Course Objectives

This class will 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, so the goal of the course, is to provide students with mastery of basic genetics and the social/ethical principles that inform decisions about genetics. The course will be divided into four units. The first unit will focus on the sciences of genetics and the history of eugenics. The remaining units will each focus on a specific genetic technology and a central social/ethical issues raised by that technology. Course grades will be determined by a combination of in-class participation, exams and position papers on each of the topics:

Unit 1: DNA – The Secret of Life  

Unit 2: Reprogenetics – Choosing Our Children

Unit 3: DNA Justice – DNA Profiles, Databases, and Criminal Justice

Unit 4: GM World – Genetically Modified Foods and Pharming

Required Textbooks

• (DNA) DNA The Secret of Life. By James Watson.Knopf, 2004. (0-375-71007-8)

• (Green) Babies by Design: The Ethics of Genetic Choice. By Ronald Green. Yale University Press, 2007 (9-780300-125467)

• (Lazer) DNA and the Criminal Justice System: The Technology of Justice. Edited by David Lazer. MIT Press, 2004. (0-262-62186-X)

• (Ruse/Castle) Genetically Modified Foods: Debating Biotechnology. Edited by Michael Ruse and David Castle. Prometheus Books, 2002. (1-57392-996-4)

• Additional course content will be available on the web (readings, videos, websites, etc.) via the course syllabus/schedule. Students will be expected to access this information in a timely manner.

Grading Distribution

• 40% Exams – Four in-class exams (multiple choice, short answer, etc.) testing basic conceps and applications for each unit. See schedule for dates: Sept. 18, Oct. 8, Nov. 13, Dec. 17.

• 40% Papers – Two term papers (Midterm and Final) on topics related to the course. Papers will be no more than 2500 words (typed, double-spaced, 12 point font, etc.). Details and paper topics will be provided. See schedule for dates: Oct. 8 and Dec. 17.

• 20% Participation & Written Assignments – Regular written assignments on the assigned readings will be turned in weekly, and students are expected to come to class prepared and willing to actively engage in discussion. Various in-class exercises will require each student to contribute as well.

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/.

• Drop/Withdrawal and other important dates

  http://www.saff.utah.edu/regist/calendar/datesDeadlines/fall2004.htm

• 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:

• U of Utah's Genetic Science Learning Center

• Dolan DNA Learning Center

• DNA From the Beginning

• DNA on PBS

• National Human Genome Research Institute (NIH)
  • Policy and Ethics

• The Wellcome Trust: The Human Genome

• Center for Genetics and Society

• Council for Responsible Genetics

• Genethics Page

Reliable News Outlets:

• New York Times
  • The DNA Age
  • Science
  • Health

• BBC
  • Science and Nature
  • Health

• New Scientist
  • Genetics Special Reports

• Science Daily News

• Scientific American

Lecture 1 (pdf)

DNA, Chap. 1

Lecture 2 (pdf)

Writing Question #1: What were some of the popular theories of inheritance that were around before Mendel? How did Mendel answer questions about inheritance that the previous theories couldn't? What are the two patterns of inheritance that Mendel discovered?

 

DNA, Chap. 1

Lecture 3 (pdf)

Writing Question #2: What is so bad about eugenics? What does it tell us about genetics? (~300 words).

• Recommended
  • Essay by Jonathan Glover: Eugenics: Some Lessons from the Nazi Experience (pdf)
  • Essay by Daniel Kevles: Eugenics and Human Rights (pdf)
  • Essay by Arthur Caplan and colleagues: What is Immoral About Eugenics? (pdf)

DNA, Chap. 2

Lecture 4 (pdf)

• Watson and Crick Paper: Molecular Structure of Nucleic Acids (pdf)
• Websites with relevant videos and stuff (I strongly recommend the first link to DNA, episode 1):
  • http://www.pbs.org/wnet/dna/episode1/index.html
  • http://learn.genetics.utah.edu/units/basics/builddna/
  • http://www.pbs.org/wgbh/nova/photo51/

DNA, Chap. 3

Recommended: The importance of "junk" DNA, an audio report from NPR, September 4, 2008: (http://www.npr.org/templates/story/story.php?storyId=94290404&sc=emaf)

Lecture 5 (pdf)

Writing Question #3: Briefly describe the molecular structure of DNA and the processes that lead to making proteins; include a description of why complimentarity is important in the process. (~300 words).

