Stem Cells Across The Curriculum

In 1951, a cervical biopsy was removed from Henrietta Lacks, an African-American woman being treated in the “colored” ward of Johns Hopkins Hospital in Baltimore. Researchers were able to grow the cancerous cells from this biopsy outside the human body in a Petri dish. This accomplishment launched an era of tissue culture research that transformed biomedical research. Cell culture techniques gave rise to the development of reproductive technologies and the field of stem cell research. The robust nature of HeLa cells also led to more refined methods of detecting cell culture contamination using genomic identification techniques. This module reviews the history of the establishment of the HeLa cell line and highlights the interplay of biology, race, class, and gender in its creation. Applying the 7E- Learning Cycle (elicit, engage, explore, explain, elaborate, evaluate, extend), Learning Activity 1 elicits prior knowledge and introduces counter narratives associated with the provenance of the HeLa cell line using a variety of multimedia, short readings and discussion. Learning Activity 2, involves the creation of visual timelines to depict alternative histories regarding research with human subjects and the collection of biospecimens. Learning Activity 3 involves a role-play activity to analyze funding models, regulations, and guidelines for the establishment of biobanks for future cell and genomics research. The Learning Activities draw on basic principles and concepts of cell biology such as cell division, cancer, and the important role that viruses, such as HPV, and proteins, such as telomerase, play in “immortalizing” cell lines as biological tools of study. Beyond the biology, the module traces the evolution of laws and guidelines to recast compensation, privacy, control, and ownership related to human tissues, cells, and DNA within the context of unique biologics (John Moore, PZE activists), bone marrow stem cell donation (Flynn v. Holder), egg procurement (New York and California policies), and genome biobanking (Havusapai v. Arizona State University). The module tackles these questions: What controls cell division in the body and in a Petri dish? What is the relationship, if any, between cancer cells and stem cells? Can we challenge the normative assumptions surrounding biomedical research to support more just and informed participation in shaping healthcare practices and policies? How can marginalized communities ensure access to both the process and outcomes of life science research to address their specific values, needs, and concerns? Please see our Permissions Page if you intend to use this curriculum. If you would like to adapt, or customize, the curriculum for your use, please contact chamanyk@newschool.edu for MS word formatted files.