Results for GENE

Preference to sophomores. Focus is on human genetics; also assisted reproduction and neuroscience. Topics include forensic use of DNA, genetic testing, genetic discrimination, eugenics, cloning, pre-implantation genetic diagnosis, neuroscientific methods of lie detection, and genetic or neuroscience enhancement. Student presentations on research paper conclusions.

Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.

Open to first year Department of Genetics and Developmental Biology students, to others with consent of instructors. Introduction to basic manipulations, both experimental and conceptual, in genetics and developmental biology.

Utilizes lectures and small group activities to develop a working knowlege of human genetics as applicable to clinical medicine. Basic principles of inheritance, risk assessment, and population genetics are illustrated using examples drawn from diverse areas of medical genetics practice including prenatal, pediatric, adult and cancer genetics. Practical aspects of molecular and cytogenetic diagnostic methods are emphasized. Existing and emerging treatment strategies for single gene disorders are also covered. Prerequisites: basic genetics. Only available to MD and MOM students.

For PhD students in any of the Biosciences Departments and Programs at Stanford University. Emphasis on developing the ability to solve problems using genetic ideas and methods, to understand the nature and reliability of genetic inference, and to apply genetic reasoning to biological research. Weekly paper discussions based on original research papers that define or illustrate the ideas and techniques covered in the lecture.

BIOE 301D is a hands-on laboratory class designed to teach students the basics of microfluidic device design, fabrication, operation, and troubleshooting. During the first week of class, life science and clinical labs across campus will come and pitch ideas for devices that would advance their own research. Students will then choose projects, form teams, and attempt to create devices to meet these needs via two design/build/test iterations. In the process, students will learn how to design efficient experiments, navigate uncertainty, and communicate with end users and consider their needs. BIOE 301D is an intensive 3-4 unit course that requires significant student effort and enrollment is limited to 15 students due to space constraints within the Microfluidics Foundry. To prioritize students likely to get the most out of the course, we will ask students to fill out a course application form prior to the start of spring quarter; priority will be given to students that need this course as a requirement to graduate

The goal of this course is to explore different genomic approaches and technologies, to learn how they work from a molecular biology view point, and to understand how they can be applied to understanding biological systems. In addition, we teach material on how the data generated from these approaches can be analyzed, from an algorithmic perspective. The papers that are discussed are a mixture of algorithmic papers, and technological papers.

Capstone Biomedical Data Science experience. Hands-on software building. Student teams conceive, design, specify, implement, evaluate, and report on a software project in the domain of biomedicine. Creating written proposals, peer review, providing status reports, and preparing final reports. Issues related to research reproducibility. Guest lectures from professional biomedical informatics systems builders on issues related to the process of project management. Software engineering basics. Because the team projects start in the first week of class, attendance that week is strongly recommended. Prerequisites: BIOMEDIN 210 or 214 or 215 or 217 or 260. Preference to BMI graduate students. Consent of instructor required.NOTE: For students in the Department of Biomedical Data Science Program, this core course MUST be taken as a letter grade only.

BIOMEDIN 214: Representations and Algorithms for Computational Molecular Biology (BIOE 214, CS 274, GENE 214)Topics: This is a graduate level introduction to bioinformatics and computational biology, algorithms for alignment of biological sequences and structures, BLAST, phylogenetic tree construction, hidden Markov models, basic structural computations on proteins, protein structure prediction, molecular dynamics and energy minimization, statistical analysis of 3D structure, knowledge controlled terminologies for molecular function, expression analysis, chemoinformatics, pharmacogenetics, network biology. Lectures are supplemented with assignments and programming projects, which allow students to implement important computational biology algorithms. Firm prerequisite: CS 106B. NOTE: For students in the Department of Biomedical Data Science Program, this core course MUST be taken as a letter grade only.

Students analyze cutting edge science, develop a logical framework for evaluating evidence and models, and enhance their ability to design original research through exposure to experimental tools and strategies. The class runs in parallel with the Frontiers in Biological Research seminar series. Students and faculty meet on the Tuesday preceding each seminar to discuss a landmark paper in the speaker's field of research. Following the Wednesday seminar, students meet briefly with the speaker for a free-range discussion which can include insights into the speakers' paths into science and how they pick scientific problems.

Analytic and interpretive methods to optimize the transformation of genetic, genomic, and biological data into diagnostics and therapeutics for medicine. Topics: access and utility of publicly available data sources; types of genome-scale measurements in molecular biology and genomic medicine; linking genome-scale data to clinical data and phenotypes; and new questions in biomedicine using bioinformatics. Case studies. Prerequisites: programming ability at the level of CS 106A and familiarity with statistics and biology.