• Websites with relevant videos and explanations:
  • http://learn.genetics.utah.edu/units/basics/transcribe/
  • http://learn.genetics.utah.edu/units/basics/protein
  • Life of a cell (mp4)
  • Replication (mp4)
  • Transcription (mp4)
  • Translation (mp4)

DNA, Chaps. 11 & 12*(at least first half of chapter 12)

Lecture 6 (pdf)

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.)

Huntington's case studies: http://query.nytimes.com/gst/fullpage.html?sec=health&res=9C06E7DD1230F932A15752C0A9659C8B63

• Video from The New York Times: When DNA Test Shows a Lethal Fate (Huntington's)
• Disease for Darwinism: Huntington's May Confer Survival Benefits (pdf). By Melinda Wenner. Scientific American, February 2008: 20-21.

• On Cancer and genetic pathways to disease, Read: Gene domino effect behind brain, pancreatic tumors. September 4, 2008 from NPR via the AP: http://www.npr.org/templates/story/story.php?storyId=94287769&sc=emaf

Continuation of Sept. 11.

Recommended: Stem Cells and Cancer (pdf)

EXAM #1 is moved to Sept. 23

Three Require Readings (see recommended readings as well):

• Position Paper by the Council for Responsible Genetics: Genetic Discrimination and Privacy (Available at http://www.gene-watch.org/programs/privacy.html)
• Essay by Deborah Hellman: What Makes Genetic Discrimination Exceptional? (pdf)
• Editorial by George J. Annas et al.: Gina, Genism, and Civil Rights (pdf)

Lecture 7 (pdf)

Writing Question #5: The assigned readings argue that genetic discrimination is a serious problem, but they give different reasonas for why it is a problem. Which reason (or set of reasons) do you think best captures the problem with genetic discrimination? Do you think we need legislation to prevent genetic discrimination? (See also the recommended readings.) (~300 words).

Recommended

• Keeping Your Genes Private (pdf), by Mark Rothstein
• Insurance Fears Lead Many to Shun DNA Tests. By Amy Harmon. The New York Times, February 24, 2008.
• Representative Louise Slaughter's editorial in Science (Your Genes and Privacy) on the need to pass GINA. Rep. Slaughter introduced the Genetic Information Non-discrimination Act of 2007 to the House.
• Genetic Testing (Online News Hour, June 7, 2001): http://www.pbs.org/newshour/bb/health/jan-june01/genetest_06-07.html . Includes transcript, video and audio of program which focuses on use of genetic tests by employers. I suggest reading the transcript and then watching the video.

EXAM #1

Study Guide for Exam #1 (pdf) UPDATED 9/18/08

Required (2 essays and 3 case studies):

• Essay by Lee Silver: Reprogenetics: Third Millenium Speculation (pdf)
• Essay by George Neumayer: The New Eugenics (pdf)
• Case Study 1: The Story of Molly and Adam Nash (pdf)
• Case Study 2: Choosing Downs Syndrome (pdf: SLC Tribune) and/or Prenatal Test Puts Down Syndrome in Hard Focus (pdf: New York Times)
• Case Study 3: Early DNA Test for Embryo Sex (pdf: San Diego Union-Tribune)

Lecture 8 (pdf)

• Recommended
  • Recommended: Green: Babies by Design, Introduction
  • DNA, Chapter 12 (especially pp. 341 ff.)
  • Genetic Testing + Abortion = ??? (pdf, New York Times)
  • Life After Superbabe (pdf, Science)

Writing Question #6: 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 (IVF) techniques. 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 a short paragraph for each question.) (http://video.on.nytimes.com/?fr_story=8f0fdc5b0427d1b0bd80d9b0f2d9a9e9aad3f046)

Green, (Introduction) Chaps. 2 & 3

Lecture 9 (pdf)

