BioBuilder Educational Foundation is a non-profit organization that provides STEM education programs. It developed out of MIT and aims to take cutting-edge research in bioengineering and synthetic biology and transform it into teachable modules for students and educators. BioBuilder has expanded across the US and world, meeting educational needs through programs like its Learning Lab. It seeks to scale its impact through the Learning Lab and balanced funding model to advance thousands of students and teachers in STEM fields.

1. EXPANSION PLAN
Case Statement

2. EXECUTIVE SUMMARY
LEARNING LAB EXPANSION PLANS
FINANCIALS
03
23
19
27
29
04
09
Science, Technology, Engineering, and Mathematics (STEM)
ORGANIZATION SUMMARY
BIOBUILDER’S LEARNING LAB
STRATEGY AND IMPLEMENTATION SUMMARY
01
06
07
02
03
04
05
CONTENTS
STEM CAPABILITIES
Why is STEM Important?
BIOBUILDER’S VALUE PROPOSITION
SCALING INITIATIVE
SUMMARY OF FINANCIAL MODEL & CAPITAL REQUIRED TO SCALE
MISSION STATEMENT
OUR VISION
09
12
13
04
05
05
06
08
08
08
23
24
25
19
22
27
MANAGEMENT STRUCTURE
HISTORY
BIOBUILDER PROGRAMS
OUR 2 YEAR STORY
FINANCIAL SUPPORTERS
STRATEGIC GOALS
CAPACITY BUILDING
MILESTONES
MAKING THE CASE
Expansion Plan Case Statement
2

3. The BioBuilder Educational Foundation is a non-profit 501c3 organization that spun out of the
Massachusetts Institute of Technology (MIT) in Cambridge, MA in 2011. BioBuilder’s comprehensive
approach to both curricular design and teaching is uniquely positioned to take cutting edge research in
bio-engineering and synthetic biology and transform the technical content into teachable modules that
students and educators can investigate together.
Its founder, Dr. Natalie Kuldell, drew BioBuilder’s content from her undergraduate teaching in the
Department of Biological Engineering. Working with high school teachers and the scientific research
community, she collaboratively developed BioBuilder’s new model for STEM education that uses
engineering challenges to teach life science in high schools and colleges. BioBuilder rapidly outgrew its
roots as a National Science Foundation initiative inside MIT. Today, BioBuilder meets educational needs
across the US and around the world, harnessing contributions of educators, policymakers, families,
businesses, informal science programs, and academic institutions towards a comprehensive vision of
Science, Technology, Engineering, and Math (STEM) learning for all.
EXECUTIVE SUMMARY 01
SECTION
Expansion Plan Case Statement
3

