter.utah.edu/.

  • (ADA) Americans with Disabilities Act of 1990

    The University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities.   If you will need accommodations in the class, reasonable prior notice needs to be given to the Center for Disability Services, 162 Olpin Union Building, 581-5020 (V/TDD).   CDS will work with you and the instructor to make arrangements for accommodations. All written information in this course can be made available in alternative format with prior notification to the Center for Disability Services. For more information go to http://disability.utah.edu/.

  • Accommodations policy

    All of the course content, reading assignments, films, assignments, and other teaching materials have been chosen in order to achieve the pedagogical objectives of this course. Some of the writings, lectures, films, or presentations in this course may include material that conflicts with the core beliefs of some students. Please review the syllabus carefully to see if the course is one that you are committed to taking. We will not make content accommodations in this course. http://www.admin.utah.edu/facdev/index.html

     

Additional Online Resources

Websites of Interest:

 

Reliable News Outlets:

 
 

 

Course Schedule

The Schedule will be updated regularly, so please check back regularly.
Students are responsible for being up to date on course changes.

Date

Subject

 

Assignments

 

Jan. 13

The Structure of DNA

 

 

Jan. 15

Ethics, Society, and the Genetic Revolution

Writing Question #1: Describe at least two ways that genetics has directly or indirectly impacted your life. Be as specific as possible. Also, describe the lasting impact these episodes had on your views about genetics. For example: Was it a good/bad experience? Did you learn something about genetics? Did it raise some concerns for you about genetics and its impact on your life? (~300 words.)

 

     

Jan. 20

Genetic Expression

The movies used in the lecture:

The movie shown in class is available in different formats at these sites:

 

Jan. 22

Eugenics and Genetic Essentialism

A short video of James Watson on Eugenics (mp4)

Writing Question #2: What is so bad about eugenics? Why was it so popular in the 19 th and early 20th century? Also, visit the Dolan DNA Learning Center website and do some research at the Eugenics Archives (http://www.dnalc.org/home.html), then describe at least one interesting thing about the history of eugenics you found there. (~300 words.)

 
     

Jan. 27

Mutation and Mendelian Genetics

 

Jan. 29

 Reproductive Genetics and the "New Eugenics"

Writing Question #3: Preimplantation genetic diagnosis (PGD) allows couples to screen fertilized eggs for known genetic markers prior to implanting them in the mother's womb using in vitro fertilization techniques (IVF). Visit The New York Times to watch this six minute video on "embryo screening", then answer the following quesitons. (1) Do you think there is anything unethical or problematic about the parents' choice to use PGD to select out a cancer gene? (2) What are some of the ethical objections mentioned in the video? (3) Are any of these objections serious worries for the use of PGD? (4) What are some other uses of PGD that might raise ethical concerns? (Write about a paragraph for each question.) (http://video.on.nytimes.com/?fr_story=8f0fdc5b0427d1b0bd80d9b0f2d9a9e9aad3f046)

 

     
Feb. 3

Cancer & Disease Genetics

 

 

 
Feb. 5 Genetic Testing and Insurance

Writing Question #4: Visit and read the information on Huntington's Disease at the following website: http://www.ygyh.org/hd/whatisit.htm (make sure you look at all of the tabs on the left side of the page, especially "What is it like to have it" and view video link above). Now, imagine you have a parent with HD. Keeping in mind that there is no cure or effective treatment for HD, answer the following questions: (1) Would you want to take the test to know if you are going to get the disease? (2) What if taking the test would make it possible to create a cure in the future, but too late to help yourself? (3) Would you reveal the results of the test to some people and not others, to no one? Explain your reasoning as best as you can in the alloted space. (~ 300 words.)

 
     
Feb.10 Model Organisms

 

Feb. 12

Darwin Day

Midterm #1

In-class exam; Students are required to bring a clean Bluebook (available at the Campus Bookstore).

Study gude

Darwin Day

 
     
Feb. 17 Population Genetics
 

 

 

