Human Genetics, Your Family, and Global Health
3 credits
Instructor:
Spring 2012
Dr. Sarah Certel
Skaggs 393
(406)-243-6479
sarah.certel@mso.umt.edu
Lectures: TTH
Textbooks: Human Genetics: Concepts and Applications by Lewis, 9th Edition.
Web Page:
Course Description:
This course will address two fundamental biological and societal questions; how do genes direct
and/or influence our health, and how do cultural, climate, ethical, and political issues affect the
treatment of genetic diseases? In covering the first unit, the material will give students a practical
knowledge of the principles of human genetics, which will serve as a foundation to understand
inherited diseases, the application of family information, and diagnostic methodologies. The
course will cover the basics of heredity; what is a gene, what is a chromosome, what is genetic
material. We will move on to understanding the patterns of inheritance of genes, including those
associated with genetic diseases such as cancer and Alzheimer’s disease, and the sequence and
content of the human genome. We will also address how genes function and how individual gene
variation affects health risks and the interpretation of genetic tests. A key goal is to empower
students to make informed choices about their behavior and treatment with respect to genetic
diagnoses they may receive about themselves or family members.
In the second unit, students will learn how the physical, cultural, and political environment
impacts the treatment of genetic disease. Topics will include how contact with pesticides in
agriculture-focused states such as Iowa or Nebraska or contact with disease-carrying mosquitoes
in South-East Asia maychangethe risk of developing disease in populations with existing genetic
predisposition. In addition, the course will cover how the direct and indirect effects of global
climate may change the risk of developing different diseases such as cancer in specific
populations. We will address the ethical issues surrounding the cost of genetic testing – who
should pay for such information and does society benefit from the treatment or the prevention of
genetic disease, for example. Students will learn how cultural and religious issues affect the
logistical implementation of treatment. For example, how do different cultures treat depression,
which has a strong genetic component, how much does the different treatments cost, and is one
more effective than another? Finally, we will discuss how governmental policies affect the
treatment of genetic disease.
Course goals.This course will:

Provide sufficient background to understand the biology of genes and genetic issues as
they relate to family inheritance, genetic test results, and various disease conditions such
as cancer.

Give students a solid foundation in genetic terminology and concept. This knowledge
may be applicable to current health situations in students’ lives or can be built upon to
understand future health challenges and participate knowledgeably in political
discussions.

Enable students to acquire a basic knowledge of the complex ethical dilemmas
surrounding the availability and interpretation of genetic testing.

Place promoteunderstanding of the cultural and economic considerations that influence
the availability of genetic testing and the treatment of diseases with genetic components.
Learning outcomes. Students will:




Be able to understand a pedigree and describe the method of inheritance.
Describe the contribution genes make to the development of a specific gene.
Be able to give three examples of cultural or religious considerations when implementing
health care procedures.
Be able to describe one area that the United Nations or a large governmental body could
provide leadership to regulating the availability of genetic testing and the potential curing
of genetic disease to all global citizens.
Course Format and Grading: This course will 1) utilize a lecture format to teach core
concepts, 2) genetic interactives and case study examples to demonstrate and apply the core
concepts, and 3) animations and videos to complement the lecture and textbook content. The first
segment of each class period will be given in a lecture format while the second segment will be a
discussion of the topic covered with an emphasis on personal experiences and practical
implementations. Exams will include multiple choice questions and essays.
Exams will cover at least these three components:
Exam I: Students will interpret the method of inheritance of a family pedigree and describe the
basic methods of inheritance.
Exam II: Students will be given a major disease and required to describe contributing genetic
components, areas of risk worldwide, and environmental, diet, or pharmaceutical interventions
that are available.
Exam III: Personal essay on the global economic and ethical implications of genetic testing, atrisk assessments and potential curing of genetic-based diseases.
Lecture and Discussion Schedule:
Instructor
Week 1
1
Certel
2
Certel
Week 2
Ch.
Topic
The nature of heredity
Cells
1
2
Certel
Certel
Meiosis and Development
DNA Structure and Replication
Week 3
1
2
Certel
Certel
Gene Action: From DNA to Protein
Gene Expression and Epigenetics
Week 4
1
2
Certel
Certel
Gene Mutation/Chromosomes
Transmission of Genes
Week 5
1
2
Certel
Certel
Understanding Crosses and Pedigrees
Effects of Multiple Genes
Exam I
Week 6
2
Woodahl (BMED)
Gene Variation and Drug Response
Week 7
1
2
Certel
Putnam (BMED)
Genetic Testing I
Risk Factors
Week 8
1
2
Wetzel (BIOL)
Lodmell (BIOL)
Pesticides and Risk Factors
HIV infection and Risk Factors
Week 9
1
2
Certel
Genetics Counselor (CMC)
Genes and Cancer
Genetic Testing
Exam II
Week 10
2
Sommers-Flanagan( COUN) Cultural Considerations in
Treating Depression
Week 11
1
Greymorning (ANTH)
2
Putnam (BMED)
Native American Health Care
Cultural Considerations
Ethical Issues and Public Health
Week 12
1
2
Prescott
Student led Discussion
Genetic Risks and Insurance
Health Care/Review
Exam III