|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
3.00 Credits
X. Hua, J. Field. Prerequisite(s): BIOM 600, cell biology, or other course focusing on cell and molecular biology. Priority given to CAMB graduate students. Open to non-CAMB graduate students who have taken BIOM 600 or other related course. Not open to non-graduate students. This course, "Cell control by signal transduction pathways", will examine how various signal transduction mechanisms influence cell functions including replication, growth, transcription, translation and intracellular trafficking. The primary signal transduction pathways to be examined include those mediate by Notch, TGF-_, TNF-a, Ras, and Rho. We will also discuss intracellular signaling in response to DNA damage and explore in depth some of the key classes of enzymes involved in transmitting sifnals including kinases and phosphatases. In the first half of the course, invited faculty members will pick 2 relatively recent papers from their field that aren't necessarily definitive, but are interesting and could lead to new potential questions/areas for future investigation. Each paper will be assigned to a student, who will meet with the faculty mentor prior to the class to discuss the paper and their presentation. During the class, students will present each paper for approximately 45 minutes with time for discussion. Students will present the important background, break down the paper, look for strengths and weakness and come up with a plan of what the next set of experiments could or should be. In the second half of the course, students will independently pick a signal transduction paper for in-class presentation and will also write a short "News and Views" style article based on the paper they have chosen. The goal is that the course will lead students to think more about experimental design and interpretation rather than re-iteration of the biology they have learned as undergraduates.
-
3.00 Credits
Dr. James M. Wilson. Prerequisite(s): Background in biochemistry, cell biology, molecular biology, and immunology. This year's Advanced Seminar in Gene Therapy will cover controversial topics in the field. It will meet on Wednesdays from 4:30 - 6:30pm. The goal of this seminar is to provide graduate students with an understanding of the challenges, both experimentally and practical, that face the gene delivery field. At least two sessions will deal with ethical issues. With the exception of the first class meeting, each of the weekly, two-hour sessions will be devoted to a discussion of two recent papers. All students are to have read the papers. Evaluation will be based on attendance (required), active participation, and preparation of reviews of papers. Students will be introduced to the process of manuscript review and will be asked to provide critical reviews for two manuscripts. Students who are not in CAMB need to request permission from the course director, Dr. James Wilson, via email: wilsonjm@mail.med.upenn.edu.
-
3.00 Credits
Chen, Albelda, Bushman, Paterson, Riley, Stedman, Weiner, Wilson, Wolfe, and Xiao. Prerequisite(s): Background in molecular biology, virology and immunology. This seminar course is designed to provide students with a cohesive understanding of virology and immunology of gene therapy. Three major themes will be covered: vectors, vector immunology and gene therapy of genetic and acquired diseases. The topics to be covered are viewed as an extension of topics covered in CAMB 610 (Molecular Basis of Gene Therapy), although CAMB 610 is not an absolute prerequisite for this seminar. Each class will consist of a brief introduction by an instructor, reviewing background information related to the theme discussion. The topics are explored through discussions, led by faculty, of seminal research articles. Students are expected to have thoroughly reviewed the assigned articles and be able to present and discuss various aspects of the papers. Regular attendance and active participation in the discussions, which focus on critical evaluation of experimental design, data presentation and interpretation, is essential. Student evaluation will be based on attendance, preparation, and in-class participation.
-
3.00 Credits
X. Yang, W. El-Deiry, B. Keith. Prerequisite(s): BIOM 600. Instructor permit needed for anyone who has not taken BIOM600. The objective of this seminar course is to familiarize students with the pathways of cell death and cell survival in mammalian species as well as other organisms. The course has a strong emphasis on cancer and clinical applications of basic signaling. Specific areas that are covered include 1) the history of apoptosis research leading to the Nobel Prize in Medicine in 2002, 2) the structure, biochemical modifications and interactions that regulate death signaling in the cell intrinsic and extrinsic pathways, and 3) in vivo models that demonstrate physiological relevance. Additional emphasis is placed on understanding cell survival pathways including negative regulators of cell death and cross-talk with tumor suppressor and oncogene survival pathways. An effort is made each semester to include emerging topics including autophagy, ER stress signaling pathways, and the impact of micro-RNAs, as well as the tumor microenvironment on cell survival and cancer. There is a strong interest in therapeutic applications and future directions that are always part of the discussions and later in the course become the main focus. Students are expected to read and to participate in the discussion of all assigned papers, and students are responsible for presenting the papers and leading discussions on a rotating basis. In addition students prepare a News & Views type of report on an additional topic of interest.
