Teaching for the Always Evolving   Biotechnology Workplace     Community College Program            BIO 2012         Commu...
SPEAKERSHot Button Issue I:• Vivian Ngan-Winward and Ryan Gilmore  – Providing students with meaningful industry    experi...
Contract     Research and Manufacturing            Organizations   as a Way to Engage Students inReal-World Research & Man...
Real-World BiotechResearch & Manufacturing Challenges • Concept to ca$h • Intellectual   property • Disruptive innovations...
Critical Thinking Skills• Troubleshooting• Problem-solving• Situation-specific  connections                       would ha...
This material is based upon work supportedby the National Science Foundation underGrant No. 1003292.
Pharmaceutical Center and Analytical Training Laboratory                Ryan Gilmore, Director
About BioNetwork Supports the mission of the North Carolina Community  College System (NCCCS) by aligning world class wor...
Analytical Training LaboratoryUPLC H-Class   GC & GC-MS   FT-IR & UV-Vis   HPLC, UPLC, MS
Mobile Training Laboratory• 42’ x 22’ Expandable trailer• 650 sq. ft. of training space
QUESTION• Are these models sustainable?• A. The new models are very valuable in terms  of student outcomes, but would be i...
Update on Bioscience Technician   Credentials/Certification     Community College Program             BIO 2012         Jea...
The Language•   Certificate•   Certification•   Third Party Certification•   Accreditation•   Credential•   Stackable, lat...
Example: Stackable and Latticed Credential     Manufacturing Skills Certification System                Community College ...
What does the Bio-Link       Community think about certification?2011-2012 Bio-Link Survey of             2012 Bio-Link Li...
Summary of Helpful Responses • Industry will know what students know • Student will know what they know • Certification In...
Summary of Harmful Responses• Reduce Hands-On programs to a test• Disconnect between student job performance and test resu...
Federal dollars• DOL Grants   – TAACCCT• Perkins $   – Emphasizes a “Technical     Skills Attainment” (TSA)   – Third Part...
• Grant Proposal, DOL TAACCCT  – Community College Consortium for Bioscience Credentials  – 12 colleges, 3 centers• Move t...
CORECommunity College Program BIO Boston               2012
DRAFT: Common Core Bioscience   Laboratory Skill Standards         Community College Program BIO Boston                   ...
Draft of Common Core based on:2007 Biotechnology and                           Bioscience CompetencyBiomedical Skill Stand...
PLAN: Common Core Laboratory• Identify Common Core Competencies   – Draft is on the Bio-Link web site, Lisa Seidman’s     ...
Linnea Fletcher PhDAustin Community College
•   The state is the third party accrediting agency•   Establishes parameters for how a program can    gain certification ...
Skill Standards range from Biotechnology to  Process Technology (CAPT ATE center)Currently, the TSSB has recognized 49 pro...
All recognized skill standards are comprised of seven elements. Three work    oriented elements describe the work being pe...
Program recognition is valid for three years.Colleges must produce assessments for all key  activities, attested to by sig...
TSSB adopted the Washington Skill Standards  and state industry validated that adoptionPrograms worked together to divide ...
High quality product is consistently produced  across the statePossibility of universal articulation agreements  between p...
QUESTION• Do you find the conversation about  credentialing to be important and valuable:• A. No, we already provide evide...
Teaching for the Always-Evolving Biotechnology Workplace
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Teaching for the Always-Evolving Biotechnology Workplace

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Two year biotechnology departments have developed various innovative programs such as student-led contract research and contract manufacturing organizations, research projects, business incubators, and more. At first glance, these programs seem discordant. But, perhaps they provide similar benefits to students preparing for a complex and changing workplace. This session will explore several innovative instructional models, asking how they benefit student learning.

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  • Before talking about our CXOs, let me address the challenges, specifically for the biotech industry Concept to cash: take an idea to market, and hope for big $$$ IP: re: the idea, Can I claim new IP? Work around existing IP? A disruptive innovation is an innovation that helps create a new market and value network, and eventually goes on to disrupt an existing market and value network (over a few years or decades), displacing an earlier technology Breakthrough improvements achieved via: continuous efforts - lean implementation = reducing waste / non-value-added activities; six sigma processes = “0” defectsIn order to prepare our students to partake in these challendges, they need critical thinking skills
  • Typical critical thinking skills are troubleshooting & problem-solvingConnections: situation specific, not readily made by students but are crucial in the workplaceTies in with Bloom’s taxonomy of learningAs educators, we are/have been very good at addressing bottom, lower level thinking skills, but not higher level thinkingEducators & students need to move beyond – What is? How? Why?And into – What would happen if? What can you infer from? How would you improve? Would it be better if?From the science & technology perspective: move beyond – how to run a gel, purify a protein, clone a PCR productAnd into – when would I use which techniques as tools to get me from here to there?
