Genetics: Science and Society

Anth314/ Bios307

Spring 2006

 

Sewall 303

T/Th 10:50-12:05

 

Professor Susan McIntosh

Sewall Hall 576

 

Dr. Nia Georges

Sewall Hall 574

 

Dr. Alma Novotny

Brown W200 D

 

skmci@rice.edu

nia@rice.edu

novotnya@rice.edu

Office hours T 4-5; Th 4-6

Or by appointment

Office hours

Or by appointment

Office hours T 1-3 pm

Or by appointment

 

This class is aimed at putting science and non-science majors together in the same classroom, in order to learn about contemporary genetics in its social and cultural context.  Innovations in the field of genetics are reported in the media on an almost daily basis, with articles as likely to appear on the front page as in the financial section. New genetic information is debated and discussed in national and international political forums, bioethical advisory panels as well as a wide variety of activist organizations. This course presents an interdisciplinary perspective, involving students in the scientific and cultural debates swirling around the science of genetics and its applications to human health. Students will be expected to learn both about the facts being debated, and the social contexts in which these facts become meaningful or have concrete effects on how people think and live.  Our exploration of genetic knowledge ranges across three principal domains:  1) scientific communities, including not only laboratories but the political, social and economic arenas in which genetic scientists increasingly interact; 2) popular culture, in which scientific concepts are translated and broadly disseminated by the media; 3) the everyday lives of people as they go about interacting with, making sense of, and giving meaning to, new genetic technologies and information. 

           

In the course of the semester, we intend that you will:

 

  • become aware of the ways different communities regard genes and the language they use to talk about them.
  • explore what is currently understood of how genes function and new ideas about the interaction of genes and environment

·         think critically about the genetic testing technologies that have been developed in concert with or as a consequence of the Human Genome Project.

·         think critically about the medical claims that have been made for new genetic knowledge

  • look at new social formations that incorporate genetic identities such as patient advocacy groups
  • gain an historical perspective on the notion of eliminating diasadvantageous or "unfit" genes
  • critically evaluate claims and counterclaims in socially controversial scientific issues
  • develop writing, reading and research skills


Required texts:

 

Dorothy Nelkin and M. Susan Lindee, The DNA Mystique:  The Gene as Cultural Icon

Rapp, Rayna,  Testing Woman, Testing the Fetus

Matt Ridley, The Agile Gene:  Genes, Experience, and What Makes Us Human

 

Electronic Reserve Fondren Library:

Username:  anth314

Password: bec5sil

 

Required texts are available in the bookstore and on reserve at Fondren Library (with the exception of Ridley, which you must purchase).  Other readings are available through electronic reserve, indicated in the syllabus by (ER).  Some readings are available on-line through the library’s electronic resources, such as Scientific American or the Lexis-Nexis database, and students will have to learn how to use these resources to access the texts – these are indicated by the (OL), and the links are to be found in the on-line syllabus.  Please seek help from your librarians if you have any difficulty using the library resources, and note that you must be on campus to access these Rice-restricted resources unless you have set up your home computer with the appropriate software.  Please seek help from your friendly IT staff at the Mudd Lab for help with such matters as your professors are not able to help you with technical problems. 

 

Very important:  although electronic access has been arranged for your convenience, we recommend that you print out the texts rather than reading them on screen.  This means you can make notes on the readings and bring them to class on the required day. 

 

 

 

Assessment

 

points

requirement

10

Oral quiz:  basic knowledge of genetics

20

Midterm exam October 19

20

Two short papers

10

Pop quizzes

10

Participation

30

Final paper

100

 

 

Oral quiz: 10 points.  All students must pass an oral quiz on the fundamentals of genetics and basic molecular biology.  During the week of February 2, the class will be split so that those students who need background instruction in basic biology of genetics will have two classes with Dr. Novotny.  Those students who need background instruction in cultural anthropology will have two classes with Drs. McIntosh and Georges.  The material to be covered by Dr. Novotny, and the quiz questions will be available ahead of time so that students can assess for themselves whether they need the introductory biology or not. Dr. Novotny will review the material on the Saturday at the end of this week for those who need extra help of just a little clarification.  The cultural anthropology classes will be recorded and available in the library on videotape if students feel that they need both. 

 

Students will choose a time to do the oral quiz with Dr. Novotny from slots on a posted schedule. Students will draw numbers and the and the student who gets #1 get first pick and so on. Students must repeat the quiz if they fail; a pass is a basic requirement to complete the course.  A pass comes with a guaranteed 10 points toward the final grade.

 

Midterm Exam:  20 points.  Will be held in class on March 2.  The material to be assessed comes mostly from the readings not covered in the oral quiz, and the exam format will be a mixture of short answer and essay questions.  A study sheet will be available to assist in preparation for the exam.  

