Recent technological advances have empowered scientists with molecular tools that facilitate the modification of the blueprints of life—the genomes within living organisms. Students in this course will learn about the science behind genome editing by performing genome-editing experiments (or computer simulations if in-person classes are not possible) in the context of addressing a biological research question. Students will learn about how scientists use (or plan to use) genome-editing technology for applications such as biotechnology, gene-edited foods, pest control, and gene therapy. With such vast applications, genome editing has raised important questions about its ethical use. Students will be challenged to consider the possible benefits, alternative approaches, and unintended negative consequences of genome editing.

Antibiotics are one of the primary tools we have to treat bacterial infections and have saved millions of lives. However, the increasing prevalence of multi-drug resistant bacterial infections presents a significant challenge for science and society. How do antibiotics work and how does antibiotic resistance develop? How do scientists discover novel antibiotics and other medicines? How are new medicines tested for safety and efficacy? In this course, we will explore how new medicines are designed, tested, marketed, and administered in the community. Throughout, we will consider how these processes have benefitted or marginalized different identity groups. Finally, students will participate in a collaborative research project to test potential novel antibiotics for the treatment of biofilm-mediated bacterial infections.

Geologists mark geologic time with ‘golden spikes’ – shifts in the rock record so profound as to justify a new period of time. Typically, new geologic epochs are purely motivated by geologic observations; yet in the case of the Anthropocene, we see shifts in earth systems that include geologic, political, social, and racial human systems. In this class, we’ll explore the guiding geologic observations behind new time periods and the Anthropocene, and delve into the cultural biases in the scientific markers – biased by who is allowed to study and publish, and the colonization of geologic knowledge. Finally, we’ll consider the cultural, political, and racial changes that provide other arguments for the start of the Anthropocene – does the movement of human bodies constitute a new epoch in the same manner that movement of soil does? Is the Anthropocene a geologic observation, or is it a social movement? We ultimately will consider the question: What isthe ‘golden spike’ for this human-centered epoch?