SYLLABUS

Classes: This advanced student seminar will be taught through a series of lectures, discussions, and student activities. The course is open to advanced undergraduates and graduate students from any disciplinary background. Students should have at least an introductory level of biological science coursework, and should be prepared to read and research scientific journal articles.
Introduction: Scientists and regulators are now developing methods to ensure the equitable and safe use of biological technologies, such as genetic engineering and cloning, and their products, such as transgenic fish, trees and crops. One of the most important new analytical approaches to assessment and management of these new technologies is the burgeoning field of biosafety science. Using a combination of methods such as risk assessment, risk management, safety engineering and formal deliberative techniques, biosafety science will provide scientifically sound approaches in the use of new biological technologies.
Along with biosafety science, we will explore the innovations in safety policy that may be necessary for appropriate management and use of biotechnologies. How, we ask, can biotechnological science and its products be openly examined and managed for safety by independent scientists, governments, industry, and concerned citizens? We will explore existing policy programs, national and international, that govern the use of biological technologies currently, and then explore how a focus on safety at the earliest stages of product development may result in changes to existing policies.

Objectives: By the end of the course the student will be able to:
o develop and utilize biosafety science approaches for use in the analytical assessment of products developed through modern biotechnology
o access and understand the status of and different perspectives on biosafety policy
o critically analyze environment and human health safety issues relating to genetic engineering and other biotechnologies using a multi-disciplinary perspective
o develop, in a team, synthesis papers on a specific case of a biotechnology product.

Student Activities: The student will participate in the following activities during the course:
o Participate in class discussions
o Read and discuss scientific papers and other assigned reading
o Write a number of short literature reviews on focused topics
o Write and discuss two group synthesis papers on a specific case of a biotechnology product.

Individual Literature Reviews: The individual literature reviews are due at different points in the semester. They should focus on a clear topic, preferably a topic that will help the student to contribute to a group synthesis paper. (Alternatives to this approach will be considered.) Each literature review can be fairly brief (2-4 pages) and can be written from the disciplinary perspective of the student. The intention of these assignments is to introduce students to topics in biosafety science and policy, to help students explore the links between their major disciplines and these topics, and to start building the pieces for the group synthesis papers.

Group Synthesis Papers: We will divide the class into groups (probably 2 groups). Each group will work on one type of genetically engineered organism throughout the semester. The group will work together during certain in-class sessions devoted to analysis of the group's topic. Each group will use these class interactions, plus additional interactions outside of class as needed, to write two synthesis papers during the semester. The syllabus below designates two main units, with one synthesis paper completed at the end of each unit. The synthesis papers will address the current status of biosafety science (Unit I) and biosafety policy (Unit II) regarding the group's biotechnology product(s) and recommendations for improvement. The paper should highlight interdisciplinary links and integrate material from the course, readings, individual (handed-in) literature searches and other independent research. The format of the group synthesis papers should conform to the authors guidelines for a peer-reviewed academic journal of the group's choosing, such as the international journal, Environmental Biosafety Research (see http://www.edpsciences-usa.org) When you turn in the group synthesis paper, it must include in a copy of the instructions to authors for the journal chosen for your format.
A note about group papers: Group projects are an excellent way to learn from your classmates. Individual grades must be granted for these projects, however. Thus, the literature reviews related to the group project will receive individual grades. Also, at the time of submission of group papers, we will ask every student to turn in a written description of your contribution to the synthesis paper and that of the other members of the group. The instructors will take this information into consideration in assigning an appropriate grade to each member of the group.

Grading: This course is offered on an A-F or Pass-Fail basis. Grading will be based on the following components:
* Class attendance and participation 10%
* Literature Reviews 50%
* Unit One Synthesis Paper 20%
* Unit Two Synthesis Paper 20%

If you are having difficulty in this course, we encourage you to consult the Instructors during office hours, or set up an appointment. Please come to us sooner rather than later.

Subject material: This course deals with some issues that are controversial. We consider discussion of such differences of opinion to be healthy and appropriate in an academic setting. However, we expect students to present one's own perspective and listen and strive to understand other perspectives in a mature and respectful manner. We expect all students to cooperate fully on group projects with their peers regardless of differences of opinion.

Academic Misconduct: Academic misconduct is defined in the University of Minnesota policy as "the fabrication or falsification of data, research procedures, or data analysis; destruction of data for fraudulent purposes; plagiarism; abuse of confidentiality; or other fraudulent actions in proposing, conducting, reporting, or reviewing research or other scholarly activity." Such misconduct will not be tolerated in this course. Students may refer to university policy or consult the Instructors for further clarification on this subject.

Accessibility of the course: It is University policy to provide, on a flexible and individualized basis, reasonable accommodations to students who have disabilities that may affect their ability to participate in course activities or to meet course requirements. Students with disabilities are encouraged to contact the instructors early in the semester to discuss their individual needs for accommodations.

Texts and Articles: The texts that we are using for the course are available on-line to read and for order (books published by National Academy of Science Press) or for download (Manual published by the Edmonds Institute). These include:

Environmental Effects of Transgenic Plants: The Scope and Adequacy of Regulation (2002)
http://www.nap.edu/books/0309082633/html/ (On Reserve at MacGrath Library)

Genetically Modified Pest-Protected Plants: Science and Regulation (1999)
http://www.nap.edu/catalog/9795.html (On Reserve at MacGrath Library)

Animal Biotechnology: Science Based Concerns (2002)
http://www.nap.edu/books/0309084393/html/ (Not in library - MacGrath has ordered it)

Understanding Risk: Informing Decisions in a Democratic Society (1996)
http://www.nap.edu/books/030905396X/html/index.html (On Reserve at MacGrath Library)

Manual for Assessing Ecological and Human Health Effects of Genetically Engineered Organisms
http://www.edmonds-institute.org/manual.html

There will also be some assigned journal articles or single book chapters. We will discuss distribution of such readings at our first organizing meeting on Jan 22.

Another book - not required but a good source for literature reviews - is in our office: Genetically Engineered Organisms: Assessing Environmental and Human Health Effects, D.K. Letourneau and B.E. Burrows, Eds., CRC Press, 2001.