 

Short Papers (5-6 pages).  10 points each

 

Short Paper 1.  Due February 16.  Evaluate and compare the representation of genes and genetics in scientific texts or textbooks.   You can compare two textbooks, (high school biology textbooks, or more advanced college texts in biology or biochemistry) from different time periods or cultures (e.g., US and Canada, Australia, New Zealand, Spain, Mexico, France – as long as we read the languages involved).   Closely examine for the underlying cultural assumptions they make regarding health, disease, the individual, society, the meaning and purpose of life, the meaning and purpose of genetic science, and other assumptions that strike you as you read these texts.   Alternatively, compare the frequency and type of particular language, metaphors, and images in a scientific journal at two different time periods.  For example, using search engines for Science, you could see how often 'genetic program' or 'genetic code' appear over a 5-month period in 1945 and 1985.  Then read two of the articles from the different time periods more closely to examine and compare both textual and visual representations.

Short Paper 2. Due April 4 .   Interview at least three people about genetic testing for disease (adult, fetal or preimplantation testing—your choice).  Elicit responses that touch on how the interviewee views such testing in functional and ethical terms.  You might present each with the same magazine article on genetic testing and invite them to talk about it; use open-ended questions; or develop two or three different scenarios for using these tests, eliciting repsondents’ views on each one.  What kinds of expectations do people have of genetic testing?  What are the images and metaphors they use to describe diseases with a genetic component and what might these tell you about their implicit understandings of the relationship between genes and disease?  What are the implicit and explicit values and understandings of science and technology that inform their endorsements or critiques? More hints here.

 

Pop Quizzes.  10 points. There will be 5 brief (10-minute) pop quizzes in the second half of the semester (as there is no final exam), consisting of 2-3 short answer questions on material covered by the readings. Each quiz is worth 2 points.  PLEASE NOTE:  Because these are pop quizzes, there are no make-ups.

 

Participation.  10 points.  Active participation in class discussion is the basis for this grade.  Since tardiness or absence from class will detract noticeably from a student’s ability to participate, attendance is figured into the participation grade.

 

Final Paper (9–10 pages).  30 points.  April 27

 

There will be three options for this paper. 

 

  1. Write on a topic involving the cultural representation of genetics in popular culture, analyzing fiction or non-fiction books, films, artwork or advertising.

  2. Write on eugenics.  For the eugenics option, the following guidelines apply:  Paper topics may be on any aspect of eugenics as it was practiced in the US in the early 20th century or as it is practiced today in the U.S. or in another culture.  The paper must engage in analysis of Primary (original) sources or data for at least part of its exposition (here, a primary source is one that is used as the basis of original analysis by you).  For historical topics, a wealth of archived, original document images may be found on the Cold Spring Harbor Web site (http://www.eugenicsarchive.org/eugenics/).  The brief, general essays on eugenics topics such as marriage and immigration laws may be utilized (properly cited, of course) for background sections of the paper, but you must also look at other secondary sources (i.e., books and articles that summarize and analyze a lot of other sources, both primary and secondary) beyond the CSH Web site for additional interpretive perspectives.  At least three additional, secondary sources should be consulted.

  3. Develop a topic of your own choosing, either expanding on material touched on in class, or something else to do with genetics and society that you wish to pursue.  This option MUST be pursued in consultation with the Instructors.

 

For all three choices, the grading criteria for the paper will be:

·         Quality of analysis of primary source material

·         Incorporation of reading from coursework in developing background sections and interpretive frameworks

·         Appropriate use of at least three additional secondary sources

·         General quality of exposition, logic of argument, etc.

 

Preliminary Feedback Policy:  Any student wishing to submit a draft of short or long papers for comments and feedback may do so at any time, as long as it is one week or more before the final due date of the paper, i.e. on or before February 9, March 21, or April 20.   We encourage you to pursue this option, since it will give you a chance to fix problems of grammar, argument or structure and thus attain better grades.  In addition, it will help organize your time so that you are not trying to do these assignments at the last minute.  Drafts submitted after the one week deadline will not be reviewed. 

 

Expectations about honesty and originality:  We adhere closely to the Rice University Honor Council guidelines on plagiarism and honesty in scholarship.  Please read the documentation on proper citation practices available on the class web site prior to writing your papers.

 

 

EXTENSIONS POLICY

We follow the university policy on granting extensions, namely, that except in cases of documented illness or family emergency, extensions granted to one individual must be granted to all students in the class.  Requests for non-emergency extensions must be made AT LEAST ONE WEEK PRIOR TO THE SUBMISSION DATE FOR WHICH AN EXTENSION IS SOUGHT, and these requests will be considered by the entire class. 

 

Students with Disabilities:

Any student with a documented disability needing academic adjustments or accommodations is requested to speak with any of us during the first two weeks of class.  All discussions will remain confidential.  Students with disabilities should also contact Disability Support Services in the Ley Student Center.

 Rice Home

Course Home