4. The STEM fields are collectively considered core technological underpinnings of an advanced society,
according to both the National Research Council and the National Science Foundation.
The term is commonly used in relation to the nation’s economic competitiveness and the related need
for educational programs in support of future generations.
STEM CAPABILITIES
Science, Technology, Engineering, and
Mathematics (STEM) 02
SECTION
NON-COGNITIVE
COGNITIVE
STEM KNOWLEDGE STEM SKILLS STEM ABILITIES SOFT SKILLS
STEM WORK INTERESTS STEM WORK VALUES
Production and Processing Mathematics Problem Solving Resilience
Computer and Electronics Science Deductive Reasoning Teamwork
Engineering and Technology Critical Thinking Inductive Reasoning Commitment
Design Active Learning Mathematical Reasoning
Building and Construction Complex Problem Solving Number Facility
Mechanical Operations Analysis Perceptual Speed
Mathematics
Realistic
Technology Design
Achievement
Control Precision
Physics
Investigation
Equipment Selection
Independence
Chemistry Programming
Recognition
Biology Systems Analysis
Expansion Plan Case Statement
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5. • The concern for STEM shortages tends to focus on an insufficient supply of STEM workers, but the
deeper problem is a broader scarcity of citizens with basic STEM competencies across the entire
economy.
• Demand for STEM competencies is far greater than the 5 percent traditional STEM employment
share suggests, and stretches across the entire U.S. job market, touching virtually every industry
and location.
Students are leaving the secondary school system without the tools they need to succeed in
postsecondary education and in their careers. To educators, this is not news. Many will attest that a
holistic and multilateral approach at the K-16 level is needed, and that engagement with content from
colleges and universities will help educators better answer the challenges of STEM education.
BioBuilder’s approach vertically aligns grade 6-16 educators and content, leading to deep and meaningful
engagement in curriculum development, implementation and in teacher training:
• to better prepare our students for the complex, STEM focused world of the 21st century
• to support the economic growth engine that is driven by STEM
• to empower students to achieve higher financial success
SECTION
WHY IS STEM IMPORTANT?02
A STRATEGY FOR STEM EDUCATION REFORM
STEM education should be a rigorous learning experience that is supported with the right delivery
approach. BioBuilder’s model capitalizes on students’ desires to know, to explore, and to be part of
solving real world problems. We unlock new frontiers in STEM education for students through our
classroom curriculum and our out-of-schooltime BioBuilder programs like the BioBuilderClub, the high
school Apprenticeship Challenge, our intensive summer and advanced courses for homeschoolers.
BioBuilder also relies on teachers to be agents of change. Our one-of-a-kind teacher training model
and project-oriented content reconnects teachers with their love of teaching and learning. BioBuilder
emphasizes meaningful professional development and leadership opportunities for the educators in our
community. Teachers we work with tell us that “BioBuilder is the best thing to happen to my career” and
“after the workshop, while driving home, I had a million ideas of how to improve upon my (teaching)
contributions.” BioBuilder teachers have won numerous local, state and national teaching awards
(Amgen, Raytheon, NABT), and have been inspired in unanticipated ways. For example, one workshop
participant launched an educational biotechnology company, Amino.
By providing superior training and support to teachers and the scientific research community, BioBuilder
increases educator effectiveness, as well as student engagement and proficiency.
BIOBUILDER’S VALUE PROPOSITION
Expansion Plan Case Statement
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6. Below is a chart showing the current state of STEM education in most classrooms as well as the end goal
of transformed STEM teaching.
BioBuilder Educational Foundation has a long term scaling plan to impact teachers and students
throughout the US and in countries across the world. In the few years we have existed as a 501c3,
we have accomplished a tremendous amount to meet this goal. Positive feedback and interest in our
program has come from almost every US state and from more than 30 countries around the world.
BioBuilder’s open-access curriculum is simultaneously available on Amazon Inspire, on the BioBuilder
website itself, and as a BioBuilder textbook from O’Reilly Media that has sold more than 2000 copies
and has been translated into Japanese and Russian by the publisher.
SCALING INITIATIVE
FROM TO
Teacher Directed Model: traditional
lecture in classrooms and limited hands-
on labs
Low enrollment in STEM courses or
lack of STEM courses and/or content
especially at lowergrade levels
Teachers have difficulty implementing
STEM due to limited knowledge of STEM
content and careers, feelings of being
overwhelmed and isolated, limited or no
technology in the classroom
STEM subjects, when taught, are treated
separately in classrooms
Student Centered Model: learning that is contextualized,
and project-based; application of concepts/knowledge
enabled through teachers coaching students as they learn
Abundant STEM content/courses including increased
exposure to STEM careers. Contextualized learning
programs developed and delivered throughout K-16
learning continuum
Engaged and excited teachers who understand basic
STEM concepts and what scientists and engineers do, are
supported with effective STEM Professional Development
(PD) and resources, including mentors and industry partners
in and outside the classroom, and have access to adequate
technology
STEM subjects are seamlessly integrated so that students
understand interrelatedness and use core principles
Expansion Plan Case Statement
6

