SYLLABUS

The Gene: An Intimate HistoryA journey through genetics discoveries and related ethical and

philosophical challenges

“This transition - from explanation to manipulation – (of the genome) is precisely what makes the field of genetics resonate far beyond the realms of science. It is one thing to try to understand how genes influence human identity

or sexuality or temperament. It is quite another thing to imagine altering identity or sexuality or behavior by altering genes. The former thought might preoccupy professors in departments of psychology and neuroscience.

The later thought, inflected with both promise and peril, should concern us all.”

IDH 2930 - (Un)Common Read - Spring 2019Class Number: 14451 Section: 35AH

Section Title: THE GENE HISTORY

Department: Honors Office

Time: Mondays (M) | Period 4 (10:40 AM - 11:30 AM)

Location: LIT 0119

Office hours: By appointment

Instructor: Leticia Pollo de Oliveira, PhD

Postdoc Associate

UF Microbiology and Cell Science, Room 1270

lpollo@ufl.edu

(352)328-9715

Description and Objectives After the discovery of genetics, the development of new techniques to elucidate and to edit the human genome has been growing in astonishing speed. Students can quickly learn about the benefits of CRISPR-Cas9, pharmacogenomics and gene editing therapy. However, the debate on the ethics of manipulating the human genome is not advancing at the same pace. In this context, the main objective of this course is to give an opportunity for the students to reflect on the advancements of genetics and its potential for both beneficial and detrimental consequences for human population. Since Mukherjee’s writing style can reach the general public, students coming from different fields will be able to follow the book, to learn, and to contribute, with their different backgrounds, to the development of interdisciplinary discussions.

Book descriptionWith an incredible ability to translate the science of genetics from the laboratory to the real world, Mukherjee brings a historical perspective on philosophical questions and discoveries that culminated in and resulted from the discovery of the gene, essentially, the master-code of instructions that makes and defines humans. In a compelling narrative, Mukherjee describes the centuries of research and experimentation, from Aristotle, Mendel, and Darwin, all the way through the revolutionary twenty-first century innovators who mapped the human genome and developed the tools to edit it. This story culminates in the inevitable question for the future: “What becomes of being human when we learn to “read” and “write” our own genetic information?” Weaving science, social history, and personal narrative, Mukherjee brings the greatness of genetics discoveries as well as the ethical and philosophical challenges associate with them.

Book The Gene: An Intimate History. Author Siddhartha MukherjeeISBN-13: 978-1476733524

Evaluation (see activity descriptions):Pop-up quizzes 15%Attendance and Class participation 15%Presentation 20%Learning Journal 25%Final Essay 25%

Pop-up quizzes (15%): All students need to read the assigned pages of the book prior to the class. Short quizzes, related to the assigned pages, will be answered in the beginning of class. These quizzes will not be available for late submission.

Attendance and Class participation (15%): Attendance is mandatory. One unexcused absence is allowed. Additional missed classes will result in deducted points. Students are required to critically read all assigned materials prior to class and to participate actively during in-class discussions. In-class discussions may include complementary material. We will have a space on Canvas to share complementary material including scientific studies, applied therapies, historical perspectives, news, TED talks, science fiction and etc. Extra-credit (maximum 5%) will be available for students actively sharing appropriate complimentary material.

Presentation (20%): One or two students per class will do a 10-15 min presentation summarizing the assigned pages of the book. Power Point is the preferred media. The students are encouraged to enrich the presentation with pictures, figures, schemes and also to project their critical view about the topic during the presentation. On January 14 th

we will discuss how the students will be assigned for each class presentation and then confirm the schedule.

Learning Journal (25%): (LJs) are designed to help the student and the instructor monitor learning during the semester. Learning journals focus on “Ah-ha moments”, questions, observations and experiences related to the topics of the book. Reflections can be inspired by readings, class activities, participation in non-course related activities, and even talking to someone. Learning journal thoughts are confidential and will be seen only by the instructor. Three learning journals should be turned in during the semester (after Part Two, Part Four and Part Six of the book). LJs should be submitted electronically as a one-page Word file to Canvas one week after Part Two, Four and Six.

Final Essay (25%): For the final essay, the student should write a critical and creative assay, describing a situation based on an initially well intended application of a genome editing technology, but resulting in rather catastrophic, unethical and/or disturbing consequences (inspired in a “Black Mirror” style). Alternatively, the student can choose to write a critical essay exploring more deeply one of the topics studied along the course. The final essay will be due on the last day of class (April 29 th) and should have a minimum of four pages.

ScheduleThis a tentative schedule for the semester. It will be confirmed on January 14 th when the students are assigned for presentations. Any change in the schedule will be communicated by the instructor.

