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Activity 5
Taking a Stand on Stem Cell Research
Assignment 1: In-Class Symposium
Assignment 1: In-Class Symposium

Stem cell research is a controversial issue which exposes individuals from all sectors of society to the scientific and ethical dimensions of a heated debate. Stakeholders include scientists, biotechnology and pharmaceutical industries, law makers, pro-life leaders, patient advocacy groups, and human rights organizations. In March of 2004, the United States President’s Council on Bioethics released a report that would expand the possibilities of stem cell research in the United States, but President Bush remained steadfast in his decision to limit federal funding of embryonic stem cell (ESC) research. Meanwhile, the United Nations has repeatedly postponed a vote on an International Treaty to Ban Human Cloning, and international consensus regarding regulations has not yet emerged, forcing many researchers to move forward with caution. Some researchers are turning to the private sector for support, while others have established a self-imposed moratorium against further research until their governments draft appropriate guidelines. Some nations, like the UK, are establishing national registries for stem cell lines and issuing licenses for research using these lines. In this assignment, you will role-play members of one of the interests groups influencing the direction of stem cell research. As a class, you will conduct a symposium and hear the perspectives of other groups to gain a wider appreciation for the complexity involved in public policy governing stem cell research.

Instructions

Day 1:

  1. Students will be assigned to one of the seven public interest groups listed below. Each group has a strong interest in stem cell research, but they do not share the same views on the methods, application, regulation, or funding of stem cell research. To gain a sense of the issues at stake in this debate, students should begin by reading Cook, G. (2004). " After 2 Children via IVF, pair faced stem cell issue." Boston Globe. April 4: A1. This is a short article that discusses how two sets of parents struggle with the issue of embryo donation; Doug Melton a scientist with diabetic children in need of embryos for research, and a family who considers donating extranumerary IVF embryos for research.
  2. Outside of class, each student should complete the assigned reading and prepare an individual statement that outlines their group’s stance on stem cell therapies. The statement should be one to two pages in length.
    • Address the use of stem cells derived from each of the following seven sources: 1) embryonic stem cells (ESCs) from existing stem cell lines, 2) ESCs from excess embryos created by IVF clinics for the purposes of having a child, 3) ESCs from embryos created by IVF for research purposes only, 4) ESCs from embryos created by somatic nuclear transfer cloning technology, 5) ESCs from embryos that were created by somatic nuclear transfer cloning technology and genetic engineered to lack implantation capabilities, 6) fetal or cord cell blood and 7) adult stem cells (ASCs).
    • Provide scientific evidence and ethical reasoning for the group’s stance
    • Address the funding and legal parameters (i.e. historical examples of past scientific progress debates, and economic, political, and religious concerns)
    • Clearly outline the extent of regulation (prohibitive, controlled or unrestricted) and the corresponding criteria and prescribed punishment, if any.
    • Address the opponents’ arguments against your group’s position using logical arguments. To prepare for this portion of the statement, you must be aware of alternative points of view, why they exist, and how they might be most effectively countered.
  3. Instructors may choose to collect the individual statements during the next class period.

Day 2:

  1. Groups will spend 10-15 minutes discussing the highlights of their individual statements.
  2. Each small group will use three minutes to report the consensus statement from their group, while remaining true to the character of the particular stakeholders they represent.
  3. Groups will then spend 10 minutes preparing a rebuttal to other groups’ statements.
  4. Each group will takes 2 minutes to report their rebuttal.
  5. Instructors will wrap up by providing comments and addressing any outstanding questions.

Reading for General Scientific Background on Stem Cell Research

  • University of Michigan . (2006). "Stem Cells Explained and Explored." Online. University of Michigan . March 21. This site has excellent animations of ASC and ESCs procurement and use. (http://www.umich.edu/news/stemcells/022706_TabA.html or http://www.lifesciences.umich.edu/research/featured/tutorial.html)
  • Financial Times and Scientific American (2005). The Future of Stem Cells Supplement.Financial Times and Scientific American. New York . June 20. (http://news.ft.com/reports/stemcells2005)
  • The Center for Genetics and Society.(2004). "Research Cloning Arguments." Online. The Center for Genetics and Society. This site highlights the important points for and against stem cell research using cloning and includes rebuttals.
    (http://www.genetics-and-society.org/technologies/cloning/researcharguments.html)
  • Hall, S. (2003). "Eve Redux: The Public Confessions Over Cloning." Hasting Center Report 33(3): 11-15.
  • Council for Responsible Genetics.(2001)“What Your Mother Never Told You About Stem Cells.” ( PDF File) Council for Responsible Genetics. (http://www.gene-watch.org/educational/stem_cells_mom.pdf)
    OR (2002) ENGAGE: Stem cells: Information booklet. ( PDF File) Ontario Genomics Institute (OGI) by Genome Canada, and the Joint Centre for Bioethics (JCB) at the University of Toronto.
    (http://www.stemcellnetwork.ca/engage/materials/information_book.pdf)
  • The Dolan DNA Learning Center . “Cloning 101.” Cold Spring Harbor Laboratory. This site demonstrates the Roslin and the Honolulu techniques with animations
    (http://www.dnalc.org/stemcells.html)

