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Help me teach!

The Mad Hatter

Thinker
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Nov 16, 2005
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A friend of mine is taking a class at Dawson college in Montreal called "Darwin's Tea Party." It's basically a course on the social implications of biological advancements throughout history. Pretty soon they're going to have a section on genetic modification. I'm a molecular bio student planning on going into this field, so the teacher has asked me to teach his class for a day. I'm pretty excited about it, but it's a bit of a challenge. For one thing, I'm only a year or two older than the youngest students there. The teacher is also slightly anti-GMO, or at least skeptical of them. But I know the material pretty well, so those aren't really problems.

The main issue right now is that for most people who aren't in a science program (and this is a humanities course), the details of genetic modification really just aren't that interesting. I've had to give a few 45-minute presentations in high school, but the goal of those was to get a good grade, without regard to whether I can keep the audience captivated or not.

So to any teachers out there - what can I do to keep the class interested?
 
I'm not a teacher yet but studying to become one. Given that the audience is college students they will probably sit and listen but here are some general ideas that i observed made lecturers more fun to listen to.

Be enthusiastic about the subject. If the lecturer find the subject boring so will the listeners.

Try to find questions that they can discuss for one minute and then have a short discussion on what they said. And try to have one of those or other activity every 20:th minute. This is because people can't stay focused on listening for more than 15 to 20 min. (I just wish more of our lecturers did this and they are supposed to learn us to teach.)

If you are going to talk for 90 min before a break. Put in a leg-stretcher break (2 min) in the middle.

Try not to use to much technical terms and explain those you have to use. remember that some things, terms and acronyms you take for granted they haven't heard of before.

Don't take it personal if everyone sits at the back and nobody asks any questions. (Could be different culture but this is my experience
, you know best how it normally is when you have listened to a lecture.)

Make up a time plan for your lecture and then add something you can do if you'll get time over at the end. Don't expect the time plan to hold.

Try to think back on what the difference was between the good and bad lecturers you have had. See if you can get any pointers from that.

Thats all i can think of directly after breakfast hope some of it helps.

/Hans
 
I'm not quite sure of the material you plan/need to cover but there are fascinating aspects of genetic science discoveries that are hardly boring.

New DNA lab techniques have opened the doors to a whole generation of medical miracles yet to come.

Genetic science has completed evolution theory, we're related to yeast.

Genetic science has determined there are no real race divisions in the human species.

Genetic science has allowed mapping of the human migrations out of Africa, mostly confirming anthropological evidence but with a few corrections.

We are beginning to decipher the genetic code and understand how DNA makes proteins.

The list of fascinating discoveries is endless.
 
The main issue right now is that for most people who aren't in a science program (and this is a humanities course), the details of genetic modification really just aren't that interesting.

So to any teachers out there - what can I do to keep the class interested?

They don't need the details; they need the implications. (Rodenberry's law of science fiction -- people don't talk about how phasers work, they just pull them out and use them.)

Get them involved. Ask them about what they think the problems are.

For example, lure them into mentioning world hunger, talk about the Green revolution, and then talk about some of the GM crops. And let them argue with you (and with each other) about the possible downsides, too.
 
A friend of mine is taking a class at Dawson college in Montreal called "Darwin's Tea Party." It's basically a course on the social implications of biological advancements throughout history. Pretty soon they're going to have a section on genetic modification. I'm a molecular bio student planning on going into this field, so the teacher has asked me to teach his class for a day. I'm pretty excited about it, but it's a bit of a challenge. For one thing, I'm only a year or two older than the youngest students there. The teacher is also slightly anti-GMO, or at least skeptical of them. But I know the material pretty well, so those aren't really problems.

The main issue right now is that for most people who aren't in a science program (and this is a humanities course), the details of genetic modification really just aren't that interesting. I've had to give a few 45-minute presentations in high school, but the goal of those was to get a good grade, without regard to whether I can keep the audience captivated or not.

So to any teachers out there - what can I do to keep the class interested?

Bring some examples of GM products. I suggest starting with Beano.
 
