CAMB 650 DNA Damage Checkpoints and DNA Repair

TAs: Bu Yin and Hestia Mellert

Description:
DNA damage checkpoint and repair genes are important suppressors of cancer and aging. These processes function as part of a complex interconnected network of DNA recognition and processing, checkpoint signaling cascades and DNA repair. Because these processes preserve genome integrity, how they cooperate with one another is directly related to their ability to suppress cancer and aging. To study this emerging research area, students in CAMB 650 will critically evaluate key research findings published in the last five years. In addition to providing an advanced understanding of DNA damage checkpoints, DNA repair and the connections of these processes with cancer and aging, this course is designed to allow students to gain experience in critiquing scientific literature both independently and through group discussion.

Prerequisites and Notes:
Previous completion of CAMB 530 or equivalent introduction to cell cycle and DNA damage response regulation is recommended. To maximize discussion, class size will be limited to no more than 12 students.  Priority will be given to students in the Cell and Molecular Biology Graduate Group, followed by other Biomedical Graduate Studies graduate groups.  If class fills, priority must be given to Cancer Biology students.

Class Format:
Each week, a topic in DNA damage responses will be covered.  One to two review/reference papers and 2-3 primary research papers will be assigned for reading and analysis per week.  A 15 minute introduction to the topic will be given by the instructor at the time of assignment.  Papers will be accompanied by a questionnaire (10-12 multi-part questions) addressing the research area, data, methods and the author’s and student’s interpretations of the data.  In the following week, students will return their answers to the questionnaires for grading and engage in a round table discussion of the papers. In discussion, students will be given the opportunity to argue their points of view on the papers. This course will be taught in one session per week (3 hours) to foster exploration of how the papers relate to each other and the general research area.

Topics:

Grading:
Take home questionnaire assignments and participation in class discussions will make up 50% and 30% of each student’s final grade, respectively.  In the final two weeks of the course, each student will study and propose a future research topic in field of DNA damage responses, cancer and aging.  Students will be expected to pose a question and propose how the question will be experimentally answered.  In the final week of the course, each student will turn in a one page description of their proposal and will present their proposal to fellow students for discussion and critique.  The proposal and presentation will comprise 15% each student’s final grade; 5% of the final grade will be determined by participation in the critiquing the presentations.