Texts
While we will use many primary articles, we will read portions of Receptors: Models for Binding, Trafficking, and Signaling by Lauffenburger and Linderman in the beginning of the course. This text is on reserve in the library and is not required, but is a great book that you can likely find used. Articles will be provided electronically and additional texts will be provided or suggested as we go.

Mechanics
In-class time will involve a combination of lecture (by me) and discussion (by you). You will be reading a lot of primary literature and doing projects to strengthen and expand upon your understanding from the readings.

The objectives of this course are to help students develop qualitative and quantitative understanding of cell mechanics at the molecular, sub-cellular, cellular, and cell-matrix levels and the experimental and engineering approaches used to study these.

More specifically, by the end of this course students should be able to:

           • Read primary literature in the field and engage in independent research of the literature.
           • Summarize, clearly report, and critically discuss their findings from the literature.
           • Understand and describe molecular and cellular mechanobiology and the experimental and modeling approaches used to study it.
            • Reproduce and explore the parameter space of published models in order to demonstrate both quantitative understanding and qualitative understanding of the relevant biology.
           • Use knowledge in this area to propose experiments in molecular and cellular mechanics.

Deliverables
Class participation is a key component of this course. While much of our in-class time will be spent in lecture, I expect you to actively participate in discussion of the material. Therefore, it is also critical that you spend time on the readings for class – not just reading but also understanding and exploring the material. Exploration and research above and beyond the given readings is encouraged. To facilitate discussion, students will be responsible for leading discussion on parts of the readings (i.e. figures), as as well as presenting material to the class in a more formal format (i.e. whole papers) throughout during the semester. These small presentations are intended to give you an opportunity to explore the material more deeply and to further develop your ability to synthesize and present material to others. Your participation grade will be based on both your preparation for class and your engagement during class time.

There will be four projects throughout the semester to allow for deeper exploration of the material we cover in class:

• Project 1 gets you started using a simple model of receptor-ligand binding to interpret experimental data to determine the mechanism of action of a drug to inhibit HIV binding to cells.
• In Project 2 you (as an individual) will write a technical mini-review about a quantitative technique for probing cell stiffness, force generation, or migration.
• Project 3 will allow you to propose and execute experiments involving the study of cells in a 3D matrix as a small group.
• For Project 4 you (in small groups) will write a research proposal that includes both experimental and modeling approaches to studying topics relevant to course material.

Additional information on each of these will be provided as we go.

You will also give a brief presentation on the project of your choice at the end of the semester.

Competencies
The following competencies will be addressed in this course:
            Quantitative analysis, at the intermediate level
            Qualitative analysis, at the advanced level
            Communication, at the advanced level
            Life-long learning, at the advanced level
            Design, at the intermediate level
            Diagnosis, at the intermediate level
                       
The following competencies will be assessed in this course:
            Quantitative analysis, at the intermediate level
            Qualitative analysis, at the intermediate level
            Communication, at the advanced level
            Life-long learning, at the advanced level
            Design, at the intermediate level
            Diagnosis, at the intermediate level
            Context at the intermediate level

Expectations
I expect students to attend class, to come prepared, and to participate in discussions.
            In turn, it is my goal to make class interesting and informative.

I expect students to read and listen to information provided in this course regarding course mechanics. It is your responsibility to keep track of such things (requirements of an assignment, due dates, etc.). I expect assignments to be turned in by the deadline stated – there will be penalties for late work.
            I will do my utmost to provide detailed instructions regarding assignments in a timely manner.

I expect students to ask questions if something is not clear.
           It is my responsibility and goal to make things clear and I welcome questions.

Assessment
I encourage the offering of input about how the course is working at all times either verbally or by email (and will change aspects of the course as the semester progresses in response to feedback). In addition to this more informal form of assessment, we will have a formal survey-style assessment midway through the course (and more often if the need arises.) 

Honor Code
Students are expected to conduct themselves in a way consistent with the Olin honor code.

Time Commitment and Expectations
The well-prepared, focused student, should spend, on average, 8 hours per week outside of class on work for this course. Because we do not have a final and instead have projects spread over the semester this time might be slightly larger. We will discuss the work load throughout the semester and adjust it as necessary.