Thanks for the replies. The lecture's in two weeks, so I better start planning it. I don't think that'll be too hard, but if anyone has any tips on the best way to plan something like this, I'd love to hear them. I'm only supposed to talk for about 30 minutes, followed by a Q&A session.

Try to find questions that they can discuss for one minute and then have a short discussion on what they said. And try to have one of those or other activity every 20:th minute. This is because people can't stay focused on listening for more than 15 to 20 min. (I just wish more of our lecturers did this and they are supposed to learn us to teach.)

That's a good idea. I think the teacher wants the questions saved for the end, but I'll try to stick something interactive half-way through.

Don't take it personal if everyone sits at the back and nobody asks any questions. (Could be different culture but this is my experience
, you know best how it normally is when you have listened to a lecture.)

I don't think I have to worry about that too too much. I'm around the age of these people anyway, so they shouldn't feel too inhibited.

Try to think back on what the difference was between the good and bad lecturers you have had. See if you can get any pointers from that.

I don't know why it never occured to me to do this, but thanks :)

I'm not quite sure of the material you plan/need to cover but there are fascinating aspects of genetic science discoveries that are hardly boring.

True, but to those who don't list "science" as one of their interests, it can be boring if it's presented in a boring way. When I read an online report or experiment involving GMOs, I print it and put it in a binder for later reference. My friends sometimes browse through it and ask me, "How the hell do you find this stuff interesting?!"

My focus in this lecture is mostly on the social impact of GM foods. Fortunately, that won't involve going into details about agrobacteria and transcription proteins.

Get them involved. Ask them about what they think the problems are.

I think (and hope) that in the Q/A session, people will try to challenge my points, or at least give anti-GM arguments that I can clear up. To make sure, I'll try to get the teacher to get the students prepare some questions ahead of time. There's a lot of anti-GM advocacy around here, so I hope those who do have those positions aren't shy about it.

For example, lure them into mentioning world hunger, talk about the Green revolution, and then talk about some of the GM crops. And let them argue with you (and with each other) about the possible downsides, too.

Yeah, I'm definitely going to mention Norman Borlaug and the green revolution. I'm going into the field mostly out of interest for developing countries, so I enjoy discussing that area.

Bring some examples of GM products. I suggest starting with Beano.

I'd love to bring in something that they can touch or see, but it would just be the same vegetables that these people eat every day. In fact, it'd probably be eaten by the time I told them it was GM...
 
power point!

Visuals are good, and they can help keep you on track. You look at the picture and go...oh yeah, I'm supposed to be saying THIS now.

Throw in some humor. Like I pass a sign for a cow crossing and it has been modified by the anti GMO poeple to have 2 heads!!! Something like that would evoke humor, and show how silly this issue is.

Did you see the Penn and Teller show about GMOs? Or food in general I think? They did the whole thing on the man that modified food and has saved millions of lives (less starvation). Good points, and kept your interest.

The best point I can make is that rich nations can afford organic food (which costs a LOT). Poor, it's better to have a GM food that requires less expensive and environmentally bad fertilizers and pesticides, than to go organic!

So you should present it not just as science...but as a social issue also. It doesn't have to be pure scienc does it? Good discussion point there!
 
This sounds cynical, but sex sells. And if you can't work sex into a biology talk, you may be in the wrong business.;)
Ultimately, the organism likely to be genetically modified most is mankind.
That may be too future fictionish for the talk though.
 
Did you see the Penn and Teller show about GMOs? Or food in general I think? They did the whole thing on the man that modified food and has saved millions of lives (less starvation). Good points, and kept your interest.

I don't think he "modified food" as much as he went to the places (Mexico, India and some place in Africa was it?), looked at how farming was done there and found ways to improve it (in fact, IIRC, he didn't use any molecular recombinant techniques as the technology was not available at the time). That the guy was in favor of GM food (as one more tool to help alleviate world hunger) was Penn & Teller's point.

The best point I can make is that rich nations can afford organic food (which costs a LOT). Poor, it's better to have a GM food that requires less expensive and environmentally bad fertilizers and pesticides, than to go organic!

