Teaching Biopolitics within the Liberal Arts Using A Social Justice Framework
Katayoun Chamany, Associate Professor of Biology, Department of Natural Sciences and Mathematics, Eugene Lang College The New School for Liberal Arts. chamanyk@newschool.edu
Alexa Riggs, Candidate for the B.A., Double Major in Interdisciplinary Science and Psychology and Minor in Gender Studies.  rigga633@newschool.edu

Oocytes: Gifts and Commodities Case Study

Overview: Recent advances in the life sciences present students with an opportunity to engage in real-life debates that require basic biological literary, ethical reasoning, and communication skills. Through collaboration across the natural sciences, humanities, social sciences, and design, we developed and implemented a semester-length non-majors interdisciplinary course titled “Stem Cells and Social Justice” using a case-based approach. This project is funded by the New York State Empire State Stem Cell Board, and will result in the publication of a freely available modular curricular that can be used across the liberal arts. “Oocytes: Gifts and Commodities,” is one module that has been delivered in multiple contexts in liberal arts courses that train students to challenge the normative assumptions and practices surrounding new biotechnologies (See Science Education for New Civic Engagement and Responsibilities Model Course http://serc.carleton.edu/sencer/stem_cells_soci/index.html).  The full curricular materials will be available by January 2014 at www.stemcellcurriculum.org

Pedagogy: “Oocytes: Gifts and Commodities” uses the 7E learning cycle; elicit, engage, explore, explain, elaborate, evaluate, extend (http://www.phichsinee.cmru.ac.th/7emath/7-E's_instructional_model.pdf). In this case study, students to take on real-life debates surrounding egg provision/donation  for stem cell research as well as reproductive medicine. The case is comprised of three components that can be used together, or alone, depending on course goals. The three components are discussion, role-play, and critical essay.  Part 1 introduces students to the topic through a discussion based on short readings and video clips using a progressive disclosure approach such that alternative conceptions of how oocyte provision is practiced, regulated, and valued emerge. In this discussion, novices are introduced to biological concepts such as the culturing of gametes and embryos for embryonic stem cells (ESCs) and feminist theories grounded in “women’s autonomy” and “choice” as well as transnational organizations such as “Hands Off Our Ovaries”(elicit and engage).  Part II asks student to dive deep into the literature to explore and explain to their peers a particular perspective; this is done through a simulated role-play of a conference session at a bioethics conference. The role–play focuses on communication and allows students to adopt different stakeholders personas and engage in a 60-80 minute debate at a simulated conference (explore, elaborate, and explain). Part III, the final component encourages critical reflection and asks students to revisit their personal stance on the case after having completed the role-play (evaluate and extend). This case uses a combination of textual and visual resources to explore the unique biological characteristics of oocytes and menstrual blood, and the social context from which they’re obtained. The readings span the benefits and risks associated with egg  “donation,” the laws and practices currently in place for egg retrieval for research purposes, and the issues surrounding the private and public sector management of both payment for these cell sources as well regulation of access to the potential stem cells made from these sources. 

Important Questions Students are Asked to Consider:

1. Who decides how ovarian stem cells, oocytes, and menstrual blood cells are obtained, regulated, marketed? Are there ethical concerns about equity, diversity, access, and exploitation?
2. Why has New York adopted legislation that differs from other states and international norms regarding payment for eggs destined for research? 
3. How do feminist critiques of cell biology resurface here as discussions about power and authority play out?

Case in Practice: This work in progress is currently being shared with educators to assess whether the scope of perspectives is appropriate, accurate, and up to date.  Part 1 has been delivered in a gender studies University Lecture course titled “Feminist Thought and Action” and Parts 1-3 have been used in a liberal arts introductory science course.  The recent research demonstrating the existence of ovarian stem cells shifts the debates into a new direction, and we are eager to see how disciplines outside biology might incorporate this perspective alongside feminist and ethical perspectives. During this session, attendees will help shape the case study characters and provide feedback on its adaptability in different educational settings.  Bibliography and resources on next page.

1. Chamany, K. et al. 2011. Stem Cells and Social Justice. Science Education for New Civic Engagements and Responsibilities (SENCER) MODEL COURSE. http://serc.carleton.edu/sencer/stem_cells_soci/index.html. 
2. Schatten G. and H. Schatten. 1983. The energetic egg. The Sciences. 23(5): 28–35.

3. Fiore R. and K. Hinsch. Oocytes for research: Reevaluating the risks and compensation. American Journal of Bioethics. 11 (9): 42-43.

4. Bamford, R. 2011: Reconsidering risk to women: Oocyte donation for human embryonic stem cell research, The American Journal of Bioethics, 11(9): 37-39.
5. Dolgin, E. Feb 26, 2012. VIDEO: Stem cell discovery puts women’s reproduction on fertile ground. Nature Medicine. 5 ‘  video.  Narrated by Rebecca Hersher; animation and artwork by Katherine Vacari.  MacMillan Publishers. http://blogs.nature.com/spoonful/2012/02/video-stem-cell-discovery-puts-women’s-reproduction-on-fertile-grounds.html  ovaries secured from individuals undergoing gender reassignment surgery;
6. National Center for Study Teaching in Science http://sciencecases.lib.buffalo.edu/cs/teaching/  
7. Chamany K., et al. 2008. Making Biology Learning Relevant to Students: Integrating People, History, and Context into (College) Biology Teaching. Life Sciences Education. (7):267-278. http://www.lifescied.org/cgi/reprint/7/3/267.pdf
8. Chamany K. October 2006. Science and Social Justice: Making the Cases for Case Studies.” Journal of College Science Teaching: 54-59.