  • By participating, students are forced to make these higher order connections and critically think at the higher levels in our contract RO & MOMany of you already know about InnovaBio & STUDENTfacturED. You have a handout that provides much detail and compares the 2 entities.I will give a brief explanation of each one and highlight the important differences between them so lay a foundation for our discussion.
  • Ask the question in slightly different ways.
  • Disconnect between student performance on the job and their test results, including hands on tests such as lab performance examsTeaching to the test.
  • Many educators believe that certification would be in the best interest of their students. BUT there are other drivers. Accountability measures for federal grants
  • Is there a core? What is core? Are we trying to find core skills for all biotechnicians or a subset? Laboratories in Small scale manufacturing and R& D look pretty similar. Within medical device sector, wet lab vs. dry
  • Key activities (KAs)—which industry has indicated worker must be able to do on job—are used as learning outcomes in courses, which students must demonstrate they can perform. Performance Criteria allow college to test students’ mastery of KAs because they tell how well KA must be performed, using demonstrable & measurable behavior.
  • Teaching for the Always-Evolving Biotechnology Workplace

    1. 1. Teaching for the Always Evolving Biotechnology Workplace Community College Program BIO 2012 Community College Program BIO Boston 2012
    2. 2. SPEAKERSHot Button Issue I:• Vivian Ngan-Winward and Ryan Gilmore – Providing students with meaningful industry experiences: New and Traditional Models• Hot Button Issue 2:• Jeanette Mowery and Linnea Fletcher – Certification, credentials, accreditation…oh my
    3. 3. Contract Research and Manufacturing Organizations as a Way to Engage Students inReal-World Research & Manufacturing Challengesand Developing Critical Thinking Skills Vivian Ngan-Winward Director, Biomanufacturing Program
    4. 4. Real-World BiotechResearch & Manufacturing Challenges • Concept to ca$h • Intellectual property • Disruptive innovations • Breakthrough improvements
    5. 5. Critical Thinking Skills• Troubleshooting• Problem-solving• Situation-specific connections would happen if …? What is? What can you infer from … ? How ? How would you improve … ? Why ? Would it be better if …?
    6. 6. This material is based upon work supportedby the National Science Foundation underGrant No. 1003292.
    7. 7. Pharmaceutical Center and Analytical Training Laboratory Ryan Gilmore, Director
    8. 8. About BioNetwork Supports the mission of the North Carolina Community College System (NCCCS) by aligning world class workforce training and education to the Biotechnology, pharmaceutical and life science industries. BioNetwork trains at all levels of this industry, upgrading the skills of incumbent workers, from entry level to management. Our seven centers, strategically and geographically positioned, develop short and curriculum designed courses to meet the needs of industry. The centers themselves are staffed with highly skilled industry trained experts that are constantly developing workforce training programs that can be delivered anywhere in North Carolina.
