ESPM 3000 – Fall 2007 Colloquium: Biotechnology and the Natural Environment

Genetically modified organisms (GMO’s) are having agricultural, social and economic impacts that few would have imagined when the technology to create them was first developed. Our focus in this course will be their potential environmental benefits and costs, although we will consider social and economic benefits and costs as well, since policy decisions must weigh environmental, social and economic factors. We will begin by looking at the technology itself, then focus on its promise, both realized and unrealized. We will then look at some of the risks of the different categories of GMO’s, and discuss how to ensure the safety of GMO plants and animals, which some people expect to become a leading sector of the US, and world, economy.

Course Meeting Time: Monday, 3:00 – 3:50 p.m.

Room: McNeill Hall 395

Class time: Approximately 60% lecture, 40% discussion

Instructor: Karen Oberhauser, 201C Green Hall, 612 624-8706, . I am on the faculty in the Department of Fisheries, Wildlife and Conservation Biology; I joined the department in 2003 after many years as researcher and environmental/science educator at the U of MN. My students and I have studied many aspects of monarch butterfly biology and monarch interactions with their natural and human-influenced environment, and my interest in biotechnology and the environment stems from my involvement in research that addressed the impacts of Bt corn on monarch butterflies and other non-target insects. Much of my work is focused on bringing science to a wide variety of audiences through work with K-12 teachers and students and a nation-wide citizen science program, and I would love to talk with students about this work, especially ESPM students with interests in environmental education and communication.

Office hours: By appointment. I am free after class on Mondays, and am very happy to meet with you any other time. I recommend that you send me an e-mail with a few possible meeting times whenever you’d like to talk.

Readings: Most readings will be from the primary and secondary literature, and are available on-line or will be e-mailed to you before class, with relevant questions. You should keep a folder on your computer for these readings and class assignments, and keep track of e-mails that come from me. You are expected to read the papers before class. Because we may deviate from the syllabus, many readings will be assigned later.

There are 100’s of web sites with information about biotechnology and the environment, and it is sometimes difficult to assess the quality of the information on these sites. We will use one site extensively during the course. The Pew Initiative on Food and Biotechnology (http://pewagbiotech.org/) was established in 2001 as an objective source of information on agricultural biotechnology for the public, media and policymakers. While the Pew Initiative stopped its work in March 2007, I still feel that its publications are an excellent resource. The Initiative advocates neither for nor against agricultural biotechnology, but provides information for consumers and policymakers.

Grading: There will be no tests. However, it is important that you read the assignments before each class, and also that you are engaged in the discussion in each class. A one credit class assumes 2 hours of outside work per week; you’ll spend time reading assignments for this class and carrying out written assignments that will include short journaling assignments on the classes, other short writing assignments, and one longer assignment that will be assigned in early November and due at the end of the semester. Grades will be based on the following: 40% written assignments; 60% class attendance, participation and understanding (evidenced by actual attendance, journals and participation in class discussions). This means that it is important to come to class on time.

Part 1. Introduction to the Biology and the Issues

Class 1. September 10: Introduction to Class and Biotechnology: Molecular Biology basics.

Class 2. September 17: 1. Finish Molecular Biology Basics. 2. Survey of GMO’s, and their benefits and risks.

Reading: You will be assigned one of the following readings:

Pew Initiative on Food and Biotechnology. 2001. Harvest on the Horizon: Future Uses of Agricultural Biotechnology. Pages 69-86. Animal biotechnology

Pew Initiative on Food and Biotechnology. 2001. Harvest on the Horizon: Future Uses of Agricultural Biotechnology. Pages 19-41. (Plant biotechnology, can skim other sections on plants)

Assignment before class: Make a chart with the following headings (to hand in during class), and include at least 10 organisms on this chart (see the example of Bt corn). You can use examples from the reading, or include others with which you’re familiar. In some cases you may not be able to fill in all of the categories:

Host organism/trait / Trait source /

Benefits to humans

/ Possible risks
Example: Bt Corn / Bacillus thuringiensis / Corn kills pest insects / Non-targets could eat

Class 3. September 24. Class discussion of promises and risks of GM technology

Reading: Rauch, J. 2003. Will Frankenfood Save the Planet? Atlantic Monthly. “Over the next half century genetic engineering could feed humanity and solve a raft of environmental ills—if only environmentalists would let it.” Article plus comments.

