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<p class="MsoNormal"><span style="font-size:11.0pt">Dear students,<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Please see the message below from Professor Horvitz regarding Advanced Undergraduate Seminars for the upcoming academic year. You can find course information here: <a href="https://biology.mit.edu/undergraduate/current-students/subject-offerings/advanced-undergraduate-seminars/" title="https://biology.mit.edu/undergraduate/current-students/subject-offerings/advanced-undergraduate-seminars/">https://biology.mit.edu/undergraduate/current-students/subject-offerings/advanced-undergraduate-seminars/</a><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Best,<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Crystal Boateng<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt">TO: MIT Biology Majors <o:p>
</o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt">FROM: H. Robert Horvitz, Professor of Biology<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt">DATE: August 1, 2019<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt">I am writing to inform you of an exciting offering from the Department of Biology for the 2019-2020 academic year: a set of 4 very current seminar courses, 7.34x, Advanced Undergraduate Seminars. A complete
listing of the courses, instructors, and brief course descriptions is enclosed. The topics are highly varied and encompass areas of genetics, genomics, biochemistry, molecular biology, microbiology, cell biology, developmental biology, stem cells, epigenetics,
cancer biology, parasitology, therapeutics and human disease.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt">A student can take any number of these courses. The courses, which generally involve four to eight students, are for 6 units, graded pass/fail, and meet two hours each week. The focus is on reading and discussing
the primary research literature. Most courses have one short written assignment and one oral presentation. Some include field trips to MIT research laboratories or to commercial sites using technologies discussed in the courses. The level of each course
will be tailored to the students who enroll. Because of the small size of these courses, we expect students not to drop these courses once they have begun.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt">These courses offer a number of special features: small class size, a high degree of personal contact with the instructor(s), a focus on the primary research literature, and an opportunity to discuss current
problems in biology interactively. I believe these courses greatly enrich an undergraduate’s experience. There are limited alternative opportunities available to undergraduates to interact closely with instructors who are experienced full-time researchers;
to learn to read, understand, analyze and critique primary research papers; and to engage in the type of stimulating discussions and debates that characterize how science is really done. Most advanced MIT undergraduates (generally juniors and seniors) have
been sufficiently exposed to the basics of biology to be able to read the primary literature and appreciate both methodologies and cutting-edge advances. These courses have two goals: first, to expose students to the kind of thinking that is central to contemporary
biological research; and second, to impart specific knowledge in particular areas of biology. These courses are designed to be intellectually stimulating and also to provide excellent preparation for a variety of future careers that require an understanding
both of what modern biology is and of how it is done. Students who have taken Advanced Undergraduate Seminars in the past (different specific courses, same general design) have been enormously enthusiastic about their experiences.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt">I am writing to you before Registration Day to encourage you to consider enrolling in one of these seminar courses. Please feel free to contact any of the instructors to learn more about their courses and
in particular to discuss possible meeting days and times if those listed are not possible for you.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt">To learn more about the Advanced Undergraduate Seminars to be offered during the Fall 2019 semester, please check our website (<a href="https://biology.mit.edu/undergraduate/current-students/subject-offerings/advanced-undergraduate-seminars/">https://biology.mit.edu/undergraduate/current-students/subject-offerings/advanced-undergraduate-seminars/</a>)
and/or contact the instructors.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal" align="center" style="text-align:center"><b><span style="font-size:11.0pt">Advanced Undergraduate Seminars<o:p></o:p></span></b></p>
<p class="MsoNormal" align="center" style="text-align:center"><b><span style="font-size:11.0pt">2019-2020<o:p></o:p></span></b></p>
<p class="MsoNormal" align="center" style="text-align:center"><b><span style="font-size:11.0pt"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b><u><span style="font-size:11.0pt">Fall 2019<o:p></o:p></span></u></b></p>
<p class="MsoNormal"><b><span style="font-size:11.0pt"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b><span lang="EN" style="font-size:11.0pt">7.341 The Microbiome and Drug Delivery: Cross-species Communication in Health and Disease<o:p></o:p></span></b></p>
<p class="MsoNormal"><span lang="EN" style="font-size:11.0pt">Instructor: Miguel Jimenez (jmiguelj@mit.edu, 949-285-0318, laboratory of Robert Langer)<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN" style="font-size:11.0pt">Fall 2019. Wednesdays, 11 pm – 1 pm. (Class day and time are flexible.) Room 68-150.<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN" style="font-size:11.0pt"><o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN" style="font-size:11.0pt">Are humans superorganisms? There are more microbes permanently living in our gut than there are cells in the human body. This rich community of bacteria, fungi and viruses, called the microbiome,
plays a central role in human health and disease. Recent research has linked this passenger community to nutrition, circadian rhythms, infectious disease, inflammatory disease, cancer, diabetes, arthritis and even immune system and nervous system development.
The connections seem to be so far-reaching that some scientists are starting to consider the human-microbiome system as a “holobiont” or “superorganism.” Why are we realizing this situation only now? Are microbes actually interacting with us so fundamentally?
