NFS Sponsored Teaching Program Overview

Questions Addressed in Lecture

  • How are genes organized, regulated, and expressed in prokaryotic and eukaryotic cells?
  • How are genes isolated, engineered, and put back into living cells in order to change their genetic destiny?
  • What was the historical and social context in which genetic engineering was discovered and first used?
  • How are genomes sequenced and analyzed in order to understand basic living processes?
  • How has genetic engineering pushed back the frontiers of basic knowledge, created a multi-billion dollar biotechnology industry, and become part of our daily lives?
  • How has our ability to manipulate DNA changed our concepts of privacy and made an impact on the criminal justice system?
  • What does the Constitution say about science, and what federal and state laws govern our ability to manipulate living organisms?
  • Who owns our genes and can they be patented?
  • What is the potential for using genetic engineering to create and combat bioweapons?
  • How is genetic engineering being used to create the livestock and crops of tomorrow?
  • What are the ethical issues related to producing genetically engineered food and powerful new drugs?
  • How does genetic engineering affect the lives of people in the developing world and offer hope for their future well being?
  • What are the implications of using genetic engineering and breakthroughs in reproductive biology to diagnose and cure human diseases?
  • How has a knowledge of the human genome sequence changed our perception of human origins and the concept of race?
  • Unique Methods & Approaches Used to Teach the Lecture Section

  • Simultaneous web-casting and posting of digitized lectures on the class web site.
  • Take photos of each student, learn their names and majors, and call on students in class in order to create a more personal learning environment.
  • Use the Socratic method to teach critical thinking and maximize student-student and student-professor interactions.
  • Ask students to summarize previous lectures in order to encourage class participation and teach verbal skills.
  • Emphasize a non-competitive team approach that sets specific learning goals to grade and assess performance.
  • Foster student/student interactions that challenge students to become their own "professors."
  • Use take-home exams that encourage students to work together in groups, be their own teachers, and interact intellectually.
  • Use problem-oriented, experimentally-based exam questions that require critical thinking.
  • Give whole-class, team-oriented oral exams in order to teach students how to think on their feet and speak in public. Teams answer experimentally-based questions that deal with real-life situations as well as challenge other teams on their answers.
  • Use an all-class film project on one aspect of genetic engineering that students write, produce, perform, and show on the last day of class to foster student interactions and fun.
  • Utilize in-class demonstrations and "mini-experiments" to make science come alive and give students a hands-on experience in the classroom.
  • Home Program Summary HC70A HC70AL HC199 Long Distance Learning

     

    GENETIC ENGINEERING IN MEDICINE, AGRICULTURE AND LAW - HC70A