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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

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Bioscience Education: Past, Present and Future

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  1. Bioscience Education:Past, Present and Future Mr. Jamie Allison Biotechnology Instructor – Loveland High School Consortium Manager – Southwest Ohio Bioscience Education Consortium (SWOBEC)

  2. The Past

  3. 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

  4. 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…

  5. 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

  6. 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

  7. Phase 4 - Creation of Competencies • Partners from Industry and the post secondary institutions form afuturingpanel • Futuring panel then creates a list of the required skills and knowledge needed for a job in Bioscience/Biotechnology

  8. This is the point where I became involved and worked with the Greater Cincinnati Tech Prep Consortium

  9. 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

  10. 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

  11. 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

  12. 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

  13. Uniformity

  14. 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

  15. The Manual

  16. 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

  17. The Manual Assists Instructors with Guidance on the Following Topics • Lesson Planning (including sample lesson plans) • Resources • Equipment • Bioethics • Financial Information

  18. 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

  19. The Present

  20. Program History • Spring of 2004 • Program offered • Fall of 2005 • First class of juniors

  21. 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

  22. 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

  23. Spring of 2006 • First graduating class • Total scholarships offered $7,500.00 • Spring of 2010 • Fourth graduating class • Total scholarships offered $223,000.00

  24. As of today… • The class of 2012 has been offered $323,000 in scholarships • It is very early in the award and scholarship process

  25. Junior Year

  26. “The Core” • Standard Laboratory Operating Procedure, Microbiology, Nucleic Acids, DNA Manipulation (rDNA), PCR, Proteins, Transformation, Immunology, & Forensics

  27. Senior Year

  28. “Application” Technique and Procedural Review, Environmental Biotechnology, Bioinformatics, Fermentation & Bioreactors, Plant Biotechnology, & Transformation & Recombination

  29. Senior Year Capstone

  30. The senior capstone process drives the research and laboratory experience throughout the senior year

  31. This capstone demands authentic assessment that is paramount for ensuring quality within bioscience workforce operations

  32. Equipment List (to name a few) • Autoclave • Microwave • Incubators • Analytical Balance • Electronic Balances • Vortexers • 6000 G Centrifuge • 16,000 G Centrifuge • UV Spec • Spec 20 • Thermocycler • UV Light Table • White Light Table • Micropipetters – Class Sets • p1000 • p200 • p20 • p10 • Rocker Tables • Clean Bench • Horizontal Electrophoresis Cells • Vertical Electrophoresis Cells • Water De-Ionizer • Lab Refrigerator (4 degrees C) • Lab Freezer (-20 degrees C)

  33. Accolades

  34. Named as “Best Practices” at the state level by BioOhio and the Ohio Department of Education

  35. Named as “Best Practices” nationally by the Biotechnology Institute

  36. The Future…

  37. 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

  38. Tough Losses • Sycamore is closing their program • UC – Blue Ash placed their A.S. degree program in abeyance

  39. 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

  40. New Teacher Training Programs • B.L.A.S.T. • Mini – B.L.A.S.T. • B.L.O.T.

  41. 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)

  42. 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)

  43. 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

  44. Adult Education / Job Re-Training • This is already happening across Ohio at the community college level • Adults are re-trained for bioscience jobs

  45. Idea… • Award graduating high school students the same certification as the adults completing the re-training programs

  46. Idea… • Utilize existing high school programs, instructors and labs to help with job re-training

  47. 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

  48. The Future is all about increasing collaboration between industry and education

  49. Through collaboration there is a the ability to overcome anything

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