Transcript Bioscience Education: Past, Present and Future

Bioscience Education:
Past, Present and Future
Mr. Jamie Allison
Biotechnology Instructor – Loveland High School
Consortium Manager – Southwest Ohio Bioscience
Education Consortium (SWOBEC)
The Past
Phase 1 - Business Partners Describe
Workforce Needs
• Knowledge Base
Chem, Bio, Engineering, English, etc.
• Degrees & Diplomas
High School Grad, AS, BS, MS, PhD
• Skills
Pipetting, Solutions, Dilutions, Lab
Notebook, Sterile Technique, Safety
Phase 2 - College & University
Partners Identify Current and Potential
Programs and Degrees to Supply
Workforce
• AS in Biotechnology, Chemical Technology,
Clinical Lab Skills…
• BS in Biotechnology, Chemical Technology,
Clinical Lab Studies…
• MS in…
Phase 3 - High Schools Invited to
Create and Write Course and to Pilot
Program
• A variety of schools are asked to participate in
an effort to create a pathway and program
• Varied demographics and financial status
• Urban, Suburban, Rural
• Financially Challenged
• Financially Stable
This is when LHS Got Involved
Tech Prep Consortium invited school guidance
counselors to P & G Pharmaceuticals program
presentation in Dec 2004
 Program resulted in curriculum meeting at high
school in Jan 2005
 Addition of program was approved by the
district curriculum director and superintendent

Phase 4 - Creation of Competencies
• Partners from Industry and the post
secondary institutions form a futuring panel
• Futuring panel then creates a list of the
required skills and knowledge needed for a
job in Bioscience/Biotechnology
This is the point where I
became involved and worked
with the Greater Cincinnati
Tech Prep Consortium
Phase 5 - “Cross Walking” Curricula
• Each of the high school partners brings the
course of study for their science curriculum
• Content and standards from pre-requisite and
co-requisite courses are used to eliminate
content from Bioscience Curriculum that would
be redundant
• College partners eliminate content and skills
that are too advanced for high school
Creation of Bioscience Pathway and
a Community of Learners
At this point in our history, we officially
became a pathway
 We operated in a spirit of collaboration
to create something that has rarely been
done before
 The atmosphere we created allowed each
of us to bring our best (and sometimes
our worst) to the table
 Thus, our community of learners

Phase 6 - Final Curriculum
• The end result is a curriculum that flows
seamlessly from high school to college to
employment
• The curriculum is approved by all
members of the partnership
Phase 7 - The Cherry on Top
• Articulation Agreements are signed between
the high schools and the colleges which allow
the high school students to earn college credit
while still in a high school classroom
• Students in this pathway are given advanced
standing when applying to colleges within the
pathway
Uniformity
Creation of a Course Manual
• A manual has been created to ensure that the
content taught in the program is uniform
between the schools
• The manual ensures that the competencies
developed by the partners are met beyond
minimum levels
• The manual enables the colleges to have a
level of expectation regarding incoming
students
The Manual
The Manual Presents the Content in
Two Levels since Academic Ability can
vary by School
• The Core
Content and skills which must be delivered and
mastered by the end of the high school component
• Application
Once the skill competencies are met, they are
applied in different ways within a variety of topics
The Manual Assists Instructors with
Guidance on the Following Topics
•
•
•
•
•
Lesson Planning (including sample lesson plans)
Resources
Equipment
Bioethics
Financial Information

Each secondary partner (high school) in the
consortium / pathway receives a copy of the
manual

The manual is looked at as a working document
that is constantly changing

As the science changes or as the needs of the
workforce change, the manual is updated

The manual will be getting a facelift this year
The Present
Program History

Spring of 2004
◦ Program offered

Fall of 2005
◦ First class of
juniors
Course Requirements
•
Prerequisites
– “C” or better in Geo. Physical Science
– “C” or better in Biology
– “C” or better in Alg. I
– “C” or better in Geometry
•
Co-requisites
– Chemistry (take or have taken)
– Algebra II (take or have taken)
•
Must Commit to taking a 4th year of math
Program Layout
•
•
•
•
Biotechnology 1 – Term 1 Junior Year
Biotechnology 2 – Term 2 Junior Year
Biotechnology 3 – Term 3 Senior Year
Biotechnology 4 – Term 4 Senior Year
– Students must take all 4 classes
– Classes are limited to 22 students
•
Proteomics – Ind. Study – Students that
wish to have a bit more time to work on
their senior capstone projects
 Spring
of 2006
◦ First graduating class
◦ Total scholarships offered
$7,500.00
 Spring of 2010
◦ Fourth graduating class
◦ Total scholarships offered
$223,000.00
As of today…
The class of 2012 has been offered
$323,000 in scholarships
 It is very early in the award and
scholarship process

