Genetics class: Apoptosis, ribonucleic acid, and tumor suppressors? We are in way over our heads.

By Ellie Solomon, Madeline McCallum, and Natalie Gideon
M&M staffers

As we walked up the nine flights of stairs to the genetics classroom in the journalism building at UGA, we were not prepared for the fiery, heated, and intense debate they had in store for us.

Students sit in a small, somewhat dingy, florescent lighted classroom with their red desks placed around the room in a circle facing the board. Nametags are taped to the front of student’s desks as they are filled and students patiently await the beginning of class. As usual, the students decide to question a classmate, and throw queries at her faster than she can respond. Questions included were what’s your favorite herb, does she like eyeliner, how many places she had moved and which was her favorite.

Typically, the genetics class involves a mix of lectures and labs where students get to work hands-on with the knowledge they receive during note taking. According to Elizabeth Rush, a student in genetics, “usually it’s lectures.”

Today’s class begins with a “gene of the day”, as TA Rachel Brady draws complicated lists of the traits and students copy the board feverishly.

“This is my favorite gene,” repeats instructor Melissa Mahoney. Today, however; students’ seats are grouped on two opposite sides of the room debating the question; should genes be patented?

The debate gets heated after the opening statements when a student from the affirmative side, Everett Hyatt, makes a case for gene patenting if a gene can be used as a medicine. The opposing team question the ownership of one’s genes as comments fly back and forth about morals, profits, and monopolies.

When recess is called immediately before the closing statements, the air is so thick with tension, that one of the teams elects to leave the room. Another member of the affirmative team, MC Martin, said “I want to take them out” and “I want to take my pencil and poke someone in the eye.”

‘This is, like, the most exciting day so far,” a student, Trisha Aurora said. They assure us during break that we came on the best day possible.

“The labs are pretty fun,” said Aurea Li, “we have a pretty good balance of notes and labs.”

Melissa Mahoney, the teacher, and Rachel Brady, the TA, both agree that the students are the best part of teaching the class. “They have a lot of curiosity and they ask a lot of good questions,” said Melissa.

As we listened to the biological jargon bandied casually about across the room, we realized that what made the genetics class, the genetics class, was the interest shown by the students. The vigor with which they debated, and the interest shown in their discussions; as well as the companionship between classmates during break, makes technical terms seem almost interesting to a complete outsider.