Part 2. genetically modified plants

Class 4. October 1. Introduction to GM plants. 2. GM Plant pesticides. Non-target impacts case study: the Monarch/Bt corn story.

Reading: Oberhauser, K.S. and E.R.L. Rivers. 2003. Monarch Butterfly (Danaus plexippus) Larvae & Bt Corn Pollen: A Review of Ecological Risk Assessment for a Non-Target Species. AgBiotechNet. 5:1-7.

Class 5. October 8: GM Plant pesticides. Managing the evolution of resistance case study. Dr. Don Alstad, EEB Professor, guest.

Reading: to be assigned

Class 6. October 15: “Functional Food”

Reading: Pew Initiative on Food and Biotechnology. 2007. Application of Biotechnology for Functional Foods. (access on Pew Initiative website under reports)

Class 7. October 22. Herbicide-tolerant crops: risks of gene flow and resistant weeds. Bentgrass and Canola case studies.

Readings: Everyone will read the Ellstrand article, and you’ll be assigned additional readings in class.

Ellstrand, N. 2001. When transgenes wander, should we worry? Plant Physiol. Vol. 125: 1543-1545.

Friesen, L.F., A.G. Nelson, R.C. Van Acker. 2003. Evidence of contamination of pedigreed canola (Brassica napus) seedlots in western Canada with genetically engineered resistance traits. Agron. J. 95:1342-1347 (2003).

Knezevic, S. Z., and Cassman, K. G. 2003. Use of herbicide-tolerant crops as a component of an integrated weed management program. Online. Crop Management doi:10.1094/CM-2003-0317-01-MG.

Reichman, J. L. S. Watrud, E. H. Lee, C. A. Burdick, M. A. Bollman, M. J. Storm, G. A. King, C. M.Smith. 2006. Establishment of transgenic herbicide-resistant creeping bentgrass (Agrostis stolonifera L.) in nonagronomic habitats. Molecular Ecology 15: 4243–4255.

VanGessel, SI. 2001. Glyphosate-resistant horseweed from Delaware. Weed Sci. 49:703-705.

Website: http://www.weedscience.org/in.asp

Part 3. genetically modified animals

Class 8. October 29. Assessing risks of GM fish case study. Kelly Paulson, Conservation Biology PhD candidate, guest.

Readings:

Pew Initiative on Food and Biotechnology. 2003. Future Fish: Issues in science and regulation of transgenic fish. Focus on Chapter 2 - Environmental Issues, p. 13-28.

Devlin, R. H., M. D'Andrade, M. Uh & C. A. Biagi. 2004. Population effects of growth hormone transgenic coho salmon depend on food availability and genotype by environment interactions. PNAS (Proceedings of the National Academy of Sciences) 101(25): 9303-9308.

Class 9. November 5. GM Fish continued. Tour UM Transgenic Fish Lab.

Class 10. November 12. GM Insects – Mosquito case study.

Readings: Background Reading (not required): Pew Initiative on Food and Biotechnology. 2004. Bugs in the System. Pages 20-46.

Alphey, L. and 22 others. 2002. Malaria control with genetically manipulated insect vectors. Science 298: 119- 121 (Oct. 4, 2002)

Marrelli, M. T., C. Li, J. L. Rasgon, and M. Jacobs-Lorena. 2007. Transgenic malaria-resistant mosquitoes have a fitness advantage when feeding on Plasmodium-infected blood. Proc. Nat. Acad. Sci. 104(13): 5580–5583

Scott, T.W., W. Takken, B.G.J. Knols, C. Boete. 2002. The ecology of genetically modified mosquitoes. Science 298: 117-119 (Oct. 4, 2002)

Part 4. GMO’s and environmental remediation

Readings for the last four classes will be assigned in November.

