CRISPR in the Classroom – Engaging with Ethics

• Published in: The FASEB journal 2020-04, Vol.34 (S1), p.1-1
• Main Author: Smith, Emmett M
• Format: Article
• Language: English
• ISSN: 0892-6638; 1530-6860
• DOI: 10.1096/fasebj.2020.34.s1.04254

Abstract only CRISPR‐Cas9‐mediated human genome editing has rocketed into the scientific world, creating a frenzy of speculation about the future of humanity. Education surrounding this methodology is critical for an enlightened discussion of the technology and its potential application to humankind. I designed an undergraduate course “The Perfect Human: Promises and Perils of Genetic Engineering” to address this concern. This course is dedicated to discussing the science of CRISPR, then extending that to consideration of ethics, socio‐economic factors, politics and religion. It is open to first‐year students of any major or background on campus. We cover 5 modules: 1) The Science – An Introduction to Genetics 2) The Revolution: Editing the Human Genome 3) The Pathway: Can We Create Designer Embryos? 4) The History: Eugenics and 5) The Implications: Where Do We Go From Here? Students engage with primary literature, review articles and position papers from top scientists around the globe. We closely follow current events surrounding CRISPR technology. Most classroom sessions are centered around discussion. Students are asked to write two 5–6 page opinion papers as the semester progresses. Their final project is to create a policy document that can be handed to the Indiana State Government addressing whether or not human germline editing should be allowed in Indiana reproductive clinics. Students enjoy the challenge of this course. One stated “The most positive features about this course were learning about prevalent scientific discovery and the pioneering of genetic modification, which is and will be very important in the lives of our generation. After learning about different processes, we were able to have discussions on ethics and what the future may hold. With the knowledge I have now, I am able to go online and have educated conversations as well as understand news about CRISPR‐Cas9, PGD and the history of eugenics.” Another student shared “The most positive features of this course were the delivery process of informing all of us into the basics, history, perils, and promises of genetic engineering. Well informed and educated to know at least the general overview of current and past genetic engineering articles. Also, this class made me fully aware of current events. Finally, I loved learning how genetic engineering works, had worked, and its potential. An exciting future awaits!” Here I share strategies to incorporate ethics discussion into genetics c