-
3.00 Credits
E. Brown, C. Bassing, and R. Greenberg. Prerequisite(s): Previous completion of CAMB 530 or equivalent introduction to cell cycle and DNA damage response regulation is recommended. 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. 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 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. Take home questionnaire assignments and participation in class discussions willmake 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 summary of this proposal and will present their proposal to fellow students for discussion and critique. The one page proposal, presentation and critique will comprise 20% each student's final grade.
-
3.00 Credits
Holzbaur. Prerequisite(s): BIOM 600 or a similar survey course in cell biology. Permission needed for all non-CAMB students. Permission needed for all non-CAMB students. This course, together with its companion CAMB 692, offers an advanced, in depth analysis of selected topics in cell biology and physiology. CAMB 691 and 692 are complementary courses that focus on different aspects of cell biology; these courses are offered on an alternating basis in the spring semester. The courses can be taken in either order, but require BIOM 600 or an equivalent background in basic cell biology. CAMB 691 will focus on key issues at the forefront of research in the areas of (1) channels and transporters, (2) protein trafficking through cellular pathways, and (3) cytoskeletal dynamics and molecular motors. The course format pairs faculty presentations with student-led discussion sessions highlighting important papers from the primary literature. Students will be evaluated on their presentations, their participation in class discussions, and weekly problem sets. Offered alternately in the spring semester with CAMB 692.
-
3.00 Credits
Morris Birnbaum. Prerequisite(s): BIOM 600 or a similar survey course in cell biology, or the permission of the instructor. Permission needed for non-CAMB students. Priority given to CAMB graduate students. An in-depth consideration of key topics in cell biology and physiology. This course will focus on three major aspects: (1)signal transduction; (2)cell cycle and apoptosis; and (3)cell division. The course format will include both faculty lectures and student-led discussion sessions focusing on important papers from the primary literature. Students will be evaluated on their presentations and participation, as well as problem sets. Offered alternately in the spring semester with CAMB 691.
-
3.00 Credits
E. Golemis, M. Betts, J. Lok, J. Katz, H. Nelson, J. E. Russell. Prerequisite(s): BIOM 600, BIOM 555 and CAMB 605. Course open only to second year CAMB graduate students. If space permits, will open up to non-CAMB BGS graduate group students. This 6-week course is designed for second year graduate students preparing for qualifying examinations. This course first introduces students to basic scientific writing skills. Participants will review the general principles of clear, persuasive writing, and will apply these principles to writing for a scientific audience. Particular emphasis will be placed on the structure, style, and contents of scientific papers and grant proposals. Each week students will complete a brief written exercise; the majority of class time will be spent in discussing student writing. Evaluation: The goal of the course is to encourage active interaction among students. Ideal endpoints include improved self-editing, and development of effective strategies for offering and receiving editorial recommendations among peers. Grading will be predominantly based on class attendance and participation, not on the quality of the writing itself.
-
3.00 Credits
D. Artis, D. Greenbaum.
-
3.00 Credits
G. Cotsarelis, W. Pear. Prerequisite(s): BGS Core Courses. Non-BGS students will be admitted only with permission of the course directors. The goal of this course is to introduce graduate students to the field of stem cell biology through lectures and reviews of important contributions from the literature. Topics include stem cell niche biology, epigenetics and reprogramming, tissue specific stem cells such as hematopoietic and epithelial stem cells, tissue regeneration, tissue engineering, and ethical and legal issues of stem cell and regeneration biology. The future potential and challenges in stem cell and regeneration biology will be discussed. Important aspects of stem cell identification and characterization utilizing multiple model systems will also be a focus. Offered Spring Semester.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2024 AcademyOne, Inc.
|
|
|