Computational tools for processing, interpretation, communication, and archiving of biological information. Emphasis is on sequence and digital microscopy/image analysis. Intended for biological and clinical trainees without substantial programming experience.

Current Issues in Genetics is an in-house seminar series that meets each Academic Quarter for one hour per week (Friday, 4:00-5:00) and features talks by Genetics Department faculty, students, and postdoctoral fellows (with occasional visiting speakers). Thus, over the year, it provides a comprehensive overview of the work going on in the Department. First-year Ph.D. students in Genetics are required to enroll during all four Quarters, and students from other programs may be permitted to enroll with prior permission of the instructors.

Focus is on examining the past, present, and future relationship between human genetics and society to evaluate the ethical implications of the research we conduct. Students will reflect on their personal roles and biases in order to develop the tools needed to conduct equitable, just, and inclusive research. Topics include the intersection between science and society; history of American eugenics; community-engaged research; race, ancestry, and identity; forensic genetics; behavioral genetics; and reproductive genetics. Preference to graduate students and postdocs working with genetic technologies or concepts. Formerly offered as BIOS 232

Big Data is radically transforming healthcare. To provide real-time personalized healthcare, we need hardware and software solutions that can efficiently store and process large-scale biomedical datasets. In this class, students will learn the concepts of cloud computing and parallel systems' architecture. This class prepares students to understand how to design parallel programs for computationally intensive medical applications and how to run these applications on computing frameworks such as Cloud Computing and High Performance Computing (HPC) systems. Prerequisites: familiarity with programming in Python and R.

Is aging another disease that can be ultimately cured? We will look at the biology of aging, transitioning from the molecular level through to the cellular and systems level. What are age-related diseases, can lifespan be extended and are centenarians different? Additionally how can artificial intelligence create robotic and software assistants as we get older and is living forever is possible in any form ? Topics will include: molecular theories of aging, impact of oxidative stress, age-related diseases, artificial intelligence for longevity, and innovations to improve the quality of life as we age.

This course is an introduction to pharmacogenomics, including the relevant pharmacology, genomics, experimental methods (sequencing, expression, genotyping), data analysis methods and bioinformatics. The course reviews key gene classes (e.g., cytochromes, transporters) and key drugs (e.g., warfarin, clopidogrel, statins, cancer drugs) in the field. Resources for pharmacogenomics (e.g., PharmGKB, Drugbank, NCBI resources) are reviewed, as well as issues implementing pharmacogenomics testing in the clinical setting. Reading of key papers, including student presentations of this work; problem sets; final project selected with approval of instructor. Prerequisites: two of BIO 41, 42, 43, 44X, 44Y or consent of instructor.

How are healthcare startups financed? Venture funds invest in risky companies but how do they themselves get funded, and how do they evaluate companies? How do company founders prepare for capital raising? How does intellectual property play? We explain both from the investor and founder viewpoints to analyze how to a) start a venture capital fund; b) present a healthcare company to a venture fund. We discuss financial frameworks specifically for the healthcare sector and how it differs to other segments. Additionally, guest lectures from venture capitalists, angel investors, and company founders will explain their respective perspectives.

This course presents fundamental concepts and methods in genetic epidemiology, with examples from genetic studies of common, complex diseases (e.g., cancer). It will provide an overview of various study designs and covers fundamental analyses, inferences, and their strengths and limitations. The course will cover the following topics: assessing genetic influences on disease (e.g., heritability); family- and population-based association study designs; candidate gene and genome-wide association studies of common and rare genetic variants; transcriptome-wide association studies; polygenic risk scores; bias due to population stratification; gene-environment interactions and epistasis; studies of diverse populations; software and web-based data resources; ethical issues in genetic epidemiology; and applications of genetic epidemiology to clinical practice and public health. Guest speakers will discuss these concepts through the lens of various diseases. The course will include a project proposal based on student's research interests. Prerequisite: introductory biostatistics, epidemiology, and/or genetics (or by permission of the instructor).

How will AI help medicine but how could it harm us. This course will provide a high-level overview of AI techniques. Through pre-built hands-on exercises, we will cover neural networks and their applicability to generative AI and large language models. We will also discuss the societal and ethical issues surrounding the real-world applications of AI. This course is healthare oriented, looking at the intersection of AI and Genetics to analyze advances that could be made but also ethical questions that should be asked. The course is designed to be accessible to many disciplines and there are no pre-requisites.