    9. 9. Analytical Training LaboratoryUPLC H-Class GC & GC-MS FT-IR & UV-Vis HPLC, UPLC, MS
    10. 10. Mobile Training Laboratory• 42’ x 22’ Expandable trailer• 650 sq. ft. of training space
    11. 11. QUESTION• Are these models sustainable?• A. The new models are very valuable in terms of student outcomes, but would be impossible for us to sustain• B. The new models are very valuable and we could find ways to sustain such a program• C. The new models do not provide anything new; we already achieve these student outcomes
    12. 12. Update on Bioscience Technician Credentials/Certification Community College Program BIO 2012 Jeanette Mowery Community College Program BIO Boston 2012
    13. 13. The Language• Certificate• Certification• Third Party Certification• Accreditation• Credential• Stackable, latticed credentials• Technical Skills Assessment• Common Core Bioscience Competencies Community College Program BIO Boston 2012
    14. 14. Example: Stackable and Latticed Credential Manufacturing Skills Certification System Community College Program BIO Boston 2012
    15. 15. What does the Bio-Link Community think about certification?2011-2012 Bio-Link Survey of 2012 Bio-Link Linkedin PollBioscience ProgramsIn your opinion, would it How helpful would it be tobenefit the students in your have a certification test forprogram if they could obtain technicians?an industry recognizedcertification? – 82% Yes – 10% Not sure – 8% No Community College Program BIO Boston 2012
    16. 16. Summary of Helpful Responses • Industry will know what students know • Student will know what they know • Certification Infrastructure could help continuing education • Certification requirements could improve resource allocation within college • Issues to address: – Diversity of skills needed for technician jobs • Developing consensus about core, entry level • Additional certifications for other skill sets – Third party certification? • By what organization? Community College Program BIO Boston 2012
    17. 17. Summary of Harmful Responses• Reduce Hands-On programs to a test• Disconnect between student job performance and test results – Students who don’t test well – Students with disabilities• Limit Technician Career Opportunities – Only what they are “certified” for• Industry response is varied and, in some cases, wary• Cumbersome bureaucracy, red tape• Another expense for students Community College Program BIO Boston 2012
    18. 18. Federal dollars• DOL Grants – TAACCCT• Perkins $ – Emphasizes a “Technical Skills Attainment” (TSA) – Third Party – Aligned with Industry Recognized Standards – No standardized assessment for biotech Community College Program BIO Boston 2012
    19. 19. • Grant Proposal, DOL TAACCCT – Community College Consortium for Bioscience Credentials – 12 colleges, 3 centers• Move toward Industry Recognized Credentials – Skill Standards in 3 Sectors • Biomanufacturing (update) • Medical Devices (new) • Bioscience Laboratory (update and harmonize) Community College Program BIO Boston 2012
    20. 20. CORECommunity College Program BIO Boston 2012
    21. 21. DRAFT: Common Core Bioscience Laboratory Skill Standards Community College Program BIO Boston 2012
    22. 22. Draft of Common Core based on:2007 Biotechnology and Bioscience CompetencyBiomedical Skill Standards; Model: U.S. Department ofCopyright 2007 Laborwww.careeronestop.http://www.bio- org/COMPETENCYMODEL/link.org/home/shoreline- pyramid.aspx?BIOSCI=Ycommunity-college/biotechnology-skill-standards Community College Program BIO Boston 2012
    23. 23. PLAN: Common Core Laboratory• Identify Common Core Competencies – Draft is on the Bio-Link web site, Lisa Seidman’s blog• Identify, develop assessments for harmonized core competencies• Document and disseminate through Bio-Link website• Competencies and assessments can be used in many ways – Possibly leading to Core Bioscience Laboratory Skills Credential Community College Program BIO Boston 2012
    24. 24. Linnea Fletcher PhDAustin Community College
    25. 25. • The state is the third party accrediting agency• Establishes parameters for how a program can gain certification and maintain it• Graduate with the TSSB seal on diploma
    26. 26. Skill Standards range from Biotechnology to Process Technology (CAPT ATE center)Currently, the TSSB has recognized 49 programs at 27 colleges.For fiscal year 2011, 20 colleges affixed 467 “TSSB- recognized” credential seals to graduates’ diplomas in 37 programs.
    27. 27. All recognized skill standards are comprised of seven elements. Three work oriented elements describe the work being performed:• Critical Work Functions for the occupation• Key Activities that are part of a critical work function (commonly learning outcomes in a course)• Performance Criteria (to what level is the activity performed)Three worker-oriented elements describe the skills and knowledge required to perform the work:• Occupational Skills, Knowledge and Conditions• Academic Knowledge and Skills• Employability Knowledge and SkillsThe last element advises on the best method to evaluate performance in the work:• Statement of Assessment
    28. 28. Program recognition is valid for three years.Colleges must produce assessments for all key activities, attested to by signature.Renewal application requires sample assessments.
    29. 29. TSSB adopted the Washington Skill Standards and state industry validated that adoptionPrograms worked together to divide key activities among 6 core coursesWorking together to develop a library of appropriate assessment tools
    30. 30. High quality product is consistently produced across the statePossibility of universal articulation agreements between programs and between 2 and 4 year schoolsSharing of resources and ideasFor more information: www.tssb.org
    31. 31. QUESTION• Do you find the conversation about credentialing to be important and valuable:• A. No, we already provide evidence of student outcomes• B. Yes, the outside world expects us to do this so we should• C. Yes, new methods of providing credentials will be helpful for our students (and the outside world expects it of us)

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