Well, that's just the standard sales pitch. One of the contention about GM food is that it is usually (there are a few exceptions) developped in rich nations with the local agricultural industry in mind. Those "improvements" are not necessarily of any use for other starving countries where agriculture is not heavily subsidized or mechanized. Roundup ready wheat and strawberries that are resistent to freeze aren't of much use in Sub-Saharan Africa. Another standard argument against the effectiveness of GM food as a way to alleviate world hunger is that the problem is not of quantity of food but distribution and hence not an issue of agriculture as much as of world politics and economy. And that is without going into the ecological issues. Everyone agrees less pesticides and less fertilizers is a good thing. But techniques that only address these issues might not be enough to offset the detrimental effects of, say, large scale monocultures and megasized hog farms on the environment.

Now, I'm certainly not saying that molecular recombinant technology is a bad thing in an of itself, but just that it might just not live up to all of its promises. You have to look into what's actually being done and how it's done, rather than reject of accept it wholesale. That being said, I can't find good ham around here. Ontario doesn't know anything about good food.
 
power point!

Visuals are good, and they can help keep you on track. You look at the picture and go...oh yeah, I'm supposed to be saying THIS now.

Throw in some humor. Like I pass a sign for a cow crossing and it has been modified by the anti GMO poeple to have 2 heads!!! Something like that would evoke humor, and show how silly this issue is.

That's a good idea, thanks. I'll see if there's a projector I can use, but I wouldn't want to "demand" too much for just a short lecture.

Hopefully I'll get to show some of those activists dressed up as rabid vampire corn holding up "FRANKENFOOD!!!" signs. I never know whether to laugh or cry when I see those.

Did you see the Penn and Teller show about GMOs? Or food in general I think? They did the whole thing on the man that modified food and has saved millions of lives (less starvation). Good points, and kept your interest.

Yep. I think I'm going to talk a lot about this, since I hope to eventually do some Norman Borlaug-esque work.

The best point I can make is that rich nations can afford organic food (which costs a LOT). Poor, it's better to have a GM food that requires less expensive and environmentally bad fertilizers and pesticides, than to go organic!

Then again, GMOs generally result in a significant decrease in pesticide use, and the Bt crops use (surprise) Bt, an organic pesticide which is harmless to humans.

So you should present it not just as science...but as a social issue also. It doesn't have to be pure scienc does it? Good discussion point there!

I'm actually supposed to present it only as a social issue, since it's a humanities course. Of course, I'm going to try to back up the things I say with scientific studies, since undoubtedly, a lot of the concerns involve the science behind it.

This sounds cynical, but sex sells. And if you can't work sex into a biology talk, you may be in the wrong business.;)
Ultimately, the organism likely to be genetically modified most is mankind.
That may be too future fictionish for the talk though.

Hmm...I could talk about cross-pollination...

I don't think I'll end up talking about modifying humans, though...it's not my area of knowledge, and I doubt it's what the teacher is hoping for.

I don't think he "modified food" as much as he went to the places (Mexico, India and some place in Africa was it?), looked at how farming was done there and found ways to improve it (in fact, IIRC, he didn't use any molecular recombinant techniques as the technology was not available at the time). That the guy was in favor of GM food (as one more tool to help alleviate world hunger) was Penn & Teller's point.

His main contribution was to present people with higher-yielding crops. He didn't make them through recombinant techniques; he just used hybridisation and various other methods. However, the main point of the story is that he was able to save up to a billion lives by increasing the yield of farms. This is exactly what most GM crops are doing, but it's a much more efficient way of doing it. (When I say GM crops are higher yielding, I'm talking mostly about Bt crops - Roundup Ready crops, and other herbicide tolerant crops are generally meant to lower the input costs).

I think that was P&T's main point in bringing him up, though I think they could have explained it a bit better.

