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Teaching for the Always-Evolving Biotechnology Workplace
- 1. Teaching for the Always Evolving Biotechnology Workplace Community College Program BIO 2012 Community College Program BIO Boston 2012
- 2. 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
- 3. Contract Research and Manufacturing Organizations as a Way to Engage Students in Real-World Research & Manufacturing Challenges and Developing Critical Thinking Skills Vivian Ngan-Winward Director, Biomanufacturing Program
- 4. Real-World Biotech Research & Manufacturing Challenges • Concept to ca$h • Intellectual property • Disruptive innovations • Breakthrough improvements
- 5. Critical Thinking Skills • Troubleshooting • Problem-solving • Situation-specific connections would happen if …? What is? What can you infer from … ? How ? How would you improve … ? Why ? Would it be better if …?
- 6. This material is based upon work supported by the National Science Foundation under Grant No. 1003292.
- 7. Pharmaceutical Center and Analytical Training Laboratory Ryan Gilmore, Director
- 8. About BioNetwork Supports 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.
- 9. Analytical Training Laboratory UPLC H-Class GC & GC-MS FT-IR & UV-Vis HPLC, UPLC, MS
- 10. Mobile Training Laboratory • 42’ x 22’ Expandable trailer • 650 sq. ft. of training space
- 11. 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
- 12. Update on Bioscience Technician Credentials/Certification Community College Program BIO 2012 Jeanette Mowery Community College Program BIO Boston 2012
- 13. 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
- 14. Example: Stackable and Latticed Credential Manufacturing Skills Certification System Community College Program BIO Boston 2012
- 15. What does the Bio-Link Community think about certification? 2011-2012 Bio-Link Survey of 2012 Bio-Link Linkedin Poll Bioscience Programs In your opinion, would it How helpful would it be to benefit the students in your have a certification test for program if they could obtain technicians? an industry recognized certification? – 82% Yes – 10% Not sure – 8% No Community College Program BIO Boston 2012
- 16. 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
- 17. 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
- 18. 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
- 19. • 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
- 20. CORE Community College Program BIO Boston 2012
- 21. DRAFT: Common Core Bioscience Laboratory Skill Standards Community College Program BIO Boston 2012
- 22. Draft of Common Core based on: 2007 Biotechnology and Bioscience Competency Biomedical Skill Standards; Model: U.S. Department of Copyright 2007 Laborwww.careeronestop. http://www.bio- org/COMPETENCYMODEL/ link.org/home/shoreline- pyramid.aspx?BIOSCI=Y community- college/biotechnology-skill- standards Community College Program BIO Boston 2012
- 23. 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
- 24. Linnea Fletcher PhD Austin Community College
- 25. • 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
- 26. 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.
- 27. 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 Skills The last element advises on the best method to evaluate performance in the work: • Statement of Assessment
- 28. Program recognition is valid for three years. Colleges must produce assessments for all key activities, attested to by signature. Renewal application requires sample assessments.
- 29. 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
- 31. 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
- 32. 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)
Hinweis der Redaktion
- Before talking about our CXOs, let me address the challenges, specifically for the biotech industry Concept to cash: take an idea to market, and hope for big $$$ IP: re: the idea, Can I claim new IP? Work around existing IP? A disruptive innovation is an innovation that helps create a new market and value network, and eventually goes on to disrupt an existing market and value network (over a few years or decades), displacing an earlier technology Breakthrough improvements achieved via: continuous efforts - lean implementation = reducing waste / non-value-added activities; six sigma processes = “0” defectsIn order to prepare our students to partake in these challendges, they need critical thinking skills
- Typical critical thinking skills are troubleshooting & problem-solvingConnections: situation specific, not readily made by students but are crucial in the workplaceTies in with Bloom’s taxonomy of learningAs educators, we are/have been very good at addressing bottom, lower level thinking skills, but not higher level thinkingEducators & students need to move beyond – What is? How? Why?And into – What would happen if? What can you infer from? How would you improve? Would it be better if?From the science & technology perspective: move beyond – how to run a gel, purify a protein, clone a PCR productAnd into – when would I use which techniques as tools to get me from here to there?
- By participating, students are forced to make these higher order connections and critically think at the higher levels in our contract RO & MOMany of you already know about InnovaBio & STUDENTfacturED. You have a handout that provides much detail and compares the 2 entities.I will give a brief explanation of each one and highlight the important differences between them so lay a foundation for our discussion.
- Ask the question in slightly different ways.
- Disconnect between student performance on the job and their test results, including hands on tests such as lab performance examsTeaching to the test.
- Many educators believe that certification would be in the best interest of their students. BUT there are other drivers. Accountability measures for federal grants
- Is there a core? What is core? Are we trying to find core skills for all biotechnicians or a subset? Laboratories in Small scale manufacturing and R& D look pretty similar. Within medical device sector, wet lab vs. dry
- Key activities (KAs)—which industry has indicated worker must be able to do on job—are used as learning outcomes in courses, which students must demonstrate they can perform. Performance Criteria allow college to test students’ mastery of KAs because they tell how well KA must be performed, using demonstrable & measurable behavior.