Laboratory and lectures. Advanced microscopy and imaging, emphasizing hands-on experience with state-of-the-art techniques. Students construct and operate working apparatus. Topics include microscope optics, Koehler illumination, contrast-generating mechanisms (bright/dark field, fluorescence, phase contrast, differential interference contrast), and resolution limits. Laboratory topics vary by year, but include single-molecule fluorescence, fluorescence resonance energy transfer, confocal microscopy, two-photon microscopy, microendoscopy, and optical trapping. Limited enrollment. Recommended: basic physics, basic cell biology, and consent of instructor.

This course will cover genetic and complementary approaches toward understanding and mitigating the emergence of new viral epidemics. Topics are: I. Viral Emergence ('Viral life in prebiotic soup', 'emergence in cellular contexts', 'viruses from viruses', 'viruses and their non-viral cousins'), II. Emergent Virology ('tracking the virome', 'genomics of recent viral pandemics', and 'the spectrum of viral malevolence'), and III. The Virome Interface ('environmental influences on viral epidemics', 'viruses, genes, and human behavior', 'big data in the service of controlling epidemics', and 'genetic approaches to viral treatment')

This course will cover a range of genetic and genomic approaches to studying human phenotypic variation and disease. We will discuss the genetic basis of Mendelian and complex diseases, as well as clinical applications including prenatal testing, and pediatric and cancer diagnostics. The course will include lectures as well as critical reading and discussion of the primary literature. Prerequisite: BIO 82 or equivalent. Open to advanced undergraduate students.

Genetics graduate student lab research from first quarter to filing of candidacy. Prerequisite: consent of instructor.

This course is designed to provide a broad overview of the biology and applications of the revolutionary CRISPR/Cas9 system, with detailed exploration of several areas: / / --Basic biology of the CRISPR/Cas9 system / --High-throughput screening using CRISPR/Cas9 / --Epigenetic modifications and transcriptional regulation using dCas9 / --Therapeutic applications of gene editing with CRISPR / --Disease modeling with CRISPR / --Ethical considerations of the use of CRISPR/Cas9 / / The course will be geared toward advanced undergraduates and graduate students, and will assume a basic background in molecular biology and genetics. The course will be lecture-based, with frequent opportunities for discussion and questions.

For genetic counseling students, graduate students in genetics, medical students, residents, and postdoctoral fellows. Students will learn clinical applications of molecular genetics and genomics through lectures, problem sets, discussions and exams. Topics include gene structure and function, clinical consequences of genetic variation, structure and interrogation of the human genome, variant classification, approaches to the study of complex genetic disease, and emerging technologies such as gene therapy, stem cell biology and pharmacogenetics. Undergraduates require consent of instructor and a basic genetics course. Non-GC students: Please contact the instructor when you enroll.

For genetic counseling students, graduate students in human genetics, medical students, residents, and fellows; undergraduates with consent of instructor. Principles of medical genetics practice, including taking a family history, modes of inheritance and risk assessment, and mathematical principles of medical genetics (Bayes theorem, population genetics). An additional problem set is required for 3 units.

For genetic counseling students, medical students, residents, and fellows. Students will learn principles of cytogenetic, molecular genetic and biochemical genetic testing approaches and techniques through lectures, discussions and practical, case-based assignments. Topics include utility of assays for diagnosing genetic conditions, role of clinical assessment in test selection, critical assessment of medical literature to interpret lab results and clinical features of genetic conditions commonly diagnosed through genetic testing. Non-GC students: Please contact the instructor when you enroll.

For genetic counseling students and medical genetics residents and fellows. Students learn skills in case preparation, management, and presentation, as well as content around common genetic disorders by presenting case-based scenarios and attending guest expert lectures..

For genetic counseling students and medical genetics residents and fellows. Case-based scenarios and guest expert lectures. Students learn skills in case preparation, management, and presentation, as well as content around common genetic disorders. This course is a continuation of GENE 274A, but may be taken individually with instructor permission.

For genetic counseling students only. Students will develop skills around communicating basic genetic information to patients, giving and receiving feedback and self-reflection through weekly role plays. Students will perform clinical observations in several clinical settings.

For genetic counseling students only. Supervised clinical experiences. May be repeated for credit.

Online course for genetic counseling students, graduate students in genetics, medical students, residents, fellows, and nurses interested in prenatal genetics. Genetic counseling students should take this course in conjunction with their initial prenatal genetics rotation. Topics include: prenatal screening and diagnostic testing, ultrasound, genetic carrier screening, teratology, fetal treatment and intervention, perinatal loss, termination, and infertility. Non-GC students: Please contact the instructor when you enroll.