Well, that's just the standard sales pitch. One of the contention about GM food is that it is usually (there are a few exceptions) developped in rich nations with the local agricultural industry in mind. Those "improvements" are not necessarily of any use for other starving countries where agriculture is not heavily subsidized or mechanized. Roundup ready wheat and strawberries that are resistent to freeze aren't of much use in Sub-Saharan Africa.

I know you're not trying to start an argument here, but refuting these claims will help me.

The varieties of GM crops produced are generally specific to the targetted buyers. The Roundup Ready (RR) crops that go to a farmer in Kansas won't go to farmers in Ghana. But the most important thing to realize is that regardless of what crops they get, they certainly seem to be making a difference.

In Africa, pests and diseases have accounted for about 30% of the yield losses (Vasil, I.K. (1998). Plant biotechnology: achievements and opportunities at the threshold of the 21st century. Paper presented at the IX International Congress on Plant Tissue and Cell Culture, Jerusalem, Israel). Bt crops provide a clear solution to this, and we can see the results. A recent trial in India found average yields up to 80% higher than conventional breeds in 2002 (Quaim. M., Zilberman, D. 2003. Yield effects of genetically modified crops in developing countries. Science (U.S.), 299, 900-902. In a 2004 ISAAA study of Bt corn, some of the results included a 10% yield gain in Argentina and South Africa, 24% in Brazil, 9 to 23% in China, and 41% in the Philippines. Compare that to the 5% increase in the US. (James, C. 2004. Wider adoption of biotech corn in developing world could boost yields. ISAAA (U.S./Philippines).

I'm not cherry-picking reports, either. These were the first few reports I came across when I looked up yield studies, and there are plenty more I can list.

Another standard argument against the effectiveness of GM food as a way to alleviate world hunger is that the problem is not of quantity of food but distribution and hence not an issue of agriculture as much as of world politics and economy.

This is true at the moment, though I usually counter that by pointing out the projected population of 9 billion in the near future, and the fact that almost all of that growth is expected to occur in the poorest countries.

And that is without going into the ecological issues. Everyone agrees less pesticides and less fertilizers is a good thing. But techniques that only address these issues might not be enough to offset the detrimental effects of, say, large scale monocultures and megasized hog farms on the environment.

That's true, though I don't think GMOs contribute much to the possibility of large scale monoculture and megasized hog farms.

Now, I'm certainly not saying that molecular recombinant technology is a bad thing in an of itself, but just that it might just not live up to all of its promises. You have to look into what's actually being done and how it's done, rather than reject of accept it wholesale. That being said, I can't find good ham around here. Ontario doesn't know anything about good food.

Yeah. One of the things I try to advocate is a case-by-case analysis of GM crops, rather than a complete dismissal based on a few examples. Even if contamination of the wild turns out to be a major threat, it doesn't limit crops like wheat, which can't grow in the wild, or banana trees, which are infertile.


Anyway, thanks for your concerns; it's helpful to know what people disapprove of.
 
I would say fighting world hunger requires many different strategies. There won't be "one" cure.

I personally like the model used by Temple Grandin in her fight to make beef processing plants safer in the US. She bypassed the old "we must pass laws" and thought, "who buys the most beef in the US?"

Mc Donalds! Once she got McDonalds (and ofcourse Burger King and Wendy's folowed quickly) to say they would ONLY buy beef from plants that met her criteria (and she has a genius criteria she developed!), within 2 years over 80% of all beef processing plants were on board. Sure it was all public reltaions ("our beef is from plants that treat animals in a humane fashion " ...well before killing them). But by going for the "money people", she made things better for all of us.

Even PETA gave her an award (probably a first for a meat eater!)

If GM foods help Taco Bell, or say, big farm industry USA or Europe...well, that helps the farmer in Africa also.

here's another example. Vermont Yankee (we're talking nuke plant) owns tons of land along the Connecticut river in Vermont/New Hampshire. They rent it out to farmers. For publicity (hey, nuke plants I've found will donate money to anything!) they agreed that only organic farming would be allowed, and they offered monetary help to the farmers that were currently renting the land to change over. While it will take years for the crops to be "legal" organic, it's a huge benefit to the river not to have any pesticides at all going in. Sure it was all done for the publicity and public relations, but hey, it's all good.
 
