Human Genetics Courses

Students will be provided with a foundation in human genetics principles and concepts. The course will be organized into lectures, self-study activities, and team-based learning. Student-driven activities will enable students to apply, in a clinically relevant way, information presented in the lectures and readings.

This course frames health care literature as the foundation of evidence for clinical practice. Students will understand that, in order for literature to be translated into clinical practice to best serve patients, practitioners must be critical consumers of publications. To build a foundation of evidence-based practice, students will explore processes of clinical research and examine definitions of evidence. They will develop their own evidence-based practice by learning how to collate judgments about available data—judgments that are perpetually uncertain, ambiguous, and complex as research adds to and alters our present knowledge of health. By the end of the course, students will grow to be consciously critical clinical practitioners, who personalize their case preparation to their patients by embodying a practice grounded in research-derived clinical skills.

This course will provide students with an understanding of human anatomy and physiology of most of the major organ systems. Through course readings and oral presentations, students will learn to identify, synthesize, and understand physiological mechanisms of the human body; explain a genetic condition from a physiological standpoint, using both technical terminology and lay language; and identify and access information resources pertinent to physiological diseases.

Students will be introduced to skills necessary for genetic counseling. The course will be structured around key components of a genetic-counseling encounter. Readings will provide foundational knowledge of relevant concepts, and class discussions will encourage comparison of different perspectives and applications. Course instructors will demonstrate each skill; students will then engage in skill development through role-play, peer feedback, and self-assessment.

This course will cover the principles of medical ethics and their application in the field of genetic counseling. The significance of current and historical examples of eugenics and how past abuses affect the clinical practices of genetic medicine today will be explored. Through a combination of lecture and discussion, the course will review hot-button issues such as abortion, “designer babies,” and genetic engineering. The course will also cover legal and ethical dilemmas with specific relevance to genetics, including genetic discrimination, the genetic testing of minors, and the extent of a genetic clinician’s responsibility to biological relatives.

This course will broadly cover contemporary topics of disability. Through guest speakers, panels, and internships, students will gain an understanding of the impact of disability; improved communication skills with individuals, families, and service providers; and an increased awareness of the contributions that genetic counseling can make to persons with or without disabilities.

This course will utilize a simulated patient model to provide students with the opportunity to practice genetic-counseling skills and build self-efficacy in a low-stakes learning environment. Students will participate in live, facilitated, simulated patient encounters, followed by individualized verbal and written feedback and small-group debrief sessions.

This course will build upon topics covered in Advanced Human Genetics (GENE 7305). Early, current, and future uses of genomic technologies will be covered, especially as they apply to clinical care. Students will develop critical-thinking skills related to testing strategies and genomic data interpretation, with a focus on whole-exome sequencing variant interpretation. The course will also explore the psychosocial, ethical, and legal factors associated with genomic testing. Students will apply their learning to various case examples.

Building on the skill set of Fundamentals of Genetic Counseling I (GENE 7306), this course will develop skills relevant to clinical risk assessment. By traversing the path from calculations to care, students will understand that risks are composite predictions for future disease, that assessment of those risks enables a preventive approach to health care, and that outcomes of risk assessment are mediated by risk perceptions. Course activities will include discussion, small-group activities, demonstration, and role-play with peer feedback.

This course will prepare students for clinical practice in reproductive genetic counseling. Using sample cases, students will offer and interpret genetic testing and develop case-management skills. Students will be expected to read and present peer-reviewed journal articles and utilize core genetics databases. Course structure will include lecture, interactive learning activities, and case discussion.

This course will provide students with an in-depth introduction to a pediatric genetics-counseling session, including diagnostic processes and assessment and exposure to a natural history of common and complex genetic conditions, through course-long case scenario examples. Client and family factors will be incorporated into such cases, allowing for the student to assume responsibility for their assigned client and experience the life of a pediatric genetics case from beginning to end. Course structure will include lecture, group discussion, and case presentation.

This course will provide students with an understanding of cancer genetic counseling through a case-based study of clinical services. Students will be introduced to the anatomy and physiology of affected organs, screening modalities, and treatment options; become familiar with the pathology and cancer genetic counseling; interpret pedigrees and utilize cancer risk models; understand testing criterion, options, and interpretation of results; and explore the psychosocial aspects of hereditary cancer syndromes.

This course will serve as an introduction to the research process, with multiple connections to the development of student thesis projects. Students will simulate all steps of the research process, including the construction of a literature review, study design and methodology, qualitative and quantitative analysis, and dissemination of findings. 

Fieldwork provides opportunities for students to be exposed to genetic counseling, observe the role of a genetic counselor, and practice their skills with patients. Students will participate in genetic-counseling sessions in a supervised environment. Across each student’s fieldwork path, there is a concerted effort to ensure a diversity of specialty, patient populations, practice settings, counseling and supervision styles, and service-delivery models. Most placements conducted during the academic year are based in the greater New York City area.

