City College of San Francisco Stem Cell Pipeline Stem Cell and Cell Culture Program for High School Students
Stem Cell Pipeline Program • Classes are designed for high school students • BTEC 5– seminar class • BTEC 6– stem cell class • Students start earning credit to cer=ﬁcates and AS degrees • Students are recruited by their high schools. • High schools are recruited by the community college.
What’s new • Classes oﬀered at Aus=n Community College TX and Alamance Community College NC • New ar=cula=on with Sequoia & San Mateo High School districts • Summer classes for distance schools • Curriculum on Bio-‐Link Clearinghouse • Driving Biotech programs at other HS like Burton & Leadership • Collabora=on with Gladstone Ins=tutes for summer Biotech “Boot-‐camp”
BTEC 6 Basics of Cell Culture • 9 weeks long • Class meets once a week • 4 hours each session • Both lecture and laboratory components
Introduc5on to the cell culture equipment
• Basic cell culture techniques: • Defros=ng cells from frozen stocks • Feeding and passaging cells in culture • Coun=ng cells and calcula=ng concentra=ons • Serial dilu=on and pla=ng cells • Freezing and storage • Experiments: • Asep=c technique and serial dilu=on prac=ce • Count and plate speciﬁc number of cells • Live and dead cell iden=ﬁca=on using ﬂuorophores • Survival assay • Transfec=on • Stem cell diﬀeren=a=on
Iden5ﬁca5on of live and Transfec5on of cells by dead cells using PI and pDsRed2-‐Mito Calcein AM
0.5 IC50 Survival Assay
Differentiation of embryonic stem cells into neurons Pluripotent ESCs ESCs in suspension Week 1- Floating EBs + RA ImmunocytochemistryMap 2 protein (red) in differentiated neurons Week 2-Differentiated neurons
What is your level of interest in con=nuing your educa=on in the ﬁelds of health sciences and/or biology? 6 5 4 # of Students Pre 3 post 2 1 0 Very high High Moderate Low Very low
Students’ Comments • “Personally I am .red a0er a day of school. There is only so much lecturing I can take.” • “Lectures were boring, but informa.ve.” • “Students want prac.ce more than lecture some.me lectures makes us bored.” Ideas to make lectures more interac5ve??
More Student Comments: • “It was interes.ng to see the cardiomyocytes beat. It’s amazing that we preEy much made our own neurons/ cardiomyocytes.” • “I think this class is a very good class experience to have. I don’t know any other high schooler who has seen bea.ng ﬂuorescent cells.” • “This was an amazing experience.” • “I enjoyed doing the labs and wish that the class lasted longer so we could do more labs.” • “I learned a lot. Should oﬀer more classes for high school students.”
Our Partners • San Francisco High schools: Lincoln Wallenberg Galileo Leadership Mission • Alamance Community College, NC • Aus=n Community College, TX
Available Class materials on Bio-‐Link Clearinghouse • Student manual • Instructor’s manual • Quizzes and exams • Prac=ce problem sets • Lectures
Challenges: 1. Equal opportunity for students at partner high schools (11 high schools, 8 ISDs) 2. Poli=cal climate toward human ES cells 3. Student transporta=on to campus
Challenge: Picking par=cipants Solu=on: • Created a panel to address logis=cs : ACC representa=ves and high school teachers • Designed and implemented an applica=on process to select par=cipants from interested students Results: • Class of 10 students and a high school teacher-‐ represen=ng three high schools and 2 ISDs
Challenge: Poten=ally conten=ous poli=cs Solu=on: • Used mouse iPS cells rather than human ES cells Results: • Protocols are having to be developed for the course using this alterna=ve cell line.
Challenge: Transporta=on Solu=on: • Required students to provide their own means of transporta=on. Results: • Many of the students from lower socioeconomic areas or from areas far from the campus were not able to par=cipate.
Current/Future work: 1. Begin oﬀering in the summer to increase availability. 2. Develop an ebook for the course to make it more interac=ve and accessible to other schools. 3. Adapt the course to be taught in the high school with a corresponding stem cell workshop at ACC.
First Year • Recruited from 5 high schools and the middle college on ACC campus • 11 fall semester, 8 spring semester • Mix of juniors and seniors • Background of basic algebra & biology
Things That Didn’t Work • Extracurricular, no school credit – Selling point: what makes you stand out in the ﬁeld of applicants to your school of choice • Resolu=on: students get a Cer=ﬁcate of Comple=on • Future direc=on: extend the program to full semester with more microbiology, sterility basics – Becomes dual enrollment with credit
Things That Didn’t Work • Working around two diﬀerent school schedules, breaks, holidays, etc. – Some=mes 2 weeks between mee=ngs – Cells need care • Arranged ac=vi=es to allow for =me to complete experiments without long breaks
Things That Didn’t Work • Not able to get ESC for the ﬁrst semester – numerous technical diﬃcul=es – Obtained for the second semester – Not the same as the mESC line used at CCSF, some results were slightly diﬀerent • No bea=ng cardiomyocytes, did get neuron diﬀeren=a=on
What Worked • Started with basics of bacteria (ubiquity), sterility and contamina=on • Surprisingly adept with cell cultures (CHO-‐K) • Able to develop asep=c techniques quickly • Successful ac=vi=es included: – All but the bea=ng cells • Added a tour of the Wake Forest Ins=tute for Regenera=ve Medicine – Mega hit with the students