7. Our STEM student goals and measurable outcomes include:
1) Increased number of STEM college graduates that matriculate from BioBuilder-engaged schools
2) Increased STEM participation, persistence, and achievement independent of ethnic, cultural and/
or socioeconomic background, English language proficiency, gender, or disability
3) Teacher feelings of self-efficacy and career realization
4) Number of students impacted by experiences with BioBuilders’ STEM professionals
5) Student feelings of excitement and engagement stemming from experiences with BioBuilders’
STEM professionals
Expansion Plan Case Statement
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8. The Learning Lab comprises 1,270 square feet of laboratory and adjoining classroom
space and requires $4M to sustain over a 5-year period.
We have developed a diverse funding model which balances philanthropic support from organization
and individuals with revenue generated by our programming and book sales. Our future growth will
leverage a strong professional network to engage new organizations and develop strategic relationships.
Core to BioBuilder’s scaling model is our Learning Lab which gives us a physical space to work with
academic and community partners and create a new kind of educational experience. The Learning Lab
we run inside LabCentral is in Kendall Square, the heart of innovation in Cambridge, MA. This lab serves
as a community hub, forging lasting connections, and inspiring tomorrow’s innovators. In just two years,
this one space has offered programming that will advance thousands of students and teachers into the
future of science.
SUMMARY OF FINANCIAL MODEL & CAPITAL
REQUIRED TO SCALE
The mission of The BioBuilder Educational
Foundation is to increase interest,
engagement, and understanding of science,
technology, engineering and mathematics
(STEM).
The vision of The BioBuilder Educational
Foundation is to be a world leader in providing
innovative STEM programs that inspire, engage
and develop citizens for social well-being,
financial prosperity and sustainability.
MISSION
STATEMENT
OUR
VISION
Expansion Plan Case Statement
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9. ORGANIZATION SUMMARY 03
SECTION
The BioBuilder Educational Foundation is lead by its founder, Dr. Natalie Kuldell. She is also a Research
Associate in the Department of Biological Engineering at the Massachusetts Institute of Technology.
She develops discovery-based curricula drawn from the current literature to engage undergraduate
students in reasonably authentic laboratory and project-based experiences. She completed her doctoral
and post-doctoral work at Harvard Medical School, and taught at Wellesley College before joining the
faculty at MIT.
Dr. Kuldell believes that our planet is facing major challenges but that everybody can be an integral
player in developing solutions to these challenges. She has seen that middle school students, teens,
high school teachers can all be innovators. Under her leadership, BioBuilder has empowered students
to tackle these challenges. Kids can now use DNA to program cells the same way they’d program a
computer. BioBuilder’s curriculum capitalizes on students’ need to know and on teachers’ love of
teaching. Together, BioBuilder allows all who are curious to explore life science engineering and to be
part of solving critical world problems.
MANAGEMENT STRUCTURE
Ms. Millman has spent decades helping global companies solve
critical strategy and marketing problems, including a long tenure at
McKinsey & Company. She believes excellence in science education
is critical not just to U.S. competitiveness but also to human survival,
and that education is an irreplaceable support for populations
currently struggling for economic independence and a higher quality
of life. Rebecca graduated from Harvard with a Special Concentration
in Soviet and American Studies then earned an M.B.A. as a Tuck
Scholar at Dartmouth.
Ms. Deese is a writer, administrative assistant at MIT, and mother of
three. She helped coordinate some of the first iGEM competitions at
MIT, and co-wrote “Adventures in Synthetic Biology” with Drew Endy
and the “Synthetic Biology Working Group,” illustrated by Chuck
Wadey. Past projects have been with SynBERC, MIT Press, WHO, and
the Los Angeles Police Protective League. Her Young Adult science
fiction novel, “Right of Capture” (Pelekinesis, 2016), is an adventure
mired in family entanglements, cosmic mysteries, and resource
wildcatters. Isadora received her master’s in creative writing from
Boston University’s Playwriting Program.
Ms. Isadora Deese
Ms Rebecca Millman
PRESIDENT OF THE BOARD
BioBuilder Board of Directors
Expansion Plan Case Statement
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10. A graduate of Boston College and George Washington Law School, Mr.
Dellapa recently joined Neurimmune Therapeutics as their Chief Legal
Counsel. Before that he was a member of Mintz Levin’s Corporate &
Securities practice. For 30 years, he has advised biotechnology, life
science, medical device, and clean technology companies on a broad
range of legal issues, including on the structuring of collaborative
research and development efforts, strategic alliances, and joint
ventures. John’s practice is heavily focused on transactions involving
licensing and technology “spin-outs,” sponsored research, and
supply and distribution relationships.
Dr. Hart is an Assistant Professor of biochemistry in the Chemistry
Department at Williams College (Williamstown, MA). Her current
research focuses on understanding and engineering protein function
and energetics. She has taught professional development and student
workshops for BioBuilder and is a co-author of BioBuilder: Synthetic
Biology in the Lab. She holds a B.S. in Biology from Haverford College
and a Ph.D. in Chemistry from University of California, Berkeley.
Dr.KuldellhastaughtformorethanadozenyearsintheDepartmentof
Biological Engineering at the Massachusetts Institute of Technology.
She is a highly regarded educator who develops discovery-based
curricula drawn from the current literature to engage students in
structured, reasonably authentic laboratory and project-based
experiences. She studied Chemistry as an undergraduate at Cornell,
completed her doctoral and post-doctoral work at Harvard Medical
School, and taught at Wellesley College before joining the faculty at
MIT in 2003
Mr. John Dellapa
Dr. Katie Hart
Dr. Natalie Kuldell
Founder and Executive Director
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11. Dr. Tutson is a graduate of Brown University with a master’s in
Theatre Arts and a B.A. in the self-designed major, Storytelling as
a Communications Art. For two decades, Valerie has been telling
stories from around the world with an emphasis on African traditions.
She teaches workshops and classes to students of all ages, and
hosted “Cultural Tapestry,” an award-winning cable television show
celebrating diverse cultures for 12 years. She is founding member of
the Rhode Island Black Storytellers and most recently served as its
executive director and the festival director of FUNDA FEST. Valerie
has received numerous awards for her work in the community
including the Legacy Award from Big Brothers and Sisters of Rhode
Island, a Community Service Award from Oasis International, and an
Honorary Doctorate of Fine Arts from Rhode Island College.
Dr. Ravgiala teaches Biology and AP Biology at Tyngsborough High
School. A graduate of Saint Anselm College with a degree in Biology
and certificates of special studies in both Secondary Education and
Spanish Language, Rebekah pursued her area of interest in the field
of science education by pursuing a doctoral degree in Mathematics
and Science Education that was awarded in 2003 from the University
of Massachusetts, Lowell. She is particularly proud of the ASBMB
Fostering K12/University Partnership Grant and the AMGEN
Excellence in Science Teaching Award she has received since her
start with BioBuilder in 2011.
Ms. Tamer’s professional work oscillates from communications to
project management to education policy, with more than 20 years
of experience garnered in the newspaper, nonprofit, and education
sectors. A longtime volunteer in the Boston Public Schools, she was
appointed in January 2010 by Mayor Thomas M. Menino to serve
a four-year term on the Boston School Committee, overseeing the
district superintendent and a budget of $1 billion. She holds a
bachelor of arts from the University of New Hampshire In English/
Journalism and a master’s in Education Policy and Management
from the Harvard Graduate School of Education.
Dr. Valerie Tutson
Dr. Rebekah Ravgiala
Ms. Mary Tamer
Expansion Plan Case Statement
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12. Ms. Carla Boon
Director of Program Planning and Execution
Ms. Boon joined BioBuilder in February 2016. She coordinates our professional development
workshops, the BioBuilderClub, and any odds and ends to support the organization. She
attended Washington State University, where she studied Business Administration, Human
Resources, and Management Information Systems.
Dr. Kate Bacon Schneider
Learning Lab Teaching Fellow
Dr. Schneider develops and teaches Learning Lab workshops to introduce middle and high
school students to synthetic biology. She has worked with the BioBuilder’s Apprenticeship
Challenge program since 2016, and started teaching in the Learning Lab in March 2018. She
received her Ph.D. in Biology from MIT and previously was an instructor in the MIT Department
of Biology.
Ms. Kelley Klor
Learning Lab and Apprenticeship Manager
Ms. Klor joined the BioBuilder team in November 2017, coordinating BioBuilder’s Apprenticeship
Challenge program and managing Learning Lab operations. She graduated from University of
Missouri – Rolla (now Missouri University of Science and Technology) with a Bachelor’s degree
in Biological Science
Dr. Vivek Bajaj
Learning Lab Teaching Fellow
Dr. Bajaj starting teaching school groups and optimizing new labs for BioBuilder in January 2019.
He holds a PhD in microbiology from Harvard Medical School and a Master’s in education from
Lesley University. Before joining BioBuilder, Vivek taught in two area private middle schools
and, most recently, in a local STEM after-school program.
BioBuilder Educational Foundation was founded as a nonprofit organization in 2011 based on the
curriculum taught in the Department of Biological Engineering at MIT and with funding from the
National Science Foundation. It was founded with a vision for synthetic biology to be open for middle
school students, teens, high school teachers, through the transformation of research projects into STEM
teaching modules. The organization was also established as a way to instill a greater understanding of the
engineering design process, a mindset of curiosity, creativity and persistence –essential prerequisites
for success in the field of biology. By encouraging and enabling students in this emerging STEM field,