Feb. 19 Race, Ancestry, & Personalized Medicine
  • Recommended:
    • The Genome in Black and White (And Gray).(PDF) By R. Henig. (New York Times Magazine, Oct. 10, 2004).
    • Genetic Influcences on Health: Does Race Matter? (PDF) Article by Mike Bamshad in JAMA, August 24/31, 2005, p. 937-946. An accessible and technical description of medicine and racial categories in genetics. See also Bamshad and Olsen on "Does Race Exist".
    • Race and Medicine. (PDF) By Constance Holden. Science 302, Oxtober 24, 2003; 594-596. (See also recommended reading by Bamshad 2005: Genetic Influences on Health, below.)
    • From Race to DNA. By Sally Lehrman. Scientific American, February 2008; 23-24. (PDF) An alternative view on race, population genetics and medicine. We are continuing to evolve!
    • Misreading Race and Genomics after BiDil. (PDF) By Jonathan Kahn. Nature Genetics 37, July 2005; 655-656. (See also recommended reading by Kahn 2007, Race in a Bottle below.)
    • Does Race Exist? (PDF) M. Bamshad and S. Olsen. Scientific American, Decmber 2003; 78-85. Nice summary of population genetics and its significance for race, with a brief description of how race and medicine are related.
    • Race in a Bottle. (PDF) By Johanthan Kahn. Scientific American, Agust 2007; 40-45. A critique of the BiDil trials and FDA approval of BiDil as an 'ethnic drug.'
    • Genetic Variation, Classification and 'Race'. (PDF) Article by Lynn Jorde and Stephen Wooding in Nature Genetics, November 2004, pp. S28-S33. Article in special edition of Nature Genetics dedicated to discussing race and genomics .
    • Race and Genetics: Controversies in Biomedical, Behavioral, and Forensic Sciences. (PDF) By P. Ossorio and T. Duster. American Psychologist, 60, January 2005; 115-128. Article surveys many of the issues about race and genetics we will be covering in the next three weeks.

Writing Question #5: Several companies now offer genetic tests that claim to be able to identify how much of your DNA is from each continent (European, African, Asian, Native American etc.), and some claim to be able to give sub-region specificity. If you think you know a lot about your genetic heritage, would you take a test to check that what you know is true? If you don't know much about your genetic heritage, would you want to take a test to find out? If the test came back different from what you expected, how do you think it would change your perspective of who you are? (~ 300 words.) For further considerations see: The Science and Business of Genetic Ancestry Testing. (PDF) D. Bolnick et al. Science 318, October 19, 2007; 399-400. Brief discussion of the shortcomings ofcommercial genetic ancestry tests. A reply by Tony Frudakis (Chief Scientific Officer of DNAPrint Genomics, one of the companies highlighted in the Bolnick et al. article) and Bolnick et al.' response to Frudakis is very informative about the complexity of race and genomic information: The Legitimacy of Genetic Ancestry Tests and Response, Science 319, Feruary 22, 2008.

 

     
Feb. 24 Forensic DNA
  • Strongly Recommended:
    • The Forensic Use of Bioinformation: Ethical Issues. Nuffield Council on Bioethics, 2004. (pdf) Although this pamphlet deals with British laws is parallels issues in US law, balancing the need for security against the expectations of privacy; a nice summary of many issues and arguments in forensic DNA.
    • Chapter 1 from DNA and the Criminal Justice System. MIT Press, 2004. Edited by David Lazer (pdf). This short chapter nicely summarizes three central issues regarding the use of forensic DNA from a legal and social justice perspective.
    • DNA Forensics. A website with lots of info and links by the Human Genome Project.
 

 
Feb. 26 Genetics and the Law

Writing Question #6: Popular TV shows such as CSI put DNA evidence front and center in depicting how crimes are solved and convictions are determined. How accurate do you think these shows are in demonstrating how DNA evidence is used? If you were called to be a real-life juror in a trial that used DNA evidence, how much confidence would you put in that evidence? What do you think are some of the possible abuses or consequences of using DNA for criminal investigations and legal proceedings? (~300 words.)

 
     
Mar. 3 Behavioral Genetics: Sex and Violence
 

 
Mar. 5 Free and Responsible Genes

Writing Question #7: Do you exhibit any behavioral traits that you attribute to your family? Was this inhereited or learned? How do you know? Generally speaking, how much influence do you think genetics has on your behavior? If it is a lot, does this reduce your responsibility for that behavior? (~300 words.)

 
     
Mar. 10 Recombinant DNA

 

 
Mar. 12 Research and Society

Writing Question #8: Recombinant DNA (aka, genetic engineering) allows researchers to directly manipulate the genetic make-up of an organism. For example, human genes can be put into flies, mice or bacteria, and whole new viruses or microorganisms can be created from scratch. Does this type of science introduce a "Frankenstein-style" science that is ethically and socially worrisome? To put it another way, is there some recombinant DNA research that should be forbidden because it crosses the line of moral acceptability? In addition, do you think genetic research should be responsive to public concerns about that research? If possible, provide a specific example to illustrate your point. (~300 words.)