Junior Year
“The Core”
◦ Standard Laboratory Operating
Procedure, Microbiology, Nucleic Acids,
DNA Manipulation (rDNA), PCR,
Proteins, Transformation, Immunology, &
Forensics
Senior Year
“Application”
Technique and Procedural Review,
Environmental Biotechnology,
Bioinformatics, Fermentation &
Bioreactors, Plant Biotechnology, &
Transformation & Recombination
Senior Year Capstone
 The
senior capstone process drives
the research and laboratory
experience throughout the senior
year
 This
capstone demands authentic
assessment that is paramount for
ensuring quality within bioscience
workforce operations
Equipment List (to name a few)
•
Autoclave
•
Microwave
– p1000
•
Incubators
– p200
•
Analytical Balance
– p20
•
Electronic Balances
– p10
•
Vortexers
•
Rocker Tables
•
6000 G Centrifuge
•
Clean Bench
•
16,000 G Centrifuge
•
Horizontal Electrophoresis Cells
•
UV Spec
•
Vertical Electrophoresis Cells
•
Spec 20
•
Water De-Ionizer
•
Thermocycler
•
Lab Refrigerator (4 degrees C)
•
UV Light Table
•
Lab Freezer (-20 degrees C)
•
White Light Table
•
Micropipetters – Class Sets
Accolades
 Named
as “Best Practices” at the
state level by BioOhio and the Ohio
Department of Education
 Named
as “Best Practices” nationally
by the Biotechnology Institute
The Future…
Dual Enrollment
Schools using the model described offer
dual enrollment through Cincinnati State
 Students pay $135.00 for three (3) college
credit hours
 Dual Enrollment offers a better
alternative to articulation because the
students may take their college credit to
any college or university because they
receive a college transcript

Tough Losses
Sycamore is closing their program
 UC – Blue Ash placed their A.S. degree
program in abeyance

New Programs

Gahanna High School / Eastland Fairfield
Career Center – 2011/12
◦ Full 2-Year Program

Kings High School – 2011/12
◦ Modified 1-Year Program

Southern Hills Career Center
◦ Full 2-Year Program
Ft. Hayes – 2012/13
 Oak Hills High School – 2012/13

New Teacher Training Programs
 B.L.A.S.T.
 Mini
– B.L.A.S.T.
 B.L.O.T.
B.L.A.S.T. & Mini – B.L.A.S.T.
Bioscience Laboratory Awareness
Summer Teacher-Training
 A one week immersion program offered
to biology teachers that is designed to
instruct them how to infuse Bioscience
concepts and labs into high school biology
curricula without disrupting the
curriculum
 Funded by the local STEM Hub (UC)

B.L.O.T.
Bioscience Laboratory Organizational
Training
 A sequel to the B.L.A.S.T. programs that
assists schools in the implementation of
bioscience programs
 Funded by the local STEM Hub (UC)

Idea…
B.L.A.S.T. and B.L.O.T. be used to certify
new bioscience programs and instructors
 This would allow for training of the
teacher and the school
 One barrier to having new programs is
the certification of the instructor
 Reduce the barriers and we enable the
creation of more programs

Adult Education / Job Re-Training
This is already happening across Ohio at
the community college level
 Adults are re-trained for bioscience jobs

Idea…

Award graduating high school students
the same certification as the adults
completing the re-training programs
Idea…

Utilize existing high school programs,
instructors and labs to help with job retraining
State Wide Collaboration
Create seamless articulation between all
secondary and post-secondary programs
across the state
 Schools working together to analyze data
 Instructors working together to solve
problems
 Industry working with schools and
schools working with industry to educate
the workforce

The Future is all about
increasing collaboration
between industry and
education
Through collaboration
there is a the ability to
overcome anything