What are the mechanisms by which effects of the microbiome are mediated? Can we survive without our microbiome? How can we analyze such a complex system? Can we exploit the microbiome to improve human health? Can interactions with microbes be harnessed for
drug delivery? In this course, we will explore the primary scientific literature to find the answers to these questions and learn to critically assess observational and experimental data and to distinguish between correlation and causality. We will discuss
several of the key signaling molecules that mediate the interactions between humans and their microbiomes, such as human-produced antimicrobial peptides, microbial pheromones, bacterial peptide toxins, microbial carbohydrates and neuroactive microbial metabolites.
We will learn about recent methods that make possible the analysis of these interactions. We will learn about cutting-edge technologies, such as next-generation DNA and RNA sequencing and the use of germ-free mice. Finally, we will discuss how a large reduction
in the cost of DNA synthesis is enabling the design and development of synthetic microbes that can be used to interrogate and manipulate the microbiome. Together these mechanistic insights and emerging tools are transforming microbiome research and might lead
to new types of therapeutics and drug delivery for improving human health.<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN" style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal"><span lang="EN" style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal"><b><span style="font-size:11.0pt">7.342 Stem Cell Regulation in Physiology, Regeneration, and Disease
<o:p></o:p></span></b></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Instructors: Miyeko Mana (<a href="mailto:mmana@mit.edu"><span lang="IT">mmana@mit.edu</span></a>, 917-838-1757, laboratory of Omer Yilmaz)
<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt"> Heaji Shin (<a href="mailto:heaji@mit.edu">heaji@mit.edu</a>, 734-272-5851, laboratory of Omer Yilmaz)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Fall 2019, Thursdays, 3-5 pm. (Class day and time are flexible.) Room 68-150.
<o:p></o:p></span></p>
<p class="MsoNormal"><b><span style="font-size:11.0pt"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Stem cells have a remarkable ability to self-renew and differentiate into multiple cell types. The balance between self-renewal and differentiation is tightly controlled during development and regeneration
to ensure tissue homeostasis, and mis-regulation of this balance can give rise to disease. For example, cancers can arise from the over-proliferation of stem cells, and neurodegenerative diseases can arise from the decline of stem cell function during aging.
Therefore, understanding how stem cell self-renewal is controlled promises not only new basic biological insights but also therapeutic strategies for pathologies as diverse as colorectal cancer and possibly Alzheimer’s disease. In this course, we will explore
key concepts of stem cell biology to understand how stem cell function is acquired and regulated at the molecular level. We will begin our discussion by defining principles that govern stem cell biology and learning about diverse mechanisms that maintain the
stem cell state. We will focus on stem cell models, such as embryonic stem cells and tissue-resident adult stem cells in both invertebrates and vertebrates, to examine strategies of stem cell self-renewal throughout multiple tissues and under various physiological
states. We will discuss asymmetric cell divisions that are typical of fruit fly germ cells to understand how the orientation of cell division can give rise to different fates. We will examine how planaria and amphibians regenerate body parts after amputation,
something most mammals cannot do. We will examine how stem cell self-renewal is controlled by the neighboring microenvironment, called the stem cell niche, and learn about various niches, such as the endothelial niche for hematopoietic stem cells. In addition,
we will discuss how key cellular pathways driving self-renewal can be misregulated in a disease context, such as in carcinomas and leukemia. Example topics will include: (1) definitions of stem cell self-renewal capacity defined by potency: what are the functional
differences of toti-, pluri- and multi-potency? (2) cell cycle and cellular signaling pathways that maintain stem cell states: how do stem cells and their niches talk to each other? (3) tissue-specific stem cell maintenance: what are the similarities and differences
among different tissues in maintaining the stem cell state? (4) molecular mechanisms of regeneration: how have diverse organisms evolved a natural capacity to regenerate themselves? (5) lineage choice and plasticity: how can differentiated cells return to
the naïve, stem cell-like state, and what are molecular triggers? (6) what are the roles of the stem cell niche: how do we identify and analyze such niches? (7) technological advances in stem cell therapy: how can insights from stem cell biology be translated
into therapeutic applications? The class will be didactic and discussion-based. As we explore these topics by reading and analyzing the primary research literature, students will develop the ability to critically read papers, interpret scientific data, and
understand and develop experimental designs. Students will also be encouraged to bring their creativity to ask new questions that build upon the concepts presented in the literature. By the end of the course, students should be able to evaluate the validity
of methods used, identify key experimental controls, interpret figures, and draw their own conclusions on the importance of a manuscript. Students will also learn how scientists approach fundamental questions in stem cell biology and will have opportunities
to visit an academic laboratory at MIT and/or a local biotechnology company to observe an actual stem cell research environment.
