|
About the course. This course is focused on the ways we
study the processes of development with molecular biology tools. Both the
principles of developmental biology and the techniques used by scientists to
discover them will be emphasized. The processes involved in constructing archtypical body plans of several animal phyla will be
introduced, with an emphasis on the major classes of shared, toolkit genes
used by various organisms in the same or different developmental contexts.
Considerable emphasis is placed on the genetic mechanisms that underlie evolution of diverse body plans and on the cellular mechanisms used to construct tissues and organisms. After an initial set of lectures providing an overview of Developmental Biology and homework assignments of videos that focus on the evolution of body plans in a variety of phyla, lectures by your professors will be delivered on Thursday classes,
and student presentations on a primary literature paper will follow on
Tuesdays.
In terms of CLU Student Learning Outcomes, this class will
help you develop critical thinking skills through learning concepts described
above. Your ability to comprehend disciplinary perspectives will also be
improved (see above). You will also develop skills in analyzing primary
literature and in presenting analyses in public.
Required Reading: Students will read assigned book chapters and primary
literature papers, as provided by professors.
Grading. Grades will be based on points earned from
the following. Your grade will be determined using a curved scale at the end of the semester.
14 Weekly Quizzes
These quizzes each Tuesday, starting in the 2nd week, will consist of multiple choice questions on the assignments (videos, chapter readings, primary literature readings) and preceeding lectures. These are intended to be "big picture" quizzes to make sure you are continuously engaged in course material, a prerequesite for understanding the complex genetics and cell biology of developmental processes. |
120 points, 10 points each, drop
lowest 2 - if you miss a quiz-day class, that counts
as one of your drops |
2 Group Presentations (see rubric)
The heart of this advanced class are the small group presentations on original research papers. Each member of a group is expected to participate equally in the creation and delivery of these presentations (usually involving Powerpoint visuals as well as questions posed to the class). It is important that all Biology majors learn to give effective oral presentatioins using proper scientific vocabulary - there is no better way to demonstrate comprehension of research data and conclusions than to present these orally.
Groups (1, 2, 3, 4, 5) have been randomly assigned by your professors. Groups and email addresses can be found here: GROUPS |
200 points,100 points each |
8 Presenter Peer Evaluations (forms handed out after each presentation)
These forms consist of questions related to the quality of your peers' presentations. These questions should be answered thoughtfully and answers should contain constructive criticism that will help your fellow students become effective presenters. |
80 points, 10 points each - if you miss class on the day of a peer presentation, there is no make-up |
Class Participation (attendance plus participation)
It is expected that you come to class and participate whenever possible. Small group discussions may be assigned in class and it is important to have everyone in a group participate.Asking and answering questions in class is also an important component of participation. |
100 points |
Mostly Formative Mastery Examination
This exam is intended to ensure that you are prepared to enter the primary literature phase of the course, when you will need a thorough understanding of basic concepts in order to tackle and comprehend the assigned research papers. Although graded, its relatively low point total reflects that it is primarily intended to let you know what subjects you may need to brush up on prior to the remainder of the course. If you score below 75% on this exam, you will be asked to make an appointment with the professors to discuss how you might better grasp the course material. |
50 points |
Total |
550 points |
Academic Honesty. The educational programs of California
Lutheran University are designed and dedicated to achieve academic
excellence, honesty and integrity at every level of student life. Part of
CLU’s dedication to academic excellence is our commitment to academic
honesty. Students, faculty, staff and administration share the responsibility
for maintaining high levels of scholarship on campus. Any behavior or act
which might be defined as “deceitful” or “dishonest” will meet with
appropriate disciplinary sanctions, including dismissal from the University,
suspension, grade F in a course or various forms of academic probation.
Policies and procedures regarding academic honesty are contained in the
faculty and student handbooks.
Note
on Learning Disabilities. California Lutheran University is committed to providing reasonable
accommodations in compliance with ADA of 1990 and Section 504 of the
Rehabilitation Act of 1973 to students with documented disabilities. If you
are a student requesting accommodations for this course, please contact your
professor at the beginning of the semester and register with the
Accessibility Resource Coordinator, Wendy Perkins, for the facilitation and
verification of need. The Accessibility Resource Coordinator is located in
the Center for Academic and Accessibility Resources (CAAR) Office in the
Pederson Administration building, and can be contacted by calling
805.493.3878 or emailing wperkins@callutheran.edu.