 
     
Mar. 17 Spring Break

No meeting

Mar. 19 Spring Break

No meeting

     
Mar. 24 Guest Presenter
 

 
Mar. 26 Midterm #2

In-class exam; Students are required to bring a clean Bluebook (available at the Campus Bookstore).

Study gude

 

 
     
Mar. 31 GM Agriculture

 

 
April 2 Genetics & Commerce

Lecture 19: GM Food Ethics (pdf)

Writing Question #9: Many different technologies are being used to modify the plants and animals that we eat. What do you think is the primary reason for genetically modifying our food sources? Do you have any reservations about eating genetically modified foods: e.g., rice with a daffodil gene that makes it hight in vitamine A? Corn that includes genes that produce toxins to kill off insect pests, or is resistant to herbicides? What about Chese made from goats modified to make human-like milk proteins? Explain your concerns, if any. Also, since the US is the primary producer of GM agricultural products, what do you think the global effect will be; especially if places like Europe and parts of Asia don't want to buy GM food products? (~300 words.)

 
     
April 7 Dual-Use Dilemmas in Genetics

Recommended

 

Writing Question #10: Do you think the risk of infection from fetal neural tissue is outweighed by the potential benefits in the experimental procedure discussed in the video selection from Organ Farm? Explain your answer. Similar research on viruses and other rDNA medical applications (e.g., to combat Avian Flu) carry with them a risk of being used for less humanitarian purposes, such as bioweapons. Do you think the potential benefit outweighs the potential risk of developing lethal bioweapons in pursuing these technologies, especially research on viruses? Explain your answer. (~300 words.)

 
April 9 Genetics and Infectious Disease

Recommended

  • What Should a Billionaire Give – and What Should You? By Peter Singer. New York Times, December 17, 2006. Article discusses what reasons we have for helping developing countries with regard to disease and other issues.

 

 
     
April 14 Gene Therapy & RNAi

 

April 16 Therapy vs. Enhancement

Writing Question #11: A Scandinavian family has been found with an inhereited mutation in one of the systems that regulates blood formation. This gives them the ability to produce more red blood cells, and so gives them greater endurance. Should members of this family be prevented from competing in cross country skiiing in the Olympics? Should other competitors be able to take drugs to boost their blood to the same level? Alternatively, consider that contacts lenses and a sugical proceedure, LASIK, can be used to correct poor vision. However, many sports stars use contact lenses and LASIK to improve their eye sight beyond the normal 20/20 (see http://www.slate.com/id/2116858/). Is taking performance enhancing drugs, such as steroids, different from eye surgery to improve vision? Is there a moral difference here? (~300 words.)

 

     
April 21 Cloning & Stem Cells
 

 
April 23 Ethics & Politics of Stem Cells
  • Recommended
    • View the available videos at NovaScienceNow on stem-cells
      Stem Cell Breakthrough, July 2008
      Stem Cells, April 2005 and Stem Cell Update, Jan. 2006
    • International Society for Stem Cell Research (ISSCR): The Ethics of Human Embryonic Stem Cell Research. On-line resource: http://www.isscr.org/public/ethics.htm.
    • Preventing a Brave New World. By Leon Kass. From The New Republic , May 21, 2001. (Kass provides a different kind of argument against embryonic stem cell research.)
    • Rebate Plan for Eggs Cracks Open An Ethics Mess. (pdf) By Arthur Caplan. MSNBC, January 22, 2007. (Also available at http://www.msnbc.msn.com/id/16740643/)

Writing Question #12: Considering the promise of embryonic stem cell (hES) research, why is there such a vocal resistance to it? What is your position on this debate, are you in favor of or against embryonic stem cell research? Do you think induced pluripotent stem cells (iPS) are a better alternative to hES? Be sure to explain your reasons. If you have space: Do you think this debate can be resolved? Is there a middle ground? (~300 words.)


     
April 28 Genetic Futures

Writing Question #13: (Due Tuesday.) Describe what you see as the future of genetics and its impact on society. Identify at least three different possibilities: one genetic development or technology that will effect the near future, one that will effect the middle future of your old age, and one that will effect the distant future after you have been long gone. Describe what it is and how it will impact society; for good or ill? (~300 words.)

 
April 30 Reading Day

No Meeting

     

May 7

(Final) Exam #3

Meet in class 10:30-12:30

In-class exam; Students are required to bring a clean Bluebook (available at the Campus Bookstore).

Study gude

 

Optional Final Paper Due (Suggested Topics)

 

 

    

The Schedule will be updated regularly, so please check back regularly.

Students are responsible for being up to date on course changes.