Class 11. November 19: Bioremediation – GM organisms and contaminant removal

Class 12. November 26: Bioremediation and global climate change.

Class 13. December 3: Genetically modified organisms and invasive species management

Class 14. December 10: To be determined


ESPM 3000. Grading and other course policies

  1. All students, regardless of the grading system used (A-F or S/N), will be expected to do all work assigned in the course, or its equivalent as determined by the instructor. Any changes you wish to make in the grading base must be done in the first two weeks of the semester.
  2. If you are ill or have another unavoidable emergency during the semester that requires that you miss over 5 consecutive classes during the second half of the course, you may choose to receive an incomplete for the course. "I" grades will automatically lapse to "F"s at the end of the next semester of a student's registration; if you have an “I” grade you should make up the required work by the middle of spring semester 2008.
  3. Inquiries regarding any changes of grade should be directed to the instructor of the course; you may wish to contact the Student Dispute Resolution Center (SDRC) in 107 Eddy Hall (625-5900) for assistance.
  4. Students are responsible for all information disseminated in class and all course requirements, including deadlines. Class attendance and participation are required. You may get credit for up to two missed classes by writing a summary of the reading assignment for that day. If you miss more than two class periods, contact the instructor.
  5. A student is not permitted to submit extra work in an attempt to raise his or her grade.
  6. Scholastic misconduct is broadly defined as "any act that violates the right of another student in academic work or that involves misrepresentation of your own work. Scholastic dishonesty includes, (but is not necessarily limited to): cheating on assignments or examinations; plagiarizing, which means misrepresenting as your own work any part of work done by another; submitting the same paper, or substantially similar papers, to meet the requirements of more than one course without the approval and consent of all instructors concerned; depriving another student of necessary course materials; or interfering with another student's work." Any student found to engage in scholastic misconduct in meeting any of the requirements for this course will, at the least, receive a grade of zero on that assignment, and depending on the seriousness of the misconduct, may receive a failing grade for the entire course.
  7. Students with disabilities that affect their ability to participate fully in class or to meet all course requirements are encouraged to bring this to the attention of the instructor so that appropriate accommodations can be arranged. Further information is available from Disabilities Services (230 McNamara).
  8. University policy prohibits sexual harassment as defined in the December 1998 policy statement, available at the Office of Equal Opportunity and Affirmative Action. Questions or concerns about sexual harassment should be directed to this office (419 Morrill Hall).

9.  Please contact the instructor or the Student Services Office at 625-5900 if you would like more information on the above services or policies.
ESPM 3000 – Colloquium: Biotechnology and the Natural Environment

Journal Assignment

Because we won’t have exams in this class, I’ll use class journals to assess your ability to synthesize material from class. I’ll collect your journal three times during the course, on October 15 (4 entries) and November 12 (4 entries). Each journal entry will be worth a maximum of 5 points (for a total of 65 points from the journals). You should not do the assignment during class; it should be a synthesis of notes that you take during class, and must be typed. You are welcome to e-mail the assignments to me on the date that they’re due; I’ll comment on them and e-mail them back to you, and we’ll save a few trees.

On some days, I’ll assign specific questions to address in your journal. On other days, journal entries should include the following:

·  A short paragraph or list of bullets summarizing the content of each class period and readings. These should not be the notes that you took in class; rather, they should be a summary of the most important points, and should clearly summarize these points. I recommend taking good notes during class, and then taking 5-10 minutes to write up the journal assignment soon after each class period. 3 points per entry.

·  One or two statements summarizing what was most interesting to you in the class period. These statements can address topics that you didn't know anything about before, that you thought about differently after the class, or that you simply found interesting. The statements should reflect careful and concise thinking about class content and readings. 1 point per entry.

·  One or two questions that you have after the class period. These questions should reflect careful and concise thinking about class content, and demonstrate an understanding of what is either not known about the subject or has not been presented in class or readings. 1 point per entry.

If you would like to show me journal entries from the first few class periods to make sure that you're on the right track, I'll be happy to give you feedback.

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