Online course for genetic counseling students, graduate students in genetics, medical students, residents, and fellows; genetic counseling students should take this course in conjunction with their general genetics rotation. Topics include: clinical reasoning in medical genetics, techniques to prepare for the medical genetics visit, assessment of child development and medical history in the context of a genetic workup, dysmorphology, development of a differential diagnosis, and resources for case management and family support. Non-GC students: Please contact the instructor when you enroll.

Internet based course for genetic counseling students, graduate students in genetics, medical students, residents, and fellows. Genetic counseling students should take this course in conjunction with their metabolic genetics rotation. Topics include: overview of metabolic diseases; common pathways; diagnosis, management, and treatment of metabolic disorders; and newborn screening. Non-GC students: Please contact the instructor when you enroll.

Internet based course for genetic counseling students, graduate students in genetics, medical students, residents, and fellows; genetic counseling students should take this course in conjunction with their initial cancer genetics rotation. Topics include: cancer biology and cytogenetics; diagnosis and management of common cancer genetic syndromes; predictive testing; psychology of cancer genetic counseling; and topics recommended by ASCO guidelines.Non-GC students: Please contact the instructor when you enroll.

For genetic counseling students only. Facilitated discussions on identifying a topic and mentor for genetic counseling departmental research projects.

For genetic counseling students only. Lectures and facilitated discussions on research methodology for genetic counseling departmental research projects. Prerequisite: GENE 282A.

Genetic counseling students conduct clinical research projects as required by the department for graduation. May be repeated for credit. Pre- or corequisite: GENE 282.

Presentation of clinical and research topics in human genetics, followed by case presentations from the medical genetics and biochemical genetics services. Course may be completed online or in-person. Non-GC students: Please contact the instructor when you enroll.

Year-long seminar primarily for 1st-year genetic counseling students. Fall: An introduction to genetic counseling history, principles, techniques, and professional development. Students will learn about the primary tenets of providing inclusive genetic counseling services and the various components that comprise a genetic counseling session.

Year-long seminar primarily for 1st-year genetic counseling students. Winter: Students will learn about the impact of genetic conditions at various points in the lifecycle, as well as the impact of genetic counseling during infertility or during the diagnosis of a genetic condition in the neonatal period, childhood, adolescence, or adulthood.

Year-long seminar primarily for 1st-year genetic counseling students. Spring: This course will focus on honing students' counseling skills, taking into account the wide variety of ways that people approach the emotions and questions generated by chronic conditions or receiving a diagnosis. Various counseling and communication theories, models, and therapies will be discussed.

For genetic counseling students only. This course aims to develop students' advanced counseling skills through formal analysis and discussion of their clinical experiences and integration of counseling theories. In addition, students will learn about relevant professional issues through a combination of presentations and activities. Must be taken for 3 quarters.

Online course for genetic counseling students, graduate students in genetics, medical students, residents, fellows, and nurses interested in inherited cardiovascular conditions. Genetic counseling students should take this course in conjunction with their cardiovascular genetics rotation. Topics include: Basic cardiology principles, including relevant anatomy and physiology; diagnosis, management and genetic testing as it relates to common inherited cardiovascular conditions in both the pediatric and adult setting; predictive genetic testing issues specific to inherited cardiovascular conditions; psychological issues related to sudden death conditions. Non-GC students: Please contact the instructor when you enroll.

Online, self-paced course for genetic counseling students, graduate students in genetics, medical students, residents, and fellows. Topics include: Basic neurology principles, including relevant anatomy and physiology; diagnosis, management and genetic testing as it relates to common inherited neurological conditions in both the pediatric and adult setting; predictive genetic testing issues specific to inherited neurogenetic conditions. Non-GC students: Please contact the instructor when you enroll.

Online, self-paced course for genetic counseling students, graduate students in genetics, medical students, residents, and fellows. Topics include a review of mechanisms of pathogenicity, phenotype assessment, and technical aspects of variant filtering and prioritization, and gene curation. Attendees will become familiar with the types of evidence to support or refute pathogenicity and the standards in doing so, and will develop skills to critically assess literature and existing databases for variant classification. Non-GC students: Please contact the instructor when you enroll.

CHPR masters students enroll for a letter grade in your mentor's section. Before the end of the second week of the quarter, enrolled students must submit a description of the expected learning outcomes and deliverables for each unit to the CHPR office. One unit= three hours of work per week (30 hours for the quarter). CHPR 290 is also the CPT Course required for international students completing degree requirements.

Prerequisite: consent of instructor.

Enrollment limited to PhD students associated with departmental research groups in genetics or molecular biology.

Investigations sponsored by individual faculty members. Prerequisite: consent of instructor.