Abstract:

In an effort to incorporate scientific content with social justice and creative writing, an upper level majors course, Cancer Biology, was designed with three major components. The first component provides students with knowledge of the fundamental principles of molecular and cellular biology of cancer cells. Cancer Biology was designed to illustrate basic aspects of cancer development, and to discuss how molecular genetic approaches can be used to reveal fundamental processes of carcinogenesis. The second component involves civic engagement and social justice. The students in the class were required to be actively involved in the formation of an American Cancer Society Colleges Against Cancer [CAC] student organization chapter at Roosevelt University. This student organization has four cancer action points: Education, Advocacy, Surviorship and Relay for Life. Students formed committees and particpated in all four aspects throughout the course. The third component was an activity in creative writing as well as research. Students were "given" symptoms of particular cancers and asked to research their symptoms, type of cancer, and treatment regimens from a variety of sources. In addition, students made decisions on their treatment options taking into consideration their insurance status and personal situations. Students maintained journals of their activities and were graded for accuracy of research and completion of objectives. The desired learning outcomes of the class included: comprehension of the cellular and molecular aspects of cancer progression; evaluation of cancer risks and treatments; involvement in the Roosevelt University student community for cancer education and advocacy through the CAC; and appreciation of what cancer patients experience upon diagnosis and subsequent treatment via creative writing exercises in a journal through reflections and decision making. Student assessment of learning [SALG] data and student reflections on the journal assignment indicate that students found the format of the course to be beneficial to their overall learning. Specifically, students have reported that the journal assignment allowed them not only to learn in depth information on a specific cancer but gave them the opportunity to see cancer biology from a different perspective ie one of a patient. Students reported that this was also beneficial for them to be able to relate their understanding of cancer to family and friends who were or are currently dealing with a cancer diagnosis. In addition, students have reported that their involvement in the CAC group has made them more active in civic engagement opportunities in their communittees.