Stem Cells Across The Curriculum

This module highlights different approaches to addressing disability in society and the ways in which stem cell research (SCR) intersects with, or challenges, the interests of those living with disability. Disability is something that affects every human at some point in their lives. Although (SCR) may lead to drugs and technologies to treat or prevent the onset of disease/disability, and/or lead to the development of adaptive devices and technologies, the work has also created a backlash among those who seek to address disability through a social model. Applying the 7E- Learning Cycle (elicit, engage, explore, explain, elaborate, evaluate, extend), Learning Activity 1 involves a discussion of the contemporary definition of “health” and provides an historical overview of how this term was used to either support human diversity and the ability to adapt to changing environments, or discriminate against those living with disability as was seen in the eugenics movement. In learning Activity 2, students review a range of disabilities that could potentially benefit from SCR: “static” impairments or disabilities, such as spinal-cord injury; “chronic illnesses” such as Type I diabetes; or “degenerative diseases”, such as Parkinsons. This activity uses the film Terra Incognita: Mapping Stem Cell Research to highlight the various stakeholders' perspectives on the intersection of stem cell research and disability. In Activity 3, students review the basics of stem cell transplant therapy using adult stem cells, embryonic stem cells and induced pluripotent stem cells, and utilize multiple frameworks to address the risks and benefits associated with research and development, regulation, and delivery of such therapies. In this case study role-play, they are asked to expand the boundaries of traditional ethical inquiries that prioritize a focus on “cure,” and to consider how an exclusive focus on the individualized and medicalized approach to disability and health can compromise the well-being of communities traditionally marginalized in society by overshadowing social approaches of “care” for disability and health. An important grounding piece is the original proposal that Vannevar Bush, The Director of The Office of Scientific Research and Development in 1945, put forth in his famous report Science the Endless Frontier. This report aimed to move research scientists out of the military and defense sector and place them into the newly formed National Institutes of Health (NIH). This shift moved the focus of scientific innovation from the destruction of life to maintaining “healthy lives and communities.” The module tackles these questions: Where does our knowledge of disability come from? What information might we need to understand how people live with disabilities? How can SCR address disability and who will have access to these therapies or preventions? What regulations are in place to ensure the efficacy and safety of stem cell transplant therapies? What roles can stakeholders with diverse needs play in influencing the allocation of public funds in the social and/or medical models of health? How will regenerative medicine be used to enhance or extend life, and for whom? Please see our Permissions Page if you intend to use this curriculum. If you would like to adapt the curriculum for your use, please contact chamanyk@newschool.edu for MS word formatted files.

The Essential Resources, Learning Activities, and Teaching Notes were updated in July 2017.