Madhatter, I have a brother-in-law who's something or another at the library at Dawson. He's a computer nut, and I'm sure they'll have all the projectors you can desire. The course teacher just has to request it. If you don't have a laptop, make sure he/she requisitions the necessary PC, too.

Great suggestions here - the overwhelmingly important one being that old journalist/stripper saw: You gotta have a gimmick! (In journalism they call it a "hook", in Gypsy, that was the title of a great song.)

I'm in logistics. Last year, in addition to my fulltime job, I did the equivalent of a college credit course, lecturing people roughly the age you're dealing with, on the basics of our business. This is dry stuff - Trading Terms and Conditions, Documentary Collections, Liabilities, etc.... I've been doing this for years, and what I found every week in preparing the three hour class was that I could rattle off the facts in a few minutes, but then I'd take my outline and stare at it and keep looking for that "hook". Something that would get them to relate these mundane things to their world (Hong Kong & China).

Once I found the hook? It was a breeze. All you have to do is be comfortable in your topic, and then you can dance around the theme and the material. Keep tying it back into the hook, though.

Kitty said, but it bears repeating... The slides are "talking points". Don't read them unless a particular slide is to be studied carefully (a diagram or graph).

Someone mentioned Beano. Are you familiar with it? If it's really a GM product (I wasn't aware that it was), I can't think of a better hook than flatulence! Damn, I wish I'd had that for my lecture on "UCP600 and Banking Regulations". "Good morning - today we're going to talk about old farts - not this old fart, hee hee, but real honest to god farts....." For your opening.... "Hey, how many times have you been on a date and wanted to let rip with a really big one?" (Social implications of biological advances, indeed!)
 
Not to start and argument but just a few points.
This is true at the moment, though I usually counter that by pointing out the projected population of 9 billion in the near future, and the fact that almost all of that growth is expected to occur in the poorest countries.

Higher yields may be needed, it still doesn't fix the distribution problem. The higher yield might end up being wasted, just like excess crops being destroyed to keep market price high...

That's true, though I don't think GMOs contribute much to the possibility of large scale monoculture and megasized hog farms.

But they are developped with large scale monocultures in mind (so as to spray Roundup herbicide, for example). That is part and parcel of the higher yield mentality.

Yeah. One of the things I try to advocate is a case-by-case analysis of GM crops, rather than a complete dismissal based on a few examples. Even if contamination of the wild turns out to be a major threat, it doesn't limit crops like wheat, which can't grow in the wild, or banana trees, which are infertile.

Though if weed varieties of wheat were to become RoundUp resistant, it would be problematic for wheat farmers, now wouldn't it? Plus isn't the entire banana industry in danger (though not necessarily immediately) because the only commercial variety is Cavendish (and vulnerable to disease), the other ones are also infertile, and the wild fertile ones are going extinct?

If you have time, you might want to take a look at this book. I haven't read it myself but it does raise questions about all the standard paradigms of the food industry.
 
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Higher yields may be needed, it still doesn't fix the distribution problem. The higher yield might end up being wasted, just like excess crops being destroyed to keep market price high...

I'm with you here.

But they are developped with large scale monocultures in mind (so as to spray Roundup herbicide, for example). That is part and parcel of the higher yield mentality.

Maybe I'm misinterpreting what you're saying, but before a GM variety is introduced, it's usually cross-bred with many other varieties. Considering that, I wouldn't consider it a monoculture, unless you're using a different definition than I'm used to.

Though if weed varieties of wheat were to become RoundUp resistant, it would be problematic for wheat farmers, now wouldn't it? Plus isn't the entire banana industry in danger (though not necessarily immediately) because the only commercial variety is Cavendish (and vulnerable to disease), the other ones are also infertile, and the wild fertile ones are going extinct?