the opportunities to pursue a professional education and an impactful career are accessible to a wider
range of talented young people and adults.
STAFF
HISTORY
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13. The consistent goal in all our programs is to train creative, self-motivated, curiosity-driven learners.
Students today face an extraordinary challenge in investigating, analyzing and using information ---
considerably more than their parents or grandparents did at their age. The cumulative amount of
information that exists on the planet, from the beginning of recorded history to the present is estimated
to double every two years. To be successful in this information-age, students need three higher-order
cognitive traits —curiosity, creativity and persistence. All are key ingredients of self-motivated learners.
However, training learners to be self-motivated is hard. It requires them to go beyond learning vocabulary
and factual content. BioBuilder has developed a differentiated approach to this problem compared to
others in the space of STEM education. The BioBuilder model for experiential education is based on
teacher wisdom and extensive empirical evidence, and backed by theory and external evaluation.
BioBuilder’s model has been validated by educators in a wide variety of teaching settings. There is now
a national and international community of BioBuilder friends and partners with hundreds of teachers
and thousands of students, in most US states and in 30 countries around the world.
BioBuilder’s Scalable Programs include:
BIOBUILDER PROGRAMS
The BioBuilderClub engages high school teams around the world who use synthetic biology to develop
novel biotechnologies. Teams are supported through monthly online group meetings and newsletters,
STEM mentors, and a nationally recognized platform in March to exhibit projects at any stage of
completion, from pitch to prototype
The BioBuilderClub uses synthetic biology to develop novel biotechnologies. High school teams around
the country combine engineering approaches and scientific know-how to design/build/test their own
project ideas.
PROGRAM DESCRIPTION
BUDGET
$45,000
CATEGORY
Education, General/
Other Extracurricular
Activities
POPULATION SERVED
Adolescents
(13-19 years)
Expansion Plan Case Statement
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14. BioBuilderClub offers current biological engineering challenges so that students may experience
scientific problem-solving in the context of authentic and meaningful investigations. BioBuilderClub also
empowers teachers to be agents of educational reform by reconnecting them with their love of teaching
and their own love of learning. Teams work toward projects to be shared with the BioBuilderClub
community at the annual “Final Assembly” event in March. Virtual and in-person attendance, along
with electronic posterboards provide for wide exposure and positive feedback from student peers and
scientists. Some teams choose to work toward publication in a synthetic biology journal for high school
students.
Expansion Plan Case Statement
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15. A specialized program to prepare high school students for paid summer internships in the life sciences.
Selected high school students from metro-Boston build technical knowledge, lab techniques, research-
based thinking and professional skills over eight weeks to prepare them for paid summer internships in
academic labs and life science companies.
BioBuilder’s Apprenticeship Challenge is dedicated to closing the students’ skills gap so they can progress
into successful summer internships in life sciences companies and academic labs. Students attend our
Apprenticeship Challenge three times a week after school and on Saturdays to learn technical knowledge
and professional skills. Apprentices get hands-on training in the techniques and ways of thinking needed
for research. The Apprenticeship Challenge starts mid-March through mid-May for 8 weeks, in advance
of a 6-week paid summer internship.
PROGRAM DESCRIPTION
HIGH SCHOOL APPRENTICESHIP CHALLENGE
BUDGET
$100,000
CATEGORY
Education, General/
Other Extracurricular
Activities
POPULATION SERVED
Adolescents Only
(15-18 years)
Expansion Plan Case Statement
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16. BioBuilder’s three-day professional development workshops impact teacher’s understanding of biology
and their approach to teaching it. Co-taught by a practicing synthetic biologist and a high school teacher,
BioBuilder’s workshops combine classroom, laboratory, and design activities that are both accessible
and inspiring. Teachers leave with ready-to-teach lessons that bring engineering into biology classrooms,
labs, or science clubs worldwide.
PROFESSIONAL DEVELOPMENT WORKSHOP
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17. The BioBuilder Certification Program consists of professional development workshops that prepare
educators to teach our content. Our BioBuilder “Essentials” Workshop prepares educators to bring
biological engineering and synthetic biology into their classrooms and laboratories. Our “Master”
Certification Program is by invitation only and is focused on training our BioBuilder teachers how to
run training workshops of their own. The “Master” Program requires prior completion of a BioBuilder
Essentials Workshop. Middle school, high school and college faculty from around the country have
participated in one of the two workshops. We find that these programs rejuvenate participants, and
they leave inspired to teach their students and colleagues the BioBuilder Curriculum.
PROGRAM SHORT TERM SUCCESS
Teachers have access to materials that are refreshingly new and are easily implemented. Teachers
experience professional development workshops where they are treated like the professionals that
they are, giving them material to meet real teaching needs and inviting them into a vibrant intellectual
community of like-minded educators.
PROGRAM LONG TERM SUCCESS
Long-term success results in inspired teachers implementing novel and relevant science curriculum,
training our next cadre of students to be better prepared for the changing work environment. BioBuilder’s
“hands-on approach” increases interest, engagement and understanding of the STEM fields.
MEASURING OUR IMPACT
Survey data captures program outcomes, measuring expansion of professional networks and resources,
increase in job satisfaction, decrease in professional isolation, and mastery of innovative STEM curricula.
We also actively follow the implementation of BioBuilder content in participant’s classrooms and
laboratories.
TESTIMONIALS FROM BIOBUILDER TEACHERS FOLLOWING OUR 3-DAY WORKSHOPS:
“The labs are fantastic! They allow you to take the next step, give you a real problem and make you ask
the question, ‘How was this made?’ “
“High School students are creative, the BioBuilder curriculum taps into that creativity and unique
approach to problem solving. My students came up with science solutions I had not considered.”
“The BioBuilder curriculum goes deeper, allows teachers and students to take the next step.”
THE BIOBUILDER TEACHER CERTIFICATION
PROGRAM
BUDGET
$55,000
CATEGORY
Science &
Technology, General/
Other Biochemistry,
Biophysics &
Molecular Biology
POPULATION SERVED
Adults
Expansion Plan Case Statement
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18. US demand for scientists and engineers is expected to increase at four times the rate for all other
occupations. The need to train our next cadre of science and engineering professionals in a way that is
interesting, accessible and inspiring is critical.
The BioBuilder Curriculum is delivered through modular classroom and laboratory activities, and a
community forum where students and teachers share what they discover. Nine modules are available,
each providing 1-12 hours of instruction. Each of the modules begins with online content to set-up the
challenge, followed by a hands-on lab experience. By design, there is no strict storyline connecting the
narratives so that students and teachers can explore topics of individual interest in whatever order they
wish.
THE BIOBUILDER CURRICULUM
BUDGET
$150,000
CATEGORY
Science &
Technology, General/
Other Biochemistry,
Biophysics
&Molecular Biology
POPULATION SERVED
Adolescents Only
(13-19 years),
College Aged (18-26
years)
Expansion Plan Case Statement
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19. PROGRAM SHORT TERM SUCCESS
Students are prompted to ask authentic questions, to wrestle with uncertainty and to bring their best
selves to address a real world problem.
PROGRAM LONG TERM SUCCESS
Students experience an increased interest, engagement and understanding of science, technology,
engineering and mathematics.
MEASURING OUR IMPACT
Recent results of pre and post testing of students that completed BioBuilder modules demonstrated a
15% increase, on average, in mastery and understanding of the module material. Our evaluations also
allow for “real-time” feedback on program structure, content and implementation, which is reviewed and
evaluated quarterly by BioBuilder staff to determine any necessary program or curriculum adjustments.
Testimonial from a high school BioBuilder student, now PhD candidate
in Synthetic Biology at Boston University
“I was introduced to BioBuilder when I first joined my high school’s iGEM team, before I had even heard
of Synthetic Biology. After just a few lessons and actual SynBio labs, Eau D’Coli and E.Chromi being
among my first, I was completely hooked, and had a feeling that this was the kind of research and
science I could spend a lifetime on. Now…I am even more certain that this is the field I can find my ideal
career in, and will be moving towards a Bioengineering degree next”
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20. BIOBUILDER’S LEARNING LAB 04
SECTION
BioBuilder’s Learning Lab fosters innovation by welcoming students, teachers and community members
into LabCentral’s entrepreneurial environment. The Learning Lab is a fully equipped teaching space
that provides local innovators a welcoming environment for hands-on engagement with BioBuilder’s
programming, located in the entrepreneurial space of LabCentral in the heart of Kendall Square. Since
it opened in 2017, the lab has served as a community hub, forging lasting connections and inspiring
tomorrow’s innovators. Current programs offered in the Learning Lab include workshops for home-
schooled students, teacher professional development, site visits for our BioBuilderClub, and an eight-
week Apprenticeship Challenge for high school students from underserved communities.
The Learning Lab was established in 2017 through the combined efforts of The BioBuilder Educational
Foundation, LabCentral, and New England Biolabs. It has proven to be a powerful way to unlock the
frontiers in STEM learning for a broad audience. As a physical home for BioBuilder’s unique programming,
the Learning Lab has allowed us to offer:
OUR 2 YEAR STORY
Expansion Plan Case Statement
20

