Rosie Redfield has an opinion piece out in PLoS Biology on refashioning genetics education for the 21st century, “Why Do We Have to Learn This Stuff?”—A New Genetics for 21st Century Students:
…Genetic analysis used to be the most powerful tool for understanding how organisms work, and thus the best skill we could give our students, but its research role has been largely supplanted by molecular methods. Cuts to genetic analysis also threaten the problem-based learning that has been a hallmark of genetics courses. Genetics instructors have all devoted time to developing problems that replicate those arising in real genetics research labs, and a major feature in textbook choice is the quantity and quality of the end-of-chapter problems.
Other cuts will be less traumatic. Our students will probably never need to do a 3-factor cross, except maybe in an outdated genetics laboratory course, nor to analyze phenotypic ratios of progeny, once “one of the pillars of genetics”…There’s also little justification for retaining haploid genetics, fungal genetics, tetrad analysis, and classical somatic-cell genetics in an introductory genetics course. Classical bacterial genetics (conjugation, transduction, transformation) should go too—I’m a bacterial geneticist, so trust me on this one.
I believe the target audience …