|Class #||Date||Topic/Class Description||2015 Instructor||2014 Paper|
|BLOCK I: Innate Immunity|
|Block Director: Neal Silverman|
|1||9/10/15||Th||Overview of Block & Invertebrate Immunity||Neal Silverman||
|2||9/15/15||T||TLRs and Microbial Recognition||Egil Lien||
|3||9/17/15||Th||Toll-like receptors I:Bridging versus Signaling Adapters||Kate Fitzgerald||
|4||9/22/15||T||Fungal Recognition & Signal Transduction||Stu Levitz||C-type lecttins and differntial Th1 responses|
|5||9/24/15||Th||The Inflammasome||Egil||Vishva LPS inflammasome Science Paper|
|6||9/29/15||T||AN OVERVIEW OF THE BLOCK/mouse genetics [lecture]||Rachel Gerstein||AN OVERVIEW OF THE BLOCK|
Assignment in lieu of Quiz
Please find 3 hypothesis exercises in the Assignment PDF.
Each student is assigned one of these exercises, as indicated below.
Each student should work alone. This is an entirely open book assignment, but a significant amount of literature reading and research is not expected. Instead, each of these scenarios aims to provide you experience in generating hypotheses and specific aims, and will hopefully get you thinking creatively.
As I said in class today, there is no “right answer” that I am expecting. Instead, the goal is to generate a testable and defendable hypothesis based on the provided preliminary data combined with your understanding of immunology, and 2 specific aims to test your hypothesis.
Detailed subaims are not expected, but you should have in mind, in broad strokes, the experimental approaches and designs that you could use to address your proposed specific aims.
Each student should come to class on Tuesday with 3 or 4 slides prepared:
Slide 1. State your hypothesis
Slide 2. Declare your 2 specific Aims and explain how they will address the hypothesis.
Slides 3, 4. Indicate, perhaps with diagrams, your experimental approaches.
Each student will have 15 minutes to present and defend their hypothesis. The class should last about 2 hours.
|Neal, Egil, Kate, Jun||
Formulate a hypothesis based on material provided by instructors, and discuss in class.
|BLOCK II: Adaptive immunity|
|Block Director: Rachel Gerstein|
Stem cells to lineage committed progenitors
Click on the paper below
|12||10/20/15||T cell development||Eric Huseby|
Cell death in the immune system -
|14||10/27/15||Negative Selection||Eric Huseby|
Control of pathogenic self-reactive T cells
Additional paper: CTLA-4 Kang
|16||11/3/15||Presentation of student hypothesis|
|Block III: Lymphocyte Network|
|Block Director: Robert Woodland|
AN OVERVIEW OF THE BLOCK
|19||11/12/15||Th||Generation of memory B cells||
Papers for Nov 12:
Induction of broadly neutralizing protective antibody:
Reading Assignment for Nov.17, 2015
*A cautionary tale for your information will not be formally presented: Crowe. Science
*Rational design of an anti-Stalk immunogen: Impagliazzo, et al: Science
*Anti-influenza stalk antibodies review and conceptual issues: Krammer and Palese , Current Opinion in Virology
*Universal anti-Influenza vaccine
Systems Biology approach to vaccine development
Reading Assignment for Nov 19, 2015
Anti-influenza vaccine II - Wang, et al: Cell
FC Review by Ravetch- Background paper
Fc receptor and Ig effector function review: Bruhns and Jonsson Immunological Reviews - (not used for class, but good source for the most current thinking).
For presentation, Improving “conventional” Influenza vaccines: Wang, et al: Cell
Papers for Nov 19:
|11/24/15||Assymetric cell division in the germinal center||
Papers for Nov 24:
|BLOCK IV: INFECTIOUS DISEASE/IMMUNE DISFUNCTION|
|Block Director: Samuel Behar|
T cell exhaustion and immunodeficiency
Dec 1st paper:
|12/3/15||Vaccines and resident memory T cells||
Dec 3rd paper:
|12/8/15||Tolerance to bacteria||
Dec 8th paper:
Dec 10th paper:
|12/15/15||Resolution of inflammation||
Dec 15th paper:
|Director: Joonsoo Kang|
|Oral defense of research proposal|
|1/12/2016||T||Proposal Presentations Begin|
|Proposal topic selection by Oct 16 or earlier|
|Proposal hypothesis discussion on Nov 6|
|Final proposal: DEC 20|