21. INTENSIVE SUMMER CAMPS
where students carry out experiments in a state of the art research space and work alongside professionals
to learn advanced genetics, biology, engineering, and chemistry curricula.
HIGH SCHOOL INDEPENDENT STUDY
where students take their science fair projects to the next level with access to a modern lab equipment
and mentors.
ADVANCED HOMESCHOOL COURSES
for homeschool families, the BioBuilder curriculum gives students exposure to recent research, scientists,
and wetlab.
FIELD TRIPS FOR LOCAL AND REGIONAL SCHOOLS
the Learning Lab adds hands-on wet lab experience to classes already visiting LabCentral for a taste of
entrepreneurship.
BioBuilder’s Learning Lab is fully equipped with state of the art lab equipment and a flexible classroom
space for project-based learning. Programs are led by one of three PhD-level instructors as well as MIT
and Harvard volunteers and support staff. The programs offer a welcoming entrepreneurial environment
for students, teachers and community members, creating a community hub, forging lasting connections,
and inspiring tomorrow’s innovators.
Expansion Plan Case Statement
21

22. In just two years, our Learning Lab has established itself as a “go to” destination for a diverse group of
scientifically-curious individuals. So far we have
DELIVERED BioBuilder’s open-source, free curriculum to almost 900 students and more than 500 adult
learners
ENGAGED teen and college age students in more than 90 workshops that tackle today’s pressing research
questions, thereby preparing tomorrow’s innovators for a place in our STEM-focused economy
ENERGIZED more than 100 teachers through our professional development programs, reconnecting
them with their love of teaching and training them to undertake real-world engineering problems in
their classrooms and labs
CONNECTED more than 300 community members with our academic and industry partners, creating
lasting relationships that are critical to solving the STEM challenges of tomorrow
IMPACTED two cohorts of BioBuilder Apprentices with more than 50 hours of job training and dozens of
successful summer internships
Parent Feedback: “I am so incredibly appreciative that this class is available. I was blow away by the
level of excitement and joy.”
Student Feedback: “Thank you for offering such an amazing opportunity to students interested in life
sciences!”
MEASURING OUR IMPACT
TESTIMONIAL FROM LEARNING LAB VISITORS
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22

