Improvements in skills and knowledge after a comprehensive ELISA teaching course for biotechnology undergraduates

As a universal and extensively adopted technique, enzyme-linked immunosorbent assay (ELISA) can be used to detect and quantify small molecules in many applications both clinical and analytical. However, generally, students experiment mechanically using commercial ELISA kits according to the instructions and eventually produce a standard curve to calculate the concentration of the sample to be measured, cannot understand the critical factors and process of method establishment. This study systematically introduced undergraduates to using the pathogen-specific antigen and establishing an indirect ELISA method to detect the diagnostic target pathogen Burkholderia pseudomallei. This course aimed to develop the experimental skills of the students and improve their scientific research knowledge, which fully embody the organic combination of scientific research and teaching. Students independently selected the diagnostic antigen target of interest, obtained the antigen proteins using genetic engineering techniques, and established an ELISA method through a series of conditional optimization experiments. In addition, typical student-generated data, experimental methods, and a student feedback interpretation are presented in this study. Overall, the students were able to combine abstract knowledge with practice and understand the principles and applications of antigen-antibody interactions, thus enabling them to gain practical experience in molecular biology techniques, and learn how to use this principle to establish an ELISA method for detecting infectious diseases.

Inclusion of COVID-19 as a topic in an undergraduate biotechnology course

The novelty of the COVID-19 disease has paved the way to numerous scientific studies that aim to further understand its biology, and to different strategies that disseminate this information to promote public awareness. One of the strategies that the academe can employ is the inclusion of COVID-19 as a topic in a basic biotechnology course. This not just helps students better understand this disease, but it also makes them an effective medium in the dissemination of relevant COVID-19 knowledge.

Exploring the use of virtual laboratory simulations before, during, and post COVID-19 recovery phase: An Animal Biotechnology case study

This study presents an evaluation of integrating virtual laboratory simulations in assessment design of a biotechnology course at Taylor's University in Malaysia before, during and post-COVID recovery phases. The purpose was to investigate how virtual laboratory simulations were integrated as part of the assessments of a practical-embedded course-the aim being to evaluate students' acceptance and perception of using virtual simulation. A total of 46 students, across three different study cohorts (August 2019, March 2020, and August 2020) were evaluated different educational aspects of using virtual laboratory cases in a 4-week course within Animal Biotechnology. Overall, students regarded virtual laboratory simulation useful as part of their learning, and there is a significant increase in the level of acceptance before, during and post-COVID recovery phases. The study showed that across the different study cohorts, students perceived their confidence level in laboratory skills have been enhanced and that they can apply the skills in real-life situation. Interestingly, students (March and August 2020 cohort) who have not been exposed to the related laboratory session still perceived that the simulated activity provides clear explanation and realistic experience. Furthermore, it had been highlighted across the study cohorts that the quiz questions helped to enhance their understanding on the underlying principles of the laboratory techniques. The overall conclusion of this study was that structured simulation-based activities which provide clear instructions and explanation would support significant improvements in students learning.

Knowledge, perception, and interest regarding biotechnology among secondary school students in Calabar, Cross River State, Nigeria

A survey was carried out to investigate the knowledge, perception and interest of secondary school students about biotechnology. A total of 334 questionnaires were distributed to students in Senior Secondary 3 classes from eight secondary schools within Calabar metropolis. Data was collected and analyzed using SPSS version 7.5. Results revealed 105 (34.21%) of students had limited knowledge of medical biotechnology, genetic engineering and genetically modified products. 91 (30.03%) of the students agreed that biotechnology is the use of living organisms to produce goods and services while 102 (33.41%) accepted that biotechnology is a new technology based on biology 62 (20.39%) were willing to embrace the applications of biotechnology. 152 (50.03%) do not agree that biotech will improve services for mankind; 90 (29.51) had no idea about the applications of biotechnology; 31 (10.24%) students disagreed that cloning results in perfectly identical individuals while the highest positive responses; 92 (30.31%) was recorded for questions regarding in vitro fertilization. The students also showed a very low interest 76 (25%) in pursuing biotechnology as a degree in the University. Generally students' knowledge, perception, and interest in Biotechnology were low among Secondary School students in Calabar. There is a need to immediately increase enlightenment and emphasis on the applications of biotechnology among Secondary school students to enable them appreciate the benefits of biotechnology.

