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Industry-Education Collaborative Initiatives The Indiana Experience Andy Cothrel Roche Applied Science/Westron LSM Consulting Todd Murphy Ivy Tech Community College Industry’s Role • • • • Perspectives & Needs Curricula content & architecture Enforcer Ongoing support Perspectives & Needs • Variety of industries represented – Assumption that if their needs are met, needs in general are broadly met • No direct/intense competition between them – Allowed open exploration of shared needs – Plus, Hoosiers are nice! • Major regional players at the table – Carries weight, lends credibility Curricula Content & Architecture • Detailed skill & knowledge inventory • Differentiated skills & knowledge, depth thereof • Allowed customization via “cassettes” to meet specific industry needs – Also allowed easier regionalization of the curricula, although that was a byproduct and not planned Enforcer • “Call me Guido” • Politicians & Appointees (and University higher-ups from three systems!) sometimes need “reminding” to be cooperative • Bureaucracy busting is essential to progress – Industry accompanied Academia to key meetings – Industry helped to overcome roadblocks Ongoing Support • Money! (direct and support for grants) • Equipment • Advisory Board membership – Changes to the curricula are evolving as a result • • • • • Internships Guest lecturers Peer pressure (assisted in regionalization) Conference participation Etc… Initial Academic Involvement • Discussions in the Fall 2002 and Spring 2003 • Distribution of “SKILLS AND KNOWLEDGE STANDARDS FOR ASSOCIATE DEGREE IN BIOTECHNOLOGY PROGRAMS IN INDIANA” on June 30, 2003 Skills and Knowledge Standards • Industry provided Skills and Knowledge Standards that were used extensively to establish biotechnology curriculum • Stated objective was to develop workers, at the associates level, that have a high degree of proficiency in those methods commonly used in the biotechnology industries Curriculum Design • Industry provided guidelines led to an extremely “laboratory centric” curriculum • Development of deep theoretical knowledge of biology/chemistry secondary to development of skills Development Conferences • Annual Conferences have been held to bring together industry representatives and program chairpersons from across Indiana • Program administrators of established programs from around the country invited to contribute their perspective Associates of Science degree • Development of Associates of Science degree requires articulation into four-year school – Associates of Science degree developed in co-operation with Indiana University-Purdue University at Indianapolis (IUPUI) • Statewide articulation granted in the summer of 2004 between IUPUI and Ivy Tech campuses that would be delivering approved curriculum Associates of Applied Science • Statewide curriculum for AAS degree in biotechnology developed based on same skill standards • Degree does not articulate with four year degree – Major differences between AS and AAS are in the areas of non-science course work and a lack of physics in the AAS degree – Most of the AS biotechnology courses are part of AAS curriculum Funding for Biotechnology Programs • Funding to establish biotechnology programs at six sites throughout Indiana was secured through Lilly Endowment grant – Grant provided funding for major equipment – Grant provided three years of salary for program chairperson Established Biotechnology Programs Local Flavor • Each site has developed working relationships with local biotechnology industries – These relationships are meant to influence the nature of the programs and the skill sets that are emphasized in that region – As industries change these industry-academic relationships will allow for the evolution of a region’s biotechnology program to continue to properly educate workforce • Several sites have established articulation agreements with local universities – This has led to significant variation in AS curriculum Moving Forward • As students serve internships and graduates move into the workforce feedback from these graduates and their employers will shape curriculum delivery – Close contact with internship mentors, graduates and employers necessary – Development of formal channels for acquiring this feedback is in development • As industries and the technologies used by industries change, the curriculum will need to reflect these changes