BIOL
342 Course Schedule - Spring 2017
Date |
week # |
Lecture Topic / Primary
Literature Paper Topics / Quizzes |
Presenter/s |
Assigned
Reading / Movies / Videos |
| January
19 |
1 |
Introduction to Course C. elegans embryogenesis
Sea Urchin development
The Shape of Life 1 |
Marcey / Barber
|
|
January
24
|
2 |
Introduction to Developmental Biology I
slideshow
Quiz 1
|
Marcey
|
The Shape of Life 2;
The Shape of Life 3;
Endless Forms Most Beautiful: Introduction, Chapters 1-2 |
| January
26 |
2 |
Introduction to Developmental Biology II
slideshow |
Marcey |
The Shape of Life 4 |
January
31 |
3 |
Introduction to
Developmental Biology III
slideshow
Quiz 2 |
Marcey
|
The Shape of Life 5
Endless Forms... Chapters 3-5
|
February
2 |
3 |
Introduction to Developmental Biology IV
slideshow |
Marcey |
The Shape of Life 6
|
| February
7 |
4 |
Introduction to Developmental Biology V; Theory of Differential Gene Expression
slideshow 1
slideshow2
Quiz 3 |
Marcey |
The Shape of Life 7
Endless Forms... Chapters 6-8 |
February
9 |
4 |
Theory of Differential Gene
Expression, continued
slideshow
|
Marcey
|
The Shape of Life 8 |
| February
14 |
5 |
Techiques in Developmental
Biology I
slideshow
Quiz 4
|
Barber |
Your Inner Fish 1
Endless Forms... Chapter 9 |
February
16 |
5 |
Techniques II
slideshow
Mostly Formative Assessement - Mastery Examination |
Barber
|
|
| February
21 |
6 |
Totipotency revealed and rediscovered
Quiz 5 |
Group 1 |
Wilmut,
et al. (1996)
Yamanaka
paper (2006)
Review of Yamanaka |
February
23 |
6 |
Mechanical Considerations in Development
Video 1
Video 2
Video 3
slideshow |
Marcey
|
Endless Forms... Chapter 10 |
| February 28 |
7 |
Cell
adhesion, tissue differentiation, and morphogenesis
Quiz 6
|
Group 2 |
Foty, et al. (1996)
Foty and Steinberg (2005)
cadherins review (background) |
March 2 |
7 |
Maternal and Zygotic Control of
Axis Formation
slideshow
Video 1
Video 2
Video 3
|
Marcey
|
|
| March 7 |
8 |
Spatial Regulation of Gene Expression
Quiz 7 |
Group 3 |
Stanojevic, et al. (1991)
Struhl, et al. (1989)
Driever, et al. (1989)
Crauk, et al. (2005) |
March 9 |
8 |
Development of the Vertebrate Limb
slideshow
|
Barber
|
Endless Forms... Chapter 11
Your Inner Fish 2 |
| March 14 |
9 |
Signaling in Limb Development
Quiz 8 |
Group 4 |
Charite, et al. (2000)
Sheth, et al. (2013)
Zeller, et al (2009) |
March 16 |
9 |
Genes, Evolution, and Development
= EvoDevo
slideshow
|
Marcey
|
Your Inner Fish 3 |
| |
|
! Spring Break
! |
|
|
March 28
|
10 |
Changing the Body Plan: EvoDevo Examples
Quiz 9
|
Group 5
|
Cohn and Tickle; Chan, et al. (2010); Schneider and Helms (2003);
|
| March 30 |
10
|
Embryonic Lethality and haploinsufficiency in knockouts
slideshow |
Barber |
|
| April 4
|
11 |
VEGF complete
and conditional knockouts
Quiz 10 |
Group 1 |
Ferrara, et al. (1996) ; Lee, et al. (2007); Lee Summary |
| April 6 |
11 |
β1 Integrin in vasculogenesis
slideshow |
Barber |
|
April 11
|
12 |
Complete and Conditional Knockouts of Beta 1 Integrin
Quiz 11 |
Group 2
|
Fassler and Meyer (1995) ; Zovein, et al. (2009) |
| April 13 |
12 |
The Era of the Transcriptome and Deep Sequencing: RNAi,
miRNA, siRNA, lncRNA, ceRNA, CRISPR
slideshow 1
slideshow 2 |
Marcey |
|
April 18
|
13 |
Non-coding RNA as
Determinants of Cell Fate
Quiz 12
|
Group 3
|
Cesana, et al. (2011);
Ivey. et al (2008) |
| April 20 |
13 |
Engineering Cell Fate /
Biomedical Applications
slideshow |
Barber |
|
April 25
|
14 |
The Genes that Drive
organogenesis: identification of progenitor cells and in vivo reprogramming
Quiz 13 |
Group 4 |
Zhu, et al. (2016);
Stafford and Prince (2002) |
| April 27 |
14 |
Humanizing Genes
slideshow |
Barber/Marcey |
|
| May 2 |
15 |
Brain Development
Quiz 14 |
Group 5
|
Somel, et al. (2009);
Reversade, et al. (2005)
|
| May 4 |
15 |
Pick a paper related to one of the assigned papers for discussion - group activities |
everybody |
individually chosen papers |
May 11 |
|
8:00 AM (!!) Biol 342 (DevBio) roundtable -
perceptions of the course - formative assessment |
|
|
MOVIES: Amphibian cleavage/gastrulation movie 1; Grey Crescent animation movie; Drosophila development movie 1; Drosophila
development narrated; Sea Urchin development movie
1; human embryogenesis to blastocyst stage; human embryogenesis; zebra
fish embryogeneis; c. elegans embryogenesis; Xenopus movies; later frog development
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