23. FINANCIAL SUPPORTERS
FRIENDS OF BIOBUILDER
BioBuilder enjoys the support of numerous corporate partners. Their support keeps BioBuilder innovating
and growing.
Expansion Plan Case Statement
23

24. STRATEGIC GOALS
BioBuilder’s “secret sauce:” authentic STEM Learning through Synthetic Biology and teacher training
As biologists have probed deeper into the molecular and genetic underpinnings of life, K-12 schools
have struggled to provide a curriculum that reflects those advances. Hands-on learning is known to be
more engaging and effective for teaching science to students, but even the most basic molecular and
synthetic biology experiments require equipment far beyond an average classroom’s budget, and often
involve the use of bacteria and other substances that can be difficult to manage outside a controlled
lab setting.
BioBuilder’s inquiry-driven classroom and laboratory lessons are connected to real-world research
questions and engage students in active learning through meaningful experiments. Each learning
module includes online readings and animations to explain novel concepts, videos to demonstrate
lab techniques, standard-aligned lesson plans, free posters and laboratory protocols, turn-key kits of
lab reagents, and assessment options for measuring understanding and impact. To complement the
novel content, BioBuilder provides teacher training that enable educators to grow professionally while
nurturing this new, nationwide teaching community.
STRATEGY AND IMPLEMENTATION
SUMMARY
EDUCATIONAL:
1) Provide and/or develop effective resources, professional development, and assessments-aligned
lessons to train educators with BioBuilder’s unique engineering approach to biology
2) Help promote and ensure equitable access to quality STEM education programs for all students
3) Prepare students for postsecondary STEM-related education and jobs through career and technical
education opportunities
ALLIANCES:
1) Continue to develop partnerships and initiatives between business and education communities to
foster new methods of teaching that engage and inspire the young scientists in their classrooms in
the emerging field of synthetic biology
2) Create an online resource and physical space that guides business and educational institutions to
advance STEM initiatives collaboratively.
3) Work with top-notch educators to develop their leadership opportunities and bring their love of
teaching to their classrooms
COMMUNICATION:
1) Develop a vibrant hub of educational and human resources to interface the education, business
and professional STEM communities
2) Promote the impact of our students as innovators and celebrate their academic achievements
3) Become a nexus of community learning and interaction through our Learning Lab programs
05
SECTION
Expansion Plan Case Statement
24

