1. City
College
of
San
Francisco
Stem
Cell
Pipeline
Stem
Cell
and
Cell
Culture
Program
for
High
School
Students
2. Stem
Cell
Pipeline
Program
• Classes
are
designed
for
high
school
students
• BTEC
5–
seminar
class
• BTEC
6–
stem
cell
class
• Students
start
earning
credit
to
cer=ficates
and
AS
degrees
• Students
are
recruited
by
their
high
schools.
• High
schools
are
recruited
by
the
community
college.
3. What’s
new
• Classes
offered
at
Aus=n
Community
College
TX
and
Alamance
Community
College
NC
• New
ar=cula=on
with
Sequoia
&
San
Mateo
High
School
districts
• Summer
classes
for
distance
schools
• Curriculum
on
Bio-‐Link
Clearinghouse
• Driving
Biotech
programs
at
other
HS
like
Burton
&
Leadership
• Collabora=on
with
Gladstone
Ins=tutes
for
summer
Biotech
“Boot-‐camp”
4.
5. BTEC
6
Basics
of
Cell
Culture
• 9
weeks
long
• Class
meets
once
a
week
• 4
hours
each
session
• Both
lecture
and
laboratory
components
7. • Basic
cell
culture
techniques:
• Defros=ng
cells
from
frozen
stocks
• Feeding
and
passaging
cells
in
culture
• Coun=ng
cells
and
calcula=ng
concentra=ons
• Serial
dilu=on
and
pla=ng
cells
• Freezing
and
storage
• Experiments:
• Asep=c
technique
and
serial
dilu=on
prac=ce
• Count
and
plate
specific
number
of
cells
• Live
and
dead
cell
iden=fica=on
using
fluorophores
• Survival
assay
• Transfec=on
• Stem
cell
differen=a=on
8. Iden5fica5on
of
live
and
Transfec5on
of
cells
by
dead
cells
using
PI
and
pDsRed2-‐Mito
Calcein
AM
10. Differentiation of embryonic stem cells into neurons
Pluripotent ESCs ESCs in suspension Week 1- Floating EBs
+ RA
Immunocytochemistry
Map 2 protein (red) in differentiated neurons Week 2-Differentiated neurons
11. What
is
your
level
of
interest
in
con=nuing
your
educa=on
in
the
fields
of
health
sciences
and/or
biology?
6
5
4
#
of
Students
Pre
3
post
2
1
0
Very high High Moderate Low Very low
12. Students’
Comments
• “Personally
I
am
.red
a0er
a
day
of
school.
There
is
only
so
much
lecturing
I
can
take.”
• “Lectures
were
boring,
but
informa.ve.”
• “Students
want
prac.ce
more
than
lecture
some.me
lectures
makes
us
bored.”
Ideas
to
make
lectures
more
interac5ve??
13. More
Student
Comments:
• “It
was
interes.ng
to
see
the
cardiomyocytes
beat.
It’s
amazing
that
we
preEy
much
made
our
own
neurons/
cardiomyocytes.”
• “I
think
this
class
is
a
very
good
class
experience
to
have.
I
don’t
know
any
other
high
schooler
who
has
seen
bea.ng
fluorescent
cells.”
• “This
was
an
amazing
experience.”
• “I
enjoyed
doing
the
labs
and
wish
that
the
class
lasted
longer
so
we
could
do
more
labs.”
• “I
learned
a
lot.
Should
offer
more
classes
for
high
school
students.”
14. Our
Partners
• San
Francisco
High
schools:
Lincoln
Wallenberg
Galileo
Leadership
Mission
• Alamance
Community
College,
NC
• Aus=n
Community
College,
TX
15. Available
Class
materials
on
Bio-‐Link
Clearinghouse
• Student
manual
• Instructor’s
manual
• Quizzes
and
exams
• Prac=ce
problem
sets
• Lectures
16.
17. Challenges:
1. Equal
opportunity
for
students
at
partner
high
schools
(11
high
schools,
8
ISDs)
2. Poli=cal
climate
toward
human
ES
cells
3. Student
transporta=on
to
campus
18. Challenge:
Picking
par=cipants
Solu=on:
• Created
a
panel
to
address
logis=cs
:
ACC
representa=ves
and
high
school
teachers
• Designed
and
implemented
an
applica=on
process
to
select
par=cipants
from
interested
students
Results:
•
Class
of
10
students
and
a
high
school
teacher-‐
represen=ng
three
high
schools
and
2
ISDs
19. Challenge:
Poten=ally
conten=ous
poli=cs
Solu=on:
• Used
mouse
iPS
cells
rather
than
human
ES
cells
Results:
• Protocols
are
having
to
be
developed
for
the
course
using
this
alterna=ve
cell
line.
20. Challenge:
Transporta=on
Solu=on:
• Required
students
to
provide
their
own
means
of
transporta=on.
Results:
•
Many
of
the
students
from
lower
socioeconomic
areas
or
from
areas
far
from
the
campus
were
not
able
to
par=cipate.
21. Current/Future
work:
1. Begin
offering
in
the
summer
to
increase
availability.
2. Develop
an
ebook
for
the
course
to
make
it
more
interac=ve
and
accessible
to
other
schools.
3. Adapt
the
course
to
be
taught
in
the
high
school
with
a
corresponding
stem
cell
workshop
at
ACC.
22.
23.
24.
25. First
Year
• Recruited
from
5
high
schools
and
the
middle
college
on
ACC
campus
• 11
fall
semester,
8
spring
semester
• Mix
of
juniors
and
seniors
• Background
of
basic
algebra
&
biology
26.
27. Things
That
Didn’t
Work
• Extracurricular,
no
school
credit
– Selling
point:
what
makes
you
stand
out
in
the
field
of
applicants
to
your
school
of
choice
• Resolu=on:
students
get
a
Cer=ficate
of
Comple=on
• Future
direc=on:
extend
the
program
to
full
semester
with
more
microbiology,
sterility
basics
– Becomes
dual
enrollment
with
credit
28.
29. Things
That
Didn’t
Work
• Working
around
two
different
school
schedules,
breaks,
holidays,
etc.
– Some=mes
2
weeks
between
mee=ngs
– Cells
need
care
• Arranged
ac=vi=es
to
allow
for
=me
to
complete
experiments
without
long
breaks
30. Things
That
Didn’t
Work
• Not
able
to
get
ESC
for
the
first
semester
–
numerous
technical
difficul=es
– Obtained
for
the
second
semester
– Not
the
same
as
the
mESC
line
used
at
CCSF,
some
results
were
slightly
different
• No
bea=ng
cardiomyocytes,
did
get
neuron
differen=a=on
31. What
Worked
• Started
with
basics
of
bacteria
(ubiquity),
sterility
and
contamina=on
• Surprisingly
adept
with
cell
cultures
(CHO-‐K)
• Able
to
develop
asep=c
techniques
quickly
• Successful
ac=vi=es
included:
– All
but
the
bea=ng
cells
•
Added
a
tour
of
the
Wake
Forest
Ins=tute
for
Regenera=ve
Medicine
– Mega
hit
with
the
students