Readying students for careers in industry: A guided inquiry activity to prepare students for success in biotechnology and pharmaceutical industry positions

While science students are well prepared for careers in biotechnology and pharmaceutical sciences in terms of technical expertise and critical thinking, they rarely have an opportunity to practice the due diligence required for success in industry in their coursework. This includes framing their expertise as solutions to challenges a company may be experiencing, an important skill for the interview process. As most academics have not applied for positions in industry, they may feel ill equipped to help students practice the important skills of framing their expertise within company goals and to discuss the business and financial concepts relevant to careers in scientific industry. Here, we describe an educational activity first developed by a leader in the biotech/pharmaceutical industry that was modified and given educational context by an academic in a class of upper-level undergraduate and graduate students. In this guided inquiry activity, students were instructed to select a start-up company in their field-ideally one to which they intended to apply for a job. Students were empowered by scaffolded hands-on exercises to research the company's scientific focus and finances, and to frame how their expertise could help companies achieve stated goals. Students compiled and delivered their research as an in-class presentation.

"Designer babies?!" A CRISPR-based learning module for undergraduates built around the CCR5 gene

CRISPR-cas technology is being incorporated into undergraduate biology curriculum through lab experiences to immerse students in modern technology that is rapidly changing the landscape of science, medicine and agriculture. We developed and implemented an educational module that introduces students to CRISPR-cas technology in a Genetic course and an Advanced Genetics course. Our primary teaching objective was to immerse students in the design, strategy, conceptual modeling, and application of CRISPR-cas technology using the current research claim of the modification of the CCR5 gene in twin girls. This also allowed us to engage students in an open conversation about the bioethical implications of heritable germline and non-heritable somatic genomic editing. We assessed student-learning outcomes and conclude that this learning module is an effective strategy for teaching undergraduates the fundamentals and application of CRISPR-cas gene editing technology and can be adapted to other genes and diseases that are currently being treated with CRISPR-cas technology.

Integrating research into a molecular cloning course to address the evolving biotechnology landscape

The rapid development of molecular biotechnology presents a curricular challenge for educators trying to provide students with relevant coursework. A comprehensive biology education should also include opportunities for students to develop intellectual and technical skills through authentic research experiences. Integrating relevant and interesting research projects into their classes, however, can be a challenging task for instructors. To address these varied demands, we redesigned our existing molecular cloning course to incorporate an independent research project assessing calcium signaling. In the revised course, students use traditional and recombination-based cloning strategies to generate bacterial and mammalian expression vectors encoding CaMPARI, a novel fluorescent calcium indicator. Bacterially-expressed CaMPARI is used in protein quantification and purification assays. Students must also design their own research project evaluating the effect of chemotherapeutic agents on calcium signaling in a mammalian system. Revised and novel labs were designed to be modular, facilitating their integration into the course over 2 years. End-of-semester student evaluations were compared between years revealing a significant difference in students' perception of the course's difficulty between years. This change in attitude highlights potential pedagogical considerations that must be examined when introducing new material and activities into existing courses. Since calcium signaling is important for cellular process across diverse species, instructors may be able to develop research projects within their respective areas of interest. Integration of authentic research experiences into the curriculum is challenging; however, the framework described here provides a versatile structure that can be adapted to merge diverse instructor interests with evolving educational needs.

Bioinformatics tools for marine biotechnology: a practical tutorial with a metagenomic approach

BACKGROUND

Bioinformatics has pervaded all fields of biology and has become an indispensable tool for almost all research projects. Although teaching bioinformatics has been incorporated in all traditional life science curricula, practical hands-on experiences in tight combination with wet-lab experiments are needed to motivate students.

RESULTS

We present a tutorial that starts from a practical problem: finding novel enzymes from marine environments. First, we introduce the idea of metagenomics, a recent approach that extends biotechnology to non-culturable microbes. We presuppose that a probe for the screening of metagenomic cosmid library is needed. The students start from the chemical structure of the substrate that should be acted on by the novel enzyme and end with the sequence of the probe. To attain their goal, they discover databases such as BRENDA and programs such as BLAST and Clustal Omega. Students' answers to a satisfaction questionnaire show that a multistep tutorial integrated into a research wet-lab project is preferable to conventional lectures illustrating bioinformatics tools.