This seminar will introduce students to advanced topics relevant to clinical genetic counseling. Experts in the field will discuss topics ranging from significant genetic conditions and syndromes to current testing options. Students will learn from, and interact with, authorities in their respective fields, gaining an in-depth understanding of the genetic conditions covered in the course and related issues that they will encounter in their careers.

This course will navigate multiple topics on professional development and preparation for working life, including the job search, networking and negotiation, and long-term career planning.

Fieldwork provides opportunities for students to be exposed to genetic counseling, observe the role of a genetic counselor, and practice their skills with patients. Students will participate in genetic-counseling sessions in a supervised environment. Across each student’s fieldwork path, there is a concerted effort to ensure a diversity of specialty, patient populations, practice settings, counseling and supervision styles, and service-delivery models. Most placements conducted during the academic year are based in the greater New York City area.

Fieldwork provides opportunities for students to be exposed to genetic counseling, observe the role of a genetic counselor, and practice their skills with patients. Students will participate in genetic-counseling sessions in a supervised environment. Across each student’s fieldwork path, there is a concerted effort to ensure a diversity of specialty, patient populations, practice settings, counseling and supervision styles, and service-delivery models. Most placements conducted during the academic year are based in the greater New York City area.

Direct-to-consumer (DTC) genetic testing is a fast-growing and expanding marketplace. Many assume that DTC options will play a big role in integrating genetics into society, for better or worse. Historically, clinical providers of genetic medicine have cast a cold eye on the commercial companies selling unmediated access to genetic testing, as have government regulators. Today, most positions are more nuanced, and the types of testing that are on offer are more varied. Using lecture, case studies, and guest speakers, we will examine a variety of the tests and modes of access often lumped together in the DTC bucket and consider the risks and benefits of online access to genetic testing, the regulatory options, and the role that genetic counselors should play in pre- and post-test counseling for DTC results.

Genetic counselors stay curious and current throughout their careers. We persistently engage in self-directed learning related to our work in order to keep pace with rapid changes in science, technology, social movements, and professional trends. The Sarah Lawrence College Institute for Genomics has created a new kind of continuing professional learning; we call it GC + Academy, and it invites students to explore emerging areas of practice for genetic counselors. Courses include business mindsets, systems theory, strategic thinking, diagnostic advances, therapeutic advances, medical ethics, and communication (precisionhealth.slc.edu/). This elective course will give students access to engaging postgraduate learning opportunities that enable them to learn from experts in the field and see how they use their genetic-counseling skills in innovative ways in order to propel their careers in new directions.

The goal of the thesis project is twofold: provide students with the skills necessary to do high-quality, ethical research and develop genetic counselors who are careful and effective consumers of scientific literature. Thesis projects take many forms, including surveys, focus groups, development of educational materials, and analysis of existing data sources of and for patients, genetic counselors, and other health care providers.

This seminar will introduce students to advanced topics relevant to clinical genetic counseling. Experts in the field will lecture on topics ranging from significant genetic conditions and syndromes to current testing options. Students will learn from, and interact with, authorities in their respective fields, gaining an in-depth understanding of the genetic conditions covered in the course and related issues that they will encounter in their careers.

This course will offer focused training on how to take the board exam. Class activities will consist of administering multiple-choice tests in a timed environment and then reviewing answers, as a class, to discuss the best answer choices. 

Fieldwork provides opportunities for students to be exposed to genetic counseling, observe the role of a genetic counselor, and practice their skills with patients. Students will participate in genetic-counseling sessions in a supervised environment. Across each student’s fieldwork path, there is a concerted effort to ensure a diversity of specialty, patient populations, practice settings, counseling and supervision styles, and service-delivery models. Most placements conducted during the academic year are based in the greater New York City area.

Fieldwork provides opportunities for students to be exposed to genetic counseling, observe the role of a genetic counselor, and practice their skills with patients. Students will participate in genetic-counseling sessions in a supervised environment. Across each student’s fieldwork path, there is a concerted effort to ensure a diversity of specialty, patient populations, practice settings, counseling and supervision styles, and service-delivery models. Most placements conducted during the academic year are based in the greater New York City area.

This practicum course will utilize a simulated patient model to provide students with the opportunity to demonstrate and assess their skill levels in competencies necessary for the practice of genetic counseling. Students will participate in prepared role-playing exercises, followed by class discussion and feedback. The course structure will allow students to demonstrate competence in key skills, assess their own strengths and weaknesses and those of their peers, and formulate a plan for addressing areas needing improvement.

The goal of the thesis project is twofold: provide students with the skills necessary to do high-quality, ethical research and develop genetic counselors who are careful and effective consumers of scientific literature. Thesis projects take many forms, including surveys, focus groups, development of educational materials, and analysis of existing data sources of and for patients, genetic counselors, and other health care providers.