Writing Questions #7: The goal for this writing assignment is to identify and describe some of the more important reprogenetic technologies covered in Chapter 2 and the ethical framework of Chapter 3. Answer the questions that follow in as concise a manner as you can. I don't expect an essay for each question, but at least a coherent answer: What are the comparative merits of using retroviruses versus homologous recombination in gene therapy techniques? What are the dangers of gene therapy for gene modification? We needn't modify the genes of our children, but we can select which embryos to implant. What are the advantages of PGD compared to gene modification? What are the limits of PGD? What other technologies are available to address some of shortcomings of gene modification and PGD? Chapter 3 provides a framework for understanding the types of reprogenetic decisions we will face in gene modification. Briefly explain each dimension of the "gene modification Punnett Square" that Green describes; that is, describe the X and Y axises. Why does prevention distort this square? Give an example of a practice that will fit in each of the four squares and whether you think this practice is moral (or should be allowed).

Green, Chaps. 4 & 5

Discussion Notes 10.02.08 (pdf)

Writing Questions #8: In Chapter 4 the author (Green) describes a number of challenges and risks we should keep in mind while diliberating about reprogenetic choices. What are the (~4) challenges/risks he identifies, and how should we think about them? In Chapter 5 Green tackles four objections to expanded programs of prenatal genetic choice that could harm both children and the family. What are these four objections? What are Green's replies to these objections? Provide your own brief reaction or commentary to the objections and/or Green's replies.

Green, Chaps. 6 & 7

Writing Questions #9: In Chapter 6 Green addresses three different concerns about the social impact of gene manipulations. What are these three concerns? How does Green reply to these concerns? Provide your own brief reaction or commentary to the concerns and/or Green's replies. In Chapter 7 Green addresses the classic objection that gene modificaiton (and reprogenetic technology in general) is "playing God." How does Green describe this objection; what is the objection? How does Green reply to this objection? (There may be more than one way to answer these questions.) Again, provide your own brief reaction or commentary to the playing God objection and/or Green's reply.

Green, Chap. 8

Writing Questions #10: In Chapter 8 Green provides some suggestions for how we might tackle our reprogenetic (gene manipulated) future. Do you think there should be a centralized "authority" or something more like a "free market" approach to controling reprogenetic decisions? Is there a middle position worth considering? In your answers, refer to relevant points made by Green (or others) in Chapter 8. Make it brief, but intelligent.

Midterm PAPER Due: Suggested Topics (pdf)

Playing God and Solutions...

EXAM #2 (Studyguide, pdf)

Reading: DNA Fingerprinting in DNA, Chap. 10.

Lecture 10 (pdf)

Lazer, Chaps. 1 & 2

Recommended

• History and Current Use: Lazer, Chaps. 3 & 4

Lecture 11 (pdf)

Writing Questions #11: According to Chapter 1, what is the lesson of the O.J. Simpson case? What are the values and shortcomings of DNA in the criminal justice system? According to Chapter 2 (Breyer), what challenge do the background circumstances of judges pose for DNA in the justice system? What is the lesson drawn from Breyer's comparison of the "right to die" cases and the "three sets of issues arising from developments in genetics"?

Lazer, Chaps. 7 & 9

Lecture 12 (pdf) Handout

Writing Questions #12: Summarize the basic tension between rights to privacy and the creation of criminal DNA databanks; what is the central ethical/legal issue? What are some of the obvious benefits and risks involved in a criminal DNA databank? Is the use of a criminal DNA databank risk a type of eugenics policy?

Lazer, Chaps. 10 & 12

Lazer, Chaps. 13 &14 (DNA, Chap.13)

In class discussion

Notice: Mario Capecchi Lecture in Prof. Benham's PHIL/MBIOL 7570: Research Ethics course @ 4:00PM in HSEB 1750.