25. BioBuilder’s comprehensive communication plan:
• Creates awareness among potential beneficiaries and partnered organizations
• Enhances loyalty in current students and teachers
• Celebrates The BioBuilder Educational Foundation as a public charity
CAPACITY BUILDING
BENEFICIARIES
PHILANTHROPY
BUSINESSES
AUDIENCE
AUDIENCE
AUDIENCE
KEY MESSAGES
KEY MESSAGES
KEY MESSAGES
Secondary Schools
Colleges and Universities
Current teachers and students
Parents of children
Individuals
Foundations
Corporate Responsibility
In kind supporters
Financial supporters
Granting agencies
Expands opportunities for teachers and students, especially
from economically disadvantaged backgrounds.
Meaningful training that enhances hiring of graduate and
post-doctoral students
Join a community of like-minded leaders pursuing STEM-
related education
Provides children with an opportunity not offered in
traditional school environment
Makes a difference and strengthens local community
Aligns with local, national and international priorities
Communicates emerging technologies and educates
necessary workforce
Impactful volunteer opportunities for company employees
Impact of books and reagents on scientific identity of
BioBuilder students
Successful training of future workforce and citizenry by
sustaining BioBuilder’s Programs and Development
Support for BioBuilder’s strategic initiatives and new
programming
Expansion Plan Case Statement
25

26. Outreach to our audiences is achieved through
• BioBuilder’s website
• Quarterly Newsletters
• Social media (FB, Twitter, Instagram, YouTube)
• Printed materials: Textbook, Annual Report
• Direct email and phone calls
• Speaking opportunities at relevant conferences
• Press Releases
• Collaborator’s websites and publications
BioBuilder was created under the direction of Dr. Natalie Kuldell at MIT in response to numerous request
for synthetic biology learning materials from policy makers, environmental groups, and members of the
media needing to know more about the basic biology involved, as well as scientists wanting to know
more about engineering aspects of the field.
MILESTONES
BioBuilder content developed through NSF-EBRC funding for SynBERC
BioBuilder founded as a 501c3
first Teacher Professional Development Workshop taught at MIT to 27
high school and college teachers from around the country
BioBuilder leads its first Master Teacher Workshop and Leadership
Summit
BioBuilder’s founder, Dr. Natalie Kuldell, presents BioBuilder at TEDx
conference in Bermuda
BioBuilder’s afterschool club (then called BioBuilder Biotech Club)
begins with Biogen Foundation Support
2007
2008
2009
2010
2011
Expansion Plan Case Statement
26

27. BioBuilder leads its first Master Teacher Workshop and Leadership
Summit
BioBuilder’s founder, Dr. Natalie Kuldell, presents BioBuilder at TEDx
conference in Bermuda
BioBuilder’s afterschool club (then called BioBuilder Biotech Club)
begins with Biogen Foundation Support
publication of BioBuilder textbook by O’Reilly Media
BioBuilder recognized as part of “maker” initiative and invited to visit
The White House
BioBuilder and Boston’s Museum of Science release hands on kits for
synthetic biology informal education
MA Life Science Center provides seed funds for BioBuilder’s High School
Apprenticeship Program
Carolina Biological Supply Company becomes exclusive provider of
BioBuilder Lab kits
BioBuilder’s Learning Lab opens in Kendall Square
Eastman’s IDEAcademy features Dr. Kuldell presenting BioBuilder
BioBuilder’s textbook translated into Japanese and Russian
BioBuilder and Eastman Foundation supply STEM wing to
comprehensively implement BioBuilder curriculum for all students
attending Dobyns Bennett High School in Kingsport, TN.
2012
2013
2014
2017
2015
2018
2016
2019
Expansion Plan Case Statement
27