It would be problematic, but I should point out two things. First, this is not central to GMOs - it's a problem with herbicides in general, and (so far) I have yet to see evidence that resistance should develop faster in herbicide-tolerant crops. Second, we still have ways of preventing it, like integrated weed management. It's definitely a valid concern, though, and one that should be looked into.

As for the bananas, they are in danger, and, unfortunately, the threat is pretty immediate. I'm probably going to use this example in my presentation. Many experts say that the Cavendish banana will be extinct in 10 years. One thing this illustrates is that the threat to biodiversity is not unique to GM crops. But more importantly, it's through genetic modification that we might be able to save the Cavendish banana. Since the banana is infertile, we can't use conventional hybridization techniques to cross-breed it with resistant varieties.

If you have time, you might want to take a look at this book. I haven't read it myself but it does raise questions about all the standard paradigms of the food industry.

That looks very interesting. I'll certainly look into it.
 
Mc Donalds! Once she got McDonalds (and ofcourse Burger King and Wendy's folowed quickly) to say they would ONLY buy beef from plants that met her criteria (and she has a genius criteria she developed!), within 2 years over 80% of all beef processing plants were on board. Sure it was all public reltaions ("our beef is from plants that treat animals in a humane fashion " ...well before killing them). But by going for the "money people", she made things better for all of us.

If GM foods help Taco Bell, or say, big farm industry USA or Europe...well, that helps the farmer in Africa also.

Ahh, I heard her story on NPR. It must be very hard, though, to convince a big company like that to switch to something less profitable. I would think (and there's a good chance I'm wrong) that getting your crops from large farms in your own country would be much cheaper than having them shipped overseas from a bunch of tiny ones. They'd probably benefit from PR if they're going for the "we buy exclusively from small farms" route, but "we use transgenic crops!" certainly doesn't add to the appeal, and activists aren't shy about pointing it out. It's an interesting idea, though. Maybe I'll find her email and ask her about it.
 
Madhatter, I have a brother-in-law who's something or another at the library at Dawson. He's a computer nut, and I'm sure they'll have all the projectors you can desire. The course teacher just has to request it. If you don't have a laptop, make sure he/she requisitions the necessary PC, too.

Thanks. I don't think it'll be a problem...apparently the teacher uses powerpoint all the time.

Great suggestions here - the overwhelmingly important one being that old journalist/stripper saw: You gotta have a gimmick! (In journalism they call it a "hook", in Gypsy, that was the title of a great song.)

[...]

Once I found the hook? It was a breeze. All you have to do is be comfortable in your topic, and then you can dance around the theme and the material. Keep tying it back into the hook, though.

Interesting. I'll try to think of something like that.

Kitty said, but it bears repeating... The slides are "talking points". Don't read them unless a particular slide is to be studied carefully (a diagram or graph).

I think I'm going to reserve my slides mainly for photos, some serious, and some not-so-serious. For text, I like chalkboards, though I'm not sure why.

Someone mentioned Beano. Are you familiar with it? If it's really a GM product (I wasn't aware that it was), I can't think of a better hook than flatulence! Damn, I wish I'd had that for my lecture on "UCP600 and Banking Regulations". "Good morning - today we're going to talk about old farts - not this old fart, hee hee, but real honest to god farts....." For your opening.... "Hey, how many times have you been on a date and wanted to let rip with a really big one?" (Social implications of biological advances, indeed!)

I didn't know about beano till now, but my brief googling so far hasn't shown anything in favour if it being GM. Wikipedia says it's derived from a type of fungus. If it is GM, though, it seems like the perfect way to start the class, and I would pray to the FSM that someone in the class would pass some gas audibly, so I can demonstrate the usefulness of our wonderful GM products :)
 
Maybe PM Blutoski on Beano - he mentioned it (assuming Blutoski's a he), and usually knows from whence he speaks.
 
Maybe I'm misinterpreting what you're saying, but before a GM variety is introduced, it's usually cross-bred with many other varieties. Considering that, I wouldn't consider it a monoculture, unless you're using a different definition than I'm used to.