Lazer, Chaps. 13, 14, & 16

Recommended:

• Parsing the Genetics of Behavior. Science 7 November 2008 (pdf)
• The Touchy Subject of 'Race'. Science 7 November 2008 (pdf)
• The Invoncenient Science of Racial DNA Profiling. Wired October 2007 (pdf). A similar story about racial profiling form 2004 in Charlottesville, Virgina (with video) see Religion & Ethics Newsweekly for May 28, 2004: http://www.pbs.org/wnet/religionandethics/week739/cover.html
• Familial DNA Testing. Religion & Ethics Newsweekly for May 16, 2008: http://www.pbs.org/wnet/religionandethics/episodes/episode-no-1137/cover-familial-dna-testing/66/
• DNA and Fair Trials. Religion & Ethics Newsweekly for June 9, 2006: http://www.pbs.org/wnet/religionandethics/week941/feature.html#

EXAM #3 (Study Guide TBA)

Guest Speaker: Lynn Jorde will talk and answer questions about population genetics and forensic genetics. Please do not skip this class. Come to class with questions in hand. Promises to be a very interesting class.

Writing Question #13: Bring at least two questions to class that you can raise during Prof. Jorde's presentation/discussion.

DNA, Chapter 6, and Ruse/Castle, Prologue (pp. 9-19).

Recommended:

• DNA, Chapter 5
• Ruse/Castle, Reading 11: Ethics and Genetically Modified Foods (pp. 88-107)
• Ruse/Castle, Reading 24: Applications of Biotechnology to Crops (pp. 221-223)

Writing Question #14: First, (before reading the assigned chapters) describe your impressions of GM Foods: are you concerned? Does it matter to you? Etc. Then (after reading) briefly summarize the chief benefits and criticisms associated with GM Foods that you found in the readings. Which benefits are most attractive, and which criticisms are the most compelling (even if you don't agree with them)? Have your views changed since reading these chapters? Explain.

Lecture: GM Introduction (pdf)

Ruse/Castle, Part 6 and Part 8 (especially Readings 21, 22, 28, and also 33)

Writing Question #15: What is "substantial equivalence" and what role does it play in assessing health risks of GM Foods? What is the "precautionary principle" and what role does it play in assessment of GM Food risks? Compare and contrast the two principles as guiding ethical principles: which is most compelling? If they are in competition which one wins?

Lecture: GM Safety (pdf)

Philosophy Club Movie Night: GATTACA

! ! Pizza, Popcorn, Soda, and other goodies ! !

Tanner Library, Department of Philosophy
CTIHB, 4th Floor
5:00-7:30PM

Ruse/Castle, Part 1 (on Golden Rice), and Reading 8 (p. 68).

Recommended:

• Ruse/Castle: Part 9 (on developing countries) to be assigned for Thursday

Writing Question #16: The socio-economic impacts of GM agricutlure are both positive and negative. Based on the assigned readings, what do you think is the most promising positive impact and what is the most worrisome negative impact? How do you think we should address the negative impact?

Lecture: GM Socio-Economic (pdf)

Ruse/Castle, Part 9 (on developing countries)

• Ending World Hunger (pdf). Normal Borlaug in Plant Physiology Oct. 2000.
• The New Face of Hunger (pdf). The Economist, April 19, 2008.
• In Lean Times, Biotech Grains are Less Taboo. (pdf) The New York Times, April 21, 2008.

Recommended:

• Sowing a Gene Revolution (pdf), Scientific American, September 2007.
• Dueling Visions for a Hungry World. (pdf) Science 319, 14 March 2008.
• Global Food Crisis. Religion & Ethics Newsweekly, May 2, 2008. With video: http://www.pbs.org/wnet/religionandethics/week1135/newsfeature.html
• Global Food Crisis. Washington Post Special: http://www.washingtonpost.com/wp-srv/world/globalfoodcrisis/

Writing Question #17: A food crisis appears to either be here or will be coming in the near future. One possible solution is to use more GM crops to solve the problems associated with the food crisis. First, what is the food crisis? Second, what problems of the food crisis will GM crops potentially address? Third, if GM crops were adopted to address the food crisis, what do you predict will be the future outcome? Will the problems associated with GM crops be intensified or resolved? What social-economic changes do you predict in the long term? Why?

Lecture: GM Future Crisis (pdf)

Final Exam Study Guide (Exam #3 & #4) (pdf)

Final PAPER Due (Topics)