Public Interest Group Readings

Patient Advocacy Organizations (Juvenile Diabetes Foundation, MDA.org, etc.)

Basic Science Researchers (AAAS, ASCB, International Society of Stem Cell Research, etc.)

  • Weissman, I. (2006). "Politic stem cells." Nature 439(7073): 145-148. Advanced reading
  • Wade, N. (2006). " Science Academy Creates Panel to Monitor Stem Cell Research." The New York Times February 16:A21.
  • CBS. (2004). "The Issues: Stem Cell Research with Elizabeth Kaledin." Online Video.CBS News. July 8. This 2.5-minute video news clip shows Doug Melton of Harvard University explaining his reasoning and passion behind stem cell research. The clip also shows President George Bush stating his views on stem cell research. (http://www.cbsnews.com/stories/2004/07/08/eveningnews/main628171.shtml)
  • Kalb, C. et al. (2004) "Stem Cell Division." Newsweek October 25: 42-49.. A comprehensive review of the current ESC restrictions and movement to establish lines with private money (Prop 71, Melton). Important to view the 2-minute video clip of Irv Weissman describing the stem cell ban/restriction. (http://www.msnbc.msn.com/id/6263270/site/newsweek/)
  • Shaw, J. (2004) "Stem-cell Science: When Medicine Meets Moral Philosophy." Harvard Magazine 106 (6). July-August: 36-45.
    (http://www.harvardmagazine.com/on-line/070483.html)
  • Lamb, G. (2004). “In Cloning Debate, A Compromise.” Christian Science Monitor April 8. Online edition.
    (http://www.csmonitor.com/2004/0408/p14s01-stct.html)
  • Blackburn, E. and Rowley, J. (2004) “Reason as our guide.” PLoS Biology, 2(4): 421-423.
    (http://www.plosbiology.org/plosonline/?request=get-document&doi=10.1371/journal.pbio.0020116)
  • McGinley, L. et al. (2002). "Cloning Clamor Grows-Nobel Winners Oppose a Ban, Frist Announces His Support As Senate Prepares for Debate." Wall Street Journal. April 10: 1.

Industry (biotechnology companies)

Law Makers (Senators, Parliaments, United Nations, etc)

Under-represented Minorities (The Hispanic Federation, The NAACP, etc.)

Pro-Life Organizations (American Life League, Americans United for Life, etc.)

Women's Health Organizations (National Organization for Women, Society for Women's Health Research, etc)

  • Check, E. (2006). "Ethicists and biologists ponder the price of eggs." Nature 442(7103): 606-07. (http://dx.doi.org/10.1038/442607a)
  • Pearson, H. (2006). "Health effects of egg donation may take decades to emerge." Nature 442(7103): 607-08. (http://dx.doi.org/10.1038/442607a)
  • Hyun, I. (2006). "Fair payment or undue inducement?" Nature 442(7103): 629-30. (http://dx.doi.org/10.1038/442629)
  • Normile, D. et al. (2006). "South Korean team's remaining human stem cell claim demolished." Science 311(5758): 156-157.
  • Tufts University . (2004). "Fetal Cells Foster Research." Online News Tufts University . August 30. (http://enews.tufts.edu/stories/083004FetalCellsFosterResearch.htm)
  • Stevens, A. (2002) "Cloning Debate Splits Women's Health Movement." Women's News June 9. (http://www.womensenews.org/article.cfm/dyn/aid/935/context/archive)
    OR Cyranoski, David. (2004). “ Korea ’s stem-cell stars dogged by suspicion of ethical breach.” Nature 249 (6987):3.
  • CNN.com. (2002). "http://www.cnn.com/SPECIALS/2001/stemcell/." Online. CNN. This site contains a collection of news clips available as short video downloads from the link Video Gallery. Includes gender, political, social, and religious perspectives. Review the Women Represent Two Sides of the Debate. (http://www.cnn.com/SPECIALS/2001/stemcell/)

 


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