Bioscience Laboratory Workforce Skills - part II


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  • Hold up draft
  • Began with the end in mind. Ask industry if the competency is appropriate and then educators can brainstorm the baby steps (show how)
  • Bioscience Laboratory Workforce Skills - part II

    1. 1. Bioscience Laboratory Workforce Skills: Next Steps November 18, 2013
    2. 2. Bioscience Laboratory Core Skills Draft
    3. 3. Draft of Common Core based on: 2007 Biotechnology and Biomedical Skill Standards; Copyright 2007 Bioscience Competency Model: U.S. Department of Laborwww.careeronestop. org/COMPETENCYMODEL/ pyramid.aspx?BIOSCI=Y
    4. 4. DRAFT: Common Core Bioscience Laboratory Skill Standards
    5. 5. Existing draft • 10 Core topics • Common Work Tasks • Useful to stimulate discussion and get feedback
    6. 6. From various guidelines: • Skill standards answer two critical questions: – What do workers need to know and be able to do to succeed in today’s workplace? – How do we know when students are performing workplace skills well?
    7. 7. From “Skill Standards: A Primer” • Graham Slee, the head of the voluntary National Training Board (NTB) of Australia,visited the United States in 1991 and gave several speeches and seminars on the topic of developing a skills standards system. Consistently, he said that the single most important lesson to be learned from that Board’s work is the importance of developing common language and the attendant common levels of recognized knowledge and skills. •
    8. 8. Washington State Skill Standards Format Example • Critical Work Functions – Major responsibilities of the job • Key Activities – Activities need to accomplish a critical work function • Performance Criteria – Concrete, visible ways that we will know the individual is doing the activity correctly
    9. 9. Performance Indicators
    10. 10. Skill Standards Resource Page Bio-Link web site, search: “draft core”
    11. 11. • Lots of vocabulary and lots of ways to organize • Task, Activity, Skill, Competency, Element • Oh My
    12. 12. Let’s pretend • We don’t know anything about the format of previous skill standards • Let’s just…
    13. 13. Format? • How can we improve these lists? – Make learning outcomes clear to students and educators – Make it easier to develop curriculum – Make it easier to design authentic assessments • Many alternative assessments ? – Make products, perform projects, portfolios, presentations – Use technology in creative ways
    14. 14. From T.W. Zane, SLCC • In curriculum-based education you begin with the textbook. • In competency education you begin with the job/task. • But pulling this “stuff” (a very technical term) from your brain can give you a headache if you don’t approach it systematically. • We use the protocol found on the next page.
    15. 15. Keys for Success • Build bullet lists first (don’t start by crafting competency statements or test objectives) • Keep the domains manageable – don’t overbuild! • Focus on competency (doing rather than knowing)
    16. 16. Brainstorming Tool From T.W. Zane, SLCC Example Competency (Task, Activity) Change a Tire Safely Know Why psi is important Nature of hazards involved in changing a tire Know How (procedural knowledge Know pattern for removing and replacing lug nuts; Know correct order of steps in process (loosen lug nuts before raising car) Know how to use the jack to raise the vehicle Show How Chock the wheels, (small controlled tasks) Raise the vehicle Do (Messy real world) Be Car on hill, in traffic ?
    17. 17. Example Competency (Task, Activity) Prepare Solutions Know Different concentration expressions, Molarity, C1V1, etc Understand sources of error in measurement methods What is pH and conductivity and how to measure Types of balances, and devices to measure volume Etc. Etc. Know How (procedural knowledge How to use an analytical balance to measure weight How to choose appropriate glassware and volume measuring device How to use a pH and conductivity meter How to mix reagents, solutions properly Calibrate a pH meter and measure pH of a solution. Choose appropriate volume measurement device Show How (small controlled tasks) Do (Messy real world) Prepare a solution with 4 different solutes of differing concentration expressions
    18. 18. Prepare Solutions • The “Know” is pretty big and includes metrology, safety, quality control, documentation, etc. – Use significant figures correctly when recording measurement values – Verify proper performance of instruments (balance, pH meter) – Make weight measurements with acceptable accuracy and precision • Use proper balance, verify performance, – Make volume measurements with acceptable accuracy and precision – Make pH measurements with acceptable accuracy and precision
    19. 19. • Does performance criteria or performance indicators
    20. 20. So…Working groups • Pick a Core Topic area • Next, pick a common work task that is laboratory based. • Brainstorm an authentic assessment in a perfect world – Don’t worry about how hard it is to implement or how much it costs – As authentic as possible • As time, permits, pick another common work task and design another assessment
    21. 21. Next steps? • Format? • Identify and/or develop assessments • How to continue this work and develop consensus? – Committees? Meetings? • Industry Validation process
    22. 22. Curriculum development • New program development – High level Look at skill standards to determine what courses are needed to encompass the content in question. • New certificate development from existing program, examine existing courses to determine alignment with common core – Madison College Example (14 credits) • • • • • Safety series (Haz Mat and BioHazard) Biotech Lab Skills for the Regulated Workplace Laboratory Calculations (aka Lab math) Chemistry Cell Biology • Useful for gap analysis
    23. 23. Texas Example
    24. 24. Texas Skill Standards Elements • 3 “Work-Oriented” Elements: – Critical Work Functions - broad areas of responsibility (10-12) – Key Activities – major tasks required to achieve Critical Work Function (3-6) – Performance Criteria – standard or proficiency level to which Key Activity must be performed • Plus 3 “Worker-Oriented” Elements
    25. 25. Example 2. Critical Work Function Key Activity • 2.1 Clean laboratory environment Performance Criteria • 2.1.1 SOPs are followed • 2.1.2 Personal protection equipment (PPE) such as gloves, eye protection, aprons and respirators are worn as needed • 2.1.3 Appropriate agent(s) and amounts for cleaning are used • 2.1.4 Cleaning is documented
    26. 26. • 3 “Worker-Oriented” Elements Occupational Knowledge, Skills and Conditions – technical knowhow plus tools, resources & equipment • Knowledge of the cleaning agents, pest control and other pertinent information needed to clean and maintain the laboratory environment • Knowledge of company EH&S, GXPs, and OSHA • Knowledge of documentation • Knowledge of basic chemistry • Company SOPs • Cleaning Agents • Gloves, goggles, apron, respirator • Safety SOPs, Safety Data Sheets (SDSs) and related documentation • Other PPE as needed • Company safety forms for activity PLUS – Academic Knowledge and Skills – traditional subjects – Employability Knowledge and Skills – SCANS-type competencies
    27. 27. Elements in Skill Standards • 7th Element: • Statement of Assessment – how to evaluate skill competency of person, as recommended by industry • Examples: Lab practical, lab notebook