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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.
Citation preview
Teaching for the Always Evolving Biotechnology Workplace
Community College ProgramBIO 2012
Community College Program BIO Boston 2012
SPEAKERS
Hot 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
Contract Research and Manufacturing
Organizations
as a Way to Engage Students in
Real-World Research & Manufacturing
Challenges and Developing Critical Thinking
SkillsVivian Ngan-Winward
Director, Biomanufacturing Program
Real-World BiotechResearch & Manufacturing
Challenges
• Concept to ca$h
• Intellectual property
• Disruptive innovations
• Breakthrough improvements
Critical Thinking Skills•
Troubleshooting
• Problem-solving
• Situation-specific connections What is?
How ?Why ?
What would happen if …?What can you infer from … ?How would you improve … ?Would it be better if …?
This material is based upon work supported by the National Science Foundation under Grant No. 1003292.
Pharmaceutical Center and Analytical Training Laboratory
Ryan Gilmore, Director
About BioNetworkSupports 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.
Analytical Training Laboratory
GC & GC-MS FT-IR & UV-Vis HPLC, UPLC, MSUPLC H-Class
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 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
Update on Bioscience Technician Credentials/Certification
Community College ProgramBIO 2012
Jeanette Mowery
Community College Program BIO Boston 2012
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
Example: Stackable and Latticed CredentialManufacturing Skills Certification System
Community College Program BIO Boston 2012
What does the Bio-Link Community think about certification?
2011-2012 Bio-Link Survey of Bioscience ProgramsIn your opinion, would it benefit the students in your program if they could obtain an industry recognized certification?
– 82% Yes– 10% Not sure– 8% No
2012 Bio-Link Linkedin Poll
How helpful would it be to have a certification test for technicians?
Community College Program BIO Boston 2012
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
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
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
• 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
?
Community College Program BIO Boston 2012
CORE
DRAFT: Common Core Bioscience Laboratory Skill Standards
Community College Program BIO Boston 2012
DraftDraft
Draft of Common Core based on:
2007 Biotechnology and Biomedical Skill Standards; Copyright 2007http://www.bio-link.org/home/shoreline-community-college/biotechnology-skill-standards
Bioscience Competency Model: U.S. Department of Laborwww.careeronestop.org/COMPETENCYMODEL/pyramid.aspx?BIOSCI=Y
Community College Program BIO Boston 2012
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
TEXAS SKILL STANDARDS:IMPLICATIONS FOR
ADOPTIONLinnea Fletcher PhD
Austin Community College
Texas Skill Standards Board• 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
In General
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.
Major Components of the Standards
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
Program Renewal
Program recognition is valid for three years.
Colleges must produce assessments for all key activities, attested to by signature.
Renewal application requires sample assessments.
Biotechnology
TSSB adopted the Washington Skill Standards and state industry validated that adoption
Programs worked together to divide key activities among 6 core courses
Working together to develop a library of appropriate assessment tools
Implications?
High quality product is consistently produced across the state
Possibility of universal articulation agreements between programs and between 2 and 4 year schools
Sharing of resources and ideas
For more information: www.tssb.org
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)