Date Topic NotesJanuary 7 Introductions - to ourselves, to the course, and

to the activitiesJanuary 14 Prologue: Families – Introduction to the book Instructor’s lecture

(pages 1 – 14)January 21 No class

(Martin Luther king day)January 28 Part One: The Missing Science of Heredity

• From The Walled Garden to Flowers He Loved

Student’s presentation (pages 15 – 55)

February 4 Part One: The Missing Science of Heredity• From A Certain Mendel to Three Generations of Imbeciles is Enough

Student’s presentation (pages 56 – 85)

February 11 Part Two: In the Sum of the Parts, There Are Only the Parts• From “Abhed” to Lebensunwertes Leben

Student’s presentation (pages 87 – 132)

February 18 Part Two: In the Sum of the Parts, There Are Only the Parts• From That Stupid Molecule to From Genes to Genesis

Student’s presentation (pages 133 – 200)

February 25 Part Three: The Dream of Geneticists• From Crossing Over to Clone or Die

Student’s presentation (pages 203 – 252)

March 4 No class

(Spring Break)March 11 Part Four: The Proper Study of Mankind Is Man

• From The Miseries of My Father to A Village of Dancers, an Atlas of Moles

Student’s presentation (pages 255 – 292)

March 18 Part Four: The Proper Study of Mankind Is Man• From To Get the Genome to The Book of Man

Student’s presentation (pages 293 – 326)

March 25 Part Five: Through the Looking Glass• From So, We’s The Same to The First Derivative of Identity

Student’s presentation (pages 329 – 369)

April 1 Part Five: Through the Looking Glass• From The Last Mile to The Hunger Winter

Student’s presentation (pages 370 – 413)

April 8 Part Six: Post Genome• From The Future of The Future to Genetic Diagnosis: “Previvors”

Student’s presentation (pages 417 – 462)

April 15 Part Six: Post Genome• From Genetic Therapies: Post-Human to Epilogue: Bheda, Abheda

Student’s presentation (pages 463 – 495)

April 22 Discussion of the movie GATTACA*April 29 TBA Final Essay Due

*The movie should be watched before this class. The instructor will check with the students if we can arrange a time and place for displaying the movie.

TBA: To be announced.

Grading Policy

Percent Grade Grade Points

93 - 100 A 4.0091 - 92 A- 3.6788 - 90 B+ 3.3383 - 87 B 3.0080 - 82 B- 2.6778 - 79 C+ 2.3373 - 77 C 2.0070 - 72 C- 1.6768 - 69 D+ 1.3363 - 67 D 1.0060 - 62 D- 0.670 - 59 E 0.00

Disabilities: Students with disabilities requesting accommodations should first register with the Disability Resource Center (352-392-8565, www.dso.ufl.edu/drc/) by providing appropriate documentation. Once registered, students will receive an accommodation letter which must be presented to the instructor when requesting accommodation. Students with disabilities should follow this procedure as early as possible in the semester.

Course Evaluation: Students are expected to provide feedback on the quality of instruction in this course by completing online evaluations at https://evaluations.ufl.edu. Evaluations are typically open during the last two or three weeks of the semester, but students will be given specific times when they are open. Summary results of these assessments are available to students at https://evaluations.ufl.edu/results/.

Honor Code: “UF students are bound by The Honor Pledge which states, “We, the members of the University of Florida community, pledge to hold ourselves and our peers to the highest standards of honor and integrity by abiding by the Honor Code. On all work submitted for credit by students at the University of Florida, the following pledge is either required or implied: “On my honor, I have neither given nor received unauthorized aid in doing this assignment.” The Honor Code (http://www.dso.ufl.edu/sccr/process/student-conduct-honorcode/) specifies a number of behaviors that are in violation of this code and the possible sanctions. Furthermore, you are obligated to report any condition that facilitates academic misconduct to appropriate personnel. If you have any questions or concerns, please consult with the instructor or TAs in this class.”

Campus Resources:Health and Wellness

U Matter, We Care:If you or a friend is in distress, please contact umatter@ufl.edu or 352 392-1575 so that a team member can reach out to the student.

Counseling and Wellness Center:https://counseling.ufl.edu/, 392-1575; and the University Police Department:392-1111 or 9-1-1 for emergencies.

Sexual Assault Recovery Services (SARS)Student Health Care Center, 392-1161.University Police Department, 392-1111 (or 9-1-1 for emergencies).http://www.police.ufl.edu/

Academic Resources E-learning technical support, 352-392-4357 (select option 2) or e-mail to

Learningsupport@ufl.edu. https://lss.at.ufl.edu/help.shtml. Career Connections Center, Reitz Union, 392-1601. Career assistance and

counseling. https://career.ufl.edu/ Library Support, http://cms.uflib.ufl.edu/ask. Various ways to receive assistance

with respect to using the libraries or finding resources.

Teaching Center, Broward Hall, 392-2010 or 392-6420. General study skills and tutoring. http://teachingcenter.ufl.edu/

Writing Studio, 302 Tigert Hall, 846-1138. Help brainstorming, formatting, and writing papers. http://writing.ufl.edu/writing-studio/

Student Complaints On-Campus: https://sccr.dso.ufl.edu/policies/student-honorcode-student-conduct-code/

On-Line Students Complaints: http://distance.ufl.edu/student-complaint-process/