<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN" style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal"><span lang="EN" style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal"><b><u><span style="font-size:11.0pt">Spring 2020<o:p></o:p></span></u></b></p>
<p class="MsoNormal"><b><span style="font-size:11.0pt"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b><span style="font-size:11.0pt">7.341 How Parasites Hijack Their Hosts: Mechanistic Exploration of Host-Pathogen Interactions<o:p></o:p></span></b></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Instructors: Elizabeth Costa (liz@wi.mit.edu, 617-324-5869, laboratory of Sebastian Lourido)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Jon McGinn (mcginn@mit.edu, 617-258-6455, laboratory of Becky Lamason)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Spring 2020. Wednesdays, 11 am-1 pm. (Class day and time are flexible.) Room 68-150.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Parasites have evolved sophisticated mechanisms to hijack host cell biology to promote infection and survival. Obligate intracellular parasites are supremely adapted to life inside host cells and offer fascinating
systems to study host-pathogen interactions. This course will explore the biology of parasites and examine the mechanisms employed by diverse obligate intracellular parasites to exploit and manipulate their hosts. Specifically, we will examine the strategies
that intracellular pathogens employ to invade host cells, establish an intracellular niche, avoid host immune detection, and disseminate through host organisms and populations. For example,
<i>Plasmodium</i>, which causes malaria leading to almost 500,000 deaths worldwide per year, has evolved a number of strategies to survive and promote transmission to humans, including altering the feeding behavior of infected mosquitos. Intracellular bacteria,
such as the foodborne pathogen <i>Listeria monocytogenes</i>, can hijack host actin, which enables them to move freely in the host cytoplasm and spread to neighboring cells. Even in less complex systems, some bacteriophage have recently been shown to evade
bacterial immune response systems (such as CRISPR-Cas) by creating a nucleus-like shell to protect their DNA from attack. By surveying bacteriophage, prokaryotic, and eukaryotic intracellular parasites, we will explore the commonalities and differences among
the mechanisms evolved by diverse organisms to subvert their respective host cells. These topics will be covered through critical reading and discussion of both classic and modern primary research literature. Throughout this course, students will learn principles
of experimental design, data analysis, and how to read and critique papers in the field of biomedicine. Students will also have the opportunity to visit a local biotechnology company or an academic laboratory to see how cutting-edge techniques are used to
uncover novel biologies of intracellular parasites.<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN" style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal"><span lang="EN" style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal"><b><span style="font-size:11.0pt">7.342 The Seeds and the Soil: Roles of Tumor Heterogeneity and the Tumor Microenvironment in Cancer Metastasis<o:p></o:p></span></b></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Instructors: Yun Zhang (<a href="mailto:y.zhang@wi.mit.edu">y.zhang@wi.mit.edu</a>, 919-600-8633, laboratory of Bob Weinberg)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt"> Arthur Lambert (<a href="mailto:alambert@wi.mit.edu">alambert@wi.mit.edu</a>, 603-978-2866, laboratory of Bob Weinberg)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Spring 2020. Thursdays, 10 am – noon. (Class day and time are flexible.) Room 68-150.
<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt">Tumors grow and evolve over many years or decades, sometimes progressing to the lethal stage of metastasis, in which cancer cells that have left the primary tumor establish new growths in organs throughout
the body. For example, in late-stage breast cancer patients, tumor cells frequently migrate to the bone, liver, lung or brain, forming tumor masses that impair the function of these vital organs. Metastatic disease is responsible for the vast majority of
deaths associated with cancer and is considered incurable, yet our understanding of how metastases arise is still developing. The path from a normal cell to a primary tumor, driven by genetic mutations, has been extensively mapped over the past 40 years and
is reasonably well understood. But how do some primary tumors progress to the metastatic stage? And, when they do, what determines the location where metastases develop? Accumulating evidence suggests that epigenetic changes, which are not driven by particular
mutations but are hijacked from latent developmental programs, play an essential role in enabling tumor cells to form metastases. These mechanisms change both the intrinsic characteristics of tumor cells as well as their interactions with surrounding “normal”
cells, reshaping the microenvironment, at both the primary and metastatic sites, to favor tumor growth and escape from immune attacks. We will begin this course by introducing various concepts and models that have been proposed to explain how cancer cells
disseminate from the primary tumor to distant anatomical sites. Then we will turn our attention to two critical factors that influence cancer metastasis. First, we will discuss how cancer cells of the same tumor (the seeds) are actually quite heterogeneous
and plastic, and consider how these phenotypic differences impact metastatic spread. Next, we will examine how components of the tumor and tissue microenvironment (the soil) can support or resist metastatic colonization. We will explore these frontiers through
analysis and discussion of relevant primary research articles, with an emphasis on mechanisms of metastasis that act across different cancer types. Students will gain a broad understanding of the field of cancer metastasis, including state-of-the-art techniques
such as single-cell RNA sequencing, lineage-tracing, and CRISPR-based approaches that are being used to address pressing questions in the field. Most importantly, through these discussions students will develop the ability to critically analyze research papers
and to logically design experiments to explore scientifically important questions. Students will also have the opportunity to tour a nearby company developing novel approaches to treat metastatic cancer.<o:p></o:p></span></p>
<p class="MsoNormal"><o:p> </o:p></p>
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