CONCLUSION

Experimental biologists can better operate basic bioinformatics if a problem-solving approach is chosen.

Undergraduate biological sciences and biotechnology students' reflective essays focus on descriptive details of experiential learning experiences

Experiential learning experiences (ELEs), opportunities for students to apply knowledge and skills critically in a hands-on environment, are fundamental to the apprenticeship model of biological and biotechnological sciences. ELEs enhance student-learning gains, increase career readiness, and provide important networking opportunities. However, students do not often recognize the benefits of ELEs. Reflection is a highly effective tool to articulate learning gains and connect new content with established knowledge. Therefore, senior undergraduate students (n = 23), majoring in biological sciences or biotechnology, wrote required reflective essays about their ELE, in response to an intentionally vague prompt. Qualitative assessment of the reflective essays identified themes present in the reflective essays that typically included descriptions of what students did, with whom they worked, and what they learned during their ELE, but lacked critical analysis or deep reflection about their experience. Differences were also present between different types of ELEs. These results provide a foundation for guiding students to deeper reflection, ultimately resulting in greater benefits from their ELEs. To promote more robust reflection, and, therefore, theoretically enhance learning gains from ELEs, we suggest multiple iterations of reflection, instructor feedback and coaching, and ELE-specific prompts that focus on the placement of ELEs within students' personal and professional trajectory.

Design, implementation, and outcomes of an elective course on preliminary structural biology for undergraduate students majoring in biotechnology

Biotechnological pharmaceuticals is a key course offered to third-year undergraduates majoring in biotechnology in our university. However, students often experience difficulties in understanding the principles of related technologies. In this study, we developed and implemented an elective course on preliminary structural biology for biotechnology undergraduates, aiming at reinforcing the principles of these technologies by experimental practice. The course was composed of three phases and lasted for 15 weeks, 18 students were randomly divided into six teams and were encouraged to design, prepare, carry out, and conclude a project on their own. The main contents of their project were cloning, expression, purification, and crystal screening of HpaA, a lipoprotein from the gastric pathogen Helicobacter pylori. Examination scores of biotechnology pharmaceuticals were used to assess learning outcomes. The results showed that students who participated in this course gained higher scores in the final examination, and they performed better on the questions specifically related to the elective course. These results demonstrated that the course enhanced students' understanding of the technologies involved in this course by practical applications. Thus, this elective course was effective in helping biotechnology undergraduates to learn the theory and application of biological technologies, and the experience gained in this course may be useful for other technology-based courses.

Plasmid production and purification: An integrated experiment-based biochemistry and biotechnology laboratory course

This laboratory experiment describes the production and purification of plasmid DNA for undergraduate biochemistry and biotechnology courses. This experiment performed in a one-week period includes the protocols for plasmid pVAX1-LacZ production in Escherichia coli DH5α cells and subsequent purification of supercoiled pVAX1-LacZ. Firstly, the students use a growth medium that favors the replication of the plasmid resulting in a higher plasmid production during exponential growth. Afterwards, alkaline lysis is done to disrupt the bacterial cells and recover pVAX1-LacZ plasmid. Lastly, they perform the purification of pVAX1-LacZ supercoiled isoform by L-histidine chromatography, followed by agarose gel electrophoresis to characterize the separation of supercoiled isoform from contaminants. The proposed experiment provides an opportunity for students to acquire these skills that are routinely used in biochemistry and biotechnology laboratories. © 2019 International Union of Biochemistry and Molecular Biology, 47(6):638-643, 2019.

All-around management of a fungal isolate obtained from cheese spoilage as an environmental source: Direct approach from an undergrad student to a biotechnological characterization

In this work, we present the results of an undergrad student from the perspective of its first approach as a principal researcher in a project. In order to gain practical experience, one of the options for students that have interest in pursuing a postgraduate program corresponds to a research stay in a laboratory of their selected field conducting a project for a period of 6 months. In this particular project, a fungal sample was isolated from Parmesan cheese spoilage and its enzymatic activity evaluated. Using simple and standardized protocols, the student was capable of identifying a possible biotechnological application for the isolate by detecting and categorizing the lipolytic activity. Through microculture characterization in potato dextrose agar (PDA) the genus of the sample was determined as Penicillium