I'm no expert, just parroting the non-crazy arguments that question the perceived prevailing principles of industrial agriculture. Apparently there are different levels of monoculture, so it can be a monoculture of species even if your crops consist of a few varieties within the species. After a few quick google searches, I couldn't find much to address local biodiversity impact of such monocultures rather than vulnerability issues (except in the case of sylviculture, but that's not what I was looking for). Oh well, it doesn't matter anyway, as it is not essentially a GM issue (though they may be developped with large scale culture of a single species with few varieties in mind).

Besides I'm too lazy to look up specific arguments with regards specifically to how the science is done rather than related agricultural or economics issues. Though I've heard from statistical consultants that the agricultural industry has a lot to learn about rigorous protocols (not to mention you have to convince them they need statisticians), compared to say, the pharmaceutical industry.
 
Maybe PM Blutoski on Beano - he mentioned it (assuming Blutoski's a he), and usually knows from whence he speaks.

Beano is a brand name for an enzyme that is produced by aspergillus. Grow mold in a vat, and extract the enzyme from the runoff. However, the modern manufacturing practice is to insert the enzyme's gene into more efficient microbes such as penicillium or even bacteria.

The side effect of this: I can't eat Beano, because I have a severe allergy to penicillin, and there can be traces of penicillin in the product.


Something else that might be of use: New hope on gene therapy
 
Yeah, I'm definitely going to mention Norman Borlaug and the green revolution. I'm going into the field mostly out of interest for developing countries, so I enjoy discussing that area.

I'd love to bring in something that they can touch or see, but it would just be the same vegetables that these people eat every day. In fact, it'd probably be eaten by the time I told them it was GM...

30 minutes is nothing. You can easily do 30 minutes just on Norman Borlaug. But I don't recommend you do this. Judging from what you have said. I think you should keep in mind the instructor's probable intent. I imagine he is bringing you in to inform the students and frame the arguement for further discussion. He is probably going to lead a discussion after you are done and college students are fully capable of sitting and listening to a speaker intently for 30 mintutes so I wouldn't put in any breaks or ask the class any discussion questions.

Bringing in some sort of snack I don't know how many students are in the class but bringing in some sort of snack made with GM food and inviting the instructor and the students to try it would be a great way to grab interest from the start. You can challenge people to try the GM snacks before class and challenge the people who declined to eat the snacks at the beginning for your talk again after you are done. I doubt you are going to change many peoples belief in 30 minutes but it will definetly generate interest and suspense in the class.

Because you are very knowledgable in the subject the risk you run is going too indepth: A student asks an interesting question and oops you've spent your 30 minutes explaining enzymes to them.

I would start off by talking about different kinds of genetic modification old and new. I would be sure to mention that farmer have been modifying crops through selective breeding for thousands of years. Wild mustard being the common ancestor of brussel sprouts, broccoli, cabbage and cauliflower is the classic impressive example of this. You could then give some examples of modern GM techniques.

The next section I would talk about the benefits of GM crops, this is where you would talk about Norman Borlaug and the green revolution. Emphasize that we could not support our current standard of living with the current population on Earth without modern agriculture techniques and GM crops.

Finally, I would challenge the myths about GM crops. Point out that people fear that GM crops will harm their health with no clear idea of in what way they will do this. Talk briefly about how people often irrationally fear new technology will harm them. History is littered with examples. Off the top of my head, concerns microwaves and mobile phones give people cancer because they use RADIATION! Or the riots in England in 1752 when they skipped 11 days to adjust for lost time on the Roman Calendar. People were convinced that their lives had been shortened! Then point out the danger of such myths with GM crops. I forgot the details but last year an African country refused a food aid shipment of GM corn because anti-GM activists convinced the government officials that GM corn was poisonous. As a result tens of thousands of people starved. I am sure you can google the detailed story if you want to use it.

There is more than enough for a 30 minute presentation there if you flush it out. If you want to talk about some of the legitimate concerns about GM crops, like resistences being transferred to native relate species, you can do that too if there is time. But I would be sure to challenge their unfounded fears first so they do not grab on to the legitmate risks as an easy defense of their unfound fears.
 

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