Course content
We will use current literature to explore concepts in signal transduction and mechanics in the context of morphogenesis. This is an area of active research, so it can be argued that the best way to learn about it is to dive into the literature.
We will cover one paper per week, and will do so in some depth. This means we are choosing depth over breadth in the course. The hope is that the papers we do read serve as case studies for more general concepts. Thus, as you encounter new systems from the massive diversity of developmental biology, you can study them with the concepts we cover in class.
The course consists almost entirely of reading of current literature. The schedule for the readings and homework due dates, as well as all associated documents, are found on the schedule page on the class website. You can also find pertinent handouts on the handouts page.
Reading memos
We will have six readings for in-class discussion. You should read the papers well ahead of the class period designated for discussion. For each reading, you should prepare a "reading memo" containing the following.
- As you read through the paper, if something is unclear, including equations, immediately write it down. If the issue becomes clear later on as you're reading the paper or background material, go back to your original note and write down how it was clarified.
- For every figure/subfigure in the paper, write down the scientific question being addressed and what the figure reports as the outcome.
- Write down any interesting or confusing points you would like to discuss in class with the rest of us.
- You need not do these tasks for supplementary information, but bear in mind that the supplements can often serve to clarify confusing points you encounter in the text.
While these documents you prepare while reading are not exactly reading memos as defined in this article by Edwin Taylor, we will call them reading memos anyway. They will prove very useful to you and to the rest of the class in our discussions.
Homework
Each paper will have a homework problem associated with it. The homework problem is due at the start of class on Wednesday the week after the paper discussion. There are no extensions for the homework unless you have a very good reason, such as a note from a health care provider or a dean.
Presentations
In the middle and at the end of the course, each student will read and present a research paper to the class. These presentations are not just for the presenter. They comprise an essential part of the instruction for all of the students in the class. I will post suggested papers for these presentations on the handouts page of the course website. You are encouraged to use one of these papers for your presentation, but if you have another paper you would like to present, you may propose it to me for approval.
Grading
The necessary (but not sufficient) conditions for passing the course are
- A score of at least 50% on the homework.
- Satisfactory completion of at least three reading memos.
- Providing substantive commentary in at least three of the in-class discussions.
- Actually giving both presentations.
Provided you meet these minimal requirements, your final grade will be determined as follows.
- 20% reading memos
- 20% homework
- 20% participation in in-class discussions
- 20% presentation 1
- 20% presentation 2
Honor Code
Unless otherwise noted on a particular problem set, you may discuss homework, papers/reading memos, and your final project with other students in the course. The work should be substantially your own. It is a violation of the Honor Code to copy solutions from classmates or to refer to course materials from previous editions of the course.