28. (1) As a nation, we struggle with an abysmal level of scientific literacy that is jeopardizing the political
will to fund research and is threatening our pre-eminence in the global life science industry.
(2) BioBuilder is a young nonprofit organization that is improving education with its cutting edge
science and engineering content and innovative approaches to teaching.
(3) These approaches have proven to enhance student learning with more hands-on laboratory
curriculum, expanded learning time outside of classrooms, and a novel, competency-based,
teacher training model.
(4) To fully meet the overwhelming demand for our program, BioBuilder worked with LabCentral and
New England BioLabs to open a dedicated teaching space in 2017 that operates inside LabCentral’s
entrepreneurial community in Kendall Square, MA.
(5) An additional investment of $4M spread over 5 years can expand BioBuilder’s Learning Lab model
to other locations, leveraging local investment in life science infrastructure to train nearly 1000
people each year, preparing them for the future bioeconomy.
LEARNING LAB EXPANSION PLANS 06
SECTION
MAKING THE CASE
Investing in BioBuilder is investing in the future of the world’s young minds who are eager to explore
and solve critical world problems.
Our Learning Lab in Kendall Square has rapidly expanded BioBuilder’s audience and impact. The
opportunity to establish a second dedicated Learning Lab in New York City is attractive given current
discussions and funding to build a life science industry cluster there. As the NYC landscape develops into
a life science hub, BioBuilder can leverage the academic, industry and physical resources there to reach
common goals, namely preparing everyone in the community for the STEM-driven society in a way that
positively influences their career success and personal well-being.
Expansion Plan Case Statement
28

29. In order to expand our Learning Lab model, we have identified four key needs:
INVESTMENT IN WET-LAB SPACE
Our hands-on minds-on outreach model requires appropriately located modern laboratory offered at
an affordable rate that can underwritten by a corporate sponsor
LOCAL TALENT
BioBuilder’s emphasis on current life science approaches and entrepreneurship is most successful when
it leverages local university and industry professionals.
CAPITAL DOLLARS
To build and equip the Learning Lab itself requires a one time investment on the order of $1M above the
$4M over 5 years to run year round BioBuilder programming in the lab
AMBASSADORS
BioBuilder is a small nonprofit organization “fighting above its weight class” thanks to the powerful
testamonials and connectivity of individuals within the life sciences ecosystem.
NYC is poised to become a life science hub. BioBuilder’s model for education can powerfully leverage the
area’s research facilities, strategic location and technical breakthroughs from NY academic and medical
institutions to help deliver a skilled workforce and engaged citizenry for the 21st Century.
BioBuilder’s Learning Lab model is aligned with the current resources and ambitions for New York City’s
life science landscape.
NEEDS ANALYSIS
BIOBUILDER’S MODEL FOR STEM
EDUCATION
NYC LIFE SCIENCE LANDSCAPE
Vertical alignment of knowledge from
students, teachers and practitioners
Interdisciplinary thinking and problem
solving through the application of
engineering to life science challenges
Hands-on minds-on training based on
authentic research questions
End-to-end programming that leads
students to post-secondary success and/
or into a quality job in tomorrow’s work
force
Productive collaborations with other
formal and informal educational entities
Leadership and scientific talent at medical research
institutions and universities across the state
NY’s IT sector convergence with life sciences and increased
interest of global pharmaceutical companies to partner
with NY institutions
Real estate interest and development of wet-lab spaces and
life science start-up accelerators
Expanded investment to promote the life science industry,
focusing on connectivity of local academic, medical and
entrepreneurial assets from the city and the state
Numerous local programs with complementary STEM
outreach such as Girls Who Code, MOUSE, STEM Summer
and STEM Kids NYC
Expansion Plan Case Statement
29

30. FINANCIALS 07
SECTION
Fiscal Year ending June 30
Total Revenue
Total Expenses
Total Assets
Financial Overview
BioBuilder’s Total Net Assets
2012
$26,016
$2,417
$23,599
2013
$83,154
$39,171
$67,582
2014
$70,297
$59,470
$78,409
2015
$123,735
$43,280
$158,864
2016
$197,810
$95,178
$261,496
2017
$300,505
$61,498
$322,994
2018
$262,532
$97,423
$420,417
2012 2013 2014 2015 2016
Years
2017 2018
$450,000
$400,000
$350,000
$300,000
$250,000
$200,000
$150,000
$100,000
$50,000
$0
Expansion Plan Case Statement
30

31. Asset Analysis
Revenue and Support
Operating Expenses
2016 2017 2018
Data for the most recent three business years is presented below.
ASSET ANALYSIS
Contributions and Grants
Earned Revenue
Total Income
Program Expenses
Management and General Expenses
Total Operating Expenses
$168,751
$29,059
$197,810
$81,044
$14,134
$95,178
$285,505
$15,000
$300,505
$214,426
$24,581
$239,007
$137,489
$125,043
$262,532
$446,765
$52,211
$498,976
Unrestricted Net Assets
Total Liability and Net Assets
$261,496
$344,302
$322,994
$387,974
$420,417
$442,112
BioBuilder’s Total Liability and Net Assets
2016 2017
Years
2018
$450,000
$400,000
$350,000
$300,000
$250,000
$200,000
$150,000
$100,000
$50,000
$0
Expansion Plan Case Statement
31

32. BIOBUILDER LEARNING LAB
700 Main Street Cambridge,
MA 02139
(617) 285-4141
www.biobuilder.org
infro@biobuilder.org