teaching for the always-evolving biotechnology workplace

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


The Language

• Certificate• Certification• Third Party Certification• Accreditation• Credential• Stackable, latticed credentials• Technical Skills Assessment• Common Core Bioscience Competencies


Example: Stackable and Latticed CredentialManufacturing Skills Certification System


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?


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?


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


Federal dollars

• DOL Grants– TAACCCT

• Perkins $– Emphasizes a “Technical

Skills Attainment” (TSA)– Third Party– Aligned with Industry

Recognized Standards– No standardized

assessment for biotech


• 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)


?


CORE

DRAFT: Common Core Bioscience Laboratory Skill Standards


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


http://www.bio-link.org/home/shoreline-community-college/biotechnology-skill-standards



http://www.careeronestop.org/COMPETENCYMODEL/pyramid.aspx?BIOSCI=Y



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


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)

teaching for the always-evolving biotechnology workplace

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