Renowned virologist and member of the prestigious National Academy of Science, Peter Duesberg has argued that AIDS is not caused by HIV, but is the result of recreational and anti-HIV drugs. In this PBL case, students read Duesberg's 1999 article in Science magazine titled "HIV is Not the Cause of AIDS" as well as a response to it titled "HIV Causes AIDS" by medical researchers Dr. William A. Blattner and colleagues. Students work in groups to identify the issues as well as any terms or concepts they don't understand, then research these out of class to pool their information as they learn about AIDS and HIV.

This course surveys American political thought from the colonial era to the present. Required readings are drawn mainly from primary sources, including writings of politicians, activists, and theorists. Topics include the relationship between religion and politics, rights, federalism, national identity, republicanism versus liberalism, the relationship of subordinated groups to mainstream political discourse, and the role of ideas in politics. We will analyze the simultaneous radicalism and weakness of American liberalism, how the revolutionary ideas of freedom and equality run up against persistent patterns of inequality. Graduate students are expected to pursue the subject in greater depth through suggested reading and individual research.

Explores the changing roles, ethical conflicts, and public perceptions of science and scientists in American society from World War II to the present. Studies specific historical episodes focusing on debates between scientists and the contextual factors influencing their opinions and decisions. Topics include the atomic bomb project, environmental controversies, the Challenger disaster, biomedical research, genetic engineering, (mis)use of human subjects, scientific misconduct and whistleblowing.

This role-playing case on climate change policy is designed to engage student groups in parallel discussions on policy instruments and packages for controlling greenhouse gas emissions. Specifically, student groups discuss cap-and-trade and carbon tax policies for reducing carbon dioxide emissions. Each group has four students representing one of the following characters: climate scientist, economist, political sociologist, and the staff expert on science related policy. Students study the policies from a holistic perspective and explore related social, economic and environmental issues. In the end, each group drafts a statement for the senator that includes choices and recommendations based on these different views. This case is appropriate for introductory environmental studies and environmental economics courses once students have been introduced to the basic technical and scientific information on climate change.

In this case study, students hear arguments on both sides of a debate over wildlife management and must integrate ethical and scientific perspectives to formulate their own opinions. The case as written is most appropriate for an environmental ethics or policy course, but could also be used in an introductory or interdisciplinary environmental studies course.

This discussion case, in which a university research laboratory is vandalized by environmental activists opposed to genetic engineering, focuses on the science and ethics of genetically modified crops. Students consider both the risks and benefits of biotechnology and explore the positions of various stakeholders, including environmentalists, conservationists, agricultural businesses, research scientists, and farmers. Originally written for a vegetable crops course, the case would be appropriate for a wide variety of courses in which biotechnology is discussed.

This case study focuses on a young mother whose child attends a day care center where there has been an outbreak of bacterial meningitis. The case explores the need for health care workers to provide relevant medical information and advice to patients, parents, and the community as well as the efficacy of vaccines. The case is designed for students interested in pursuing a career in the health sciences. It may be used in a course in microbiology, immunology, internal medicine, preventive medicine, pediatrics, or primary health care. It might also be useful for nursing and pharmacy students.

In this case, developed for a course in Issues in Environmental Biology, students learn that water samples collected from a local river show elevated levels of fecal bacteria and atrazine, one of the most commonly used herbicides in the United States. A hearing has been called by the county to investigate the cause of the contamination, possible effects on aquatic life in the river, and what can be done to prevent a recurrence. In the ensuing debate, students must analyze and interpret data as they present the viewpoints of various stakeholders, ranging from the landowners' right to apply atrazine to control weeds, to the responsibility of fisheries biologists and water quality specialists to protect the environment.

This case teaches about the causes and effects of Type 2 diabetes by working through the various options available to a young Native American woman suffering from the disease. The case can be used in a variety of settings, including nutrition classrooms, herbal drug courses, physiology courses, medical schools, nursing schools, pharmacy schools, diabetes workshops, and even weight loss clinics.

The topic of this debate case, developed for a course in "Issues in Environmental Biology," is clear-cutting, a controversial method of harvesting and regenerating trees in which all trees are cleared from a site. Students debate the issue, assuming the roles of various stakeholders, including landowners, loggers, state foresters, soil conservation specialists, deer control specialists, and tree farm owners. After the debate, each student in the class must write an opinion paper on whether to clear-cut or not and give reasons that support their decision.

Using an interactive mapping template, students are guided to design an argument for a persuasive essay or debate. After the Persuasion Map is created, it may be printed, emailed or saved.

Develop skills as science communicators through projects and analysis of theoretical principles. Case studies explore the emergence of popular science communication over the past two centuries and consider the relationships among authors, audiences and media. Project topics are identified early in the term and students work with MIT Museum staff. Projects may include physical exhibits, practical demonstrations, or scripts for public programs.

Drawing in part from their own interests and ideas, students write about science within a broad cultural context. Students employ a broad repertoire of literary tools, such as narrative, scene-setting, and attention to larger issues of structure. Students study the work of other science writers, but subject's focus is less critical and analytical than synthetical--on creating works of substance, grace, and flow that have science and technology as their subjects.

" The science essay uses science to think about the human condition; it uses humanistic thinking to reflect on the possibilities and limits of science and technology. In this class we read and practice writing science essays of varied lengths and purposes. We will read a wide variety of science essays, ranging across disciplines, both to learn more about this genre and to inspire your own writing. This semester's reading centers on "The Dark Side," with essays ranging from Alan Lightman's "Prisoner of the Wired World" through Robin Marantz Henig's cautionary account of nano-technology ("Our Silver-Coated Future") to David Quammen's investigation of diseases that jump from animals to humans ("Deadly Contact")."

This case was developed to teach first-year medical students the basics of medical ethics. It describes a situation in which a family physician is treating a teenage patient for a sexually transmitted disease. Based on information she gives him, he is concerned not only for her health and welfare, but also for the health and welfare of others. Students read the case and discuss the choices the doctor might make using the ethical principles of autonomy, beneficence, non-maleficence, and justice. Students then develop a rationale for the physician acting according to one of the ethical principles identified, and prepare a debate for the class supporting the rationale.

This essay from the NOVA "Life's Greatest Miracle" Web site explores the debate over the use of embryonic stem cells in scientific research.

At the completion of this lesson you will be able to formulate a definite opinion about a current event's situation. You will be able to confidently and persuasively participate in a debate about a controversial issue.