Information for Instructors
The educational materials provided in this initial release comprise short multi-media presentations and case studies examining scientific, social and political factors relating to biological weapons, potentially dangerous experiments, and bioethics. They can be used by individuals or in a classroom setting. The case studies are being developed to facilitate group discussion of the complex set of issues, policy options and evolving guidelines surrounding the misuse of biology. The student will be encouraged to examine the integration of science, and his or her work in particular, into society.
The current version consists of four documentary-like Learning Units, one Case Scenario, and over fifty readings easily accessible from the Learning Units and Case Scenarios. The Learning Units contain photographs, charts, tables and bulleted lists, all with voice-over and other aids for efficient learning.
COURSE OUTLINE
Unit I. The Threat of Biological Weapons
Section 1: Natural epidemics forebode biological weapons: plague & smallpox
Section 2: The great smallpox debate
Section 3: The anthrax paradox
Section 4: Just how deadly is anthrax as a biological weapon?
Section 5: Properties and classes of biological weapons
Section 6: How would you respond?
Unit II. History of Biological Weapons
Section 1: Historical Uses
Section 2: Germany and Japan
Section 3: United States
Section 4: The Soviet Union
Section 5: Iraq and South Africa
Section 6: Sub-State Actors
Unit III. Some Perils of Contemporary Biology
Section 1: An overview of concerns about hostile exploitation
Section 2: Beyond classical BW infectious agents
Section 3: Dual-capability of modern drug development
Section 4. Time to reflect on dangerous activities
Unit IV. How Can Hostile Exploitation of Biology be Prevented?
Section 1: The spectrum of efforts to control biological and chemical weapons
Section 2: International treaties
Section 3: On-going international and national efforts
Section 4: Non governmental organizations
Units Supplement: Promise of Contemporary biology
Section 1: "Omics" for non-molecular biologists
Section 2: Key technologies in the rapid advance of molecular biology and biotechnology: parallelism and miniaturization
Section 3: Key technologies in the rapid advance of molecular biology and biotechnology: specific binding, automation, and bioinformatics
CASE SCENARIOS
The first Case Scenario entitled "Your exciting new job" is already completed and is on the web site. It includes a lengthy section for instructors to help them with classroom discussion, which is accessed using the password "instructor." The situation briefing that the student will study before the first (cold) discussion involves employment by a biotechnology company that is developing a new toxin-based cancer therapy. The military expresses interest in funding additional studies to explore the mechanism of toxicity, it's potential enhancement, and the development of countermeasures lest it be used as a weapon.
The second Case Scenario "What a lovely war if no one dies!" is completed but not yet incorporated into the course materials. The situation briefing that the student will study before the first (cold) discussion involves potential participation as an academic researcher in government funded basic research that is aimed at furthering the development of non-lethal incapacitating agents.
A third Case Scenario, on "whistle blowing," is in the concept stage and may involve a research-institution project to develop a genetically engineered biological weapon agent to test a unique approach to antimicrobials. In the case notes to lead the student discussion, the instructor will be briefed on the courses of action available to the student and the possible consequences of each action. Readings will include personal accounts from scientists who have reported dangerous activities and will also feature descriptions of legal protections already in place for whistle blowers.
PROPOSED LEARNING STRATEGY
These materials can be used to support different learning strategies. However, they have been developed with case-scenario-based three-part learning strategy in mind. This strategy can be represented as follows:
Part 1 - In the first class session and before viewing our web site, instructors lead students in a discussion of one or more fictional case scenarios that incorporate ethical dilemmas and a potential for misuse of biology.
Part 2 - Before the next class session, the students will learn about topics relevant to the case scenarios by viewing the several Learning Units and readings on the web site. This constitutes the factual learning phase. The instructor may wish to assign different groups of students to research and present findings on different aspects of a case to delve deeply into the relevant topics.
Part 3 - With this new knowledge, the students again would discuss the case in class. Some students may change their views. Most will likely recognize their need to be better informed.
This strategy is suggested both for brief exposure to the materials (two one-hour class sessions and about ten hours of homework with materials downloaded from the web site) and for initiating longer exposure based on the considerable material on the web site (up to a one-half semester course).
Learning-science research has found that problem-centered instructional designs, such as the case scenarios here, allow a focus on problem-solving processes and outcomes. Learning increases when students analyze cases prior to a lecture or to reading text on principles related to the cases. Moral reasoning and judgment can be enhanced by dilemma discussions among peers.
Most researchers and instructors, even at leading universities, are not familiar with much of the material. Therefore, the Instructor's area provides case notes and other aids for conducting discussions of our case scenarios, which is accessible only to them after they contact us by e-mail to obtain a password. In this way, we will also provide additional support to Instructors as needed.
FOR MORE INFORMATION
For more information and guidance, please contact:
Alan Pearson
Biological and Chemical Weapons Control Program Director
Center for Arms Control and Non-Proliferation
202-546-0795 ext. 107
apearson AT armscontrolcenter DOT org
Lynn Klotz
Senior Science Fellow
Center for Arms Control and Non-Proliferation
202-546-0795
CACNP Scientists Working Group
Center for Arms Control and Non-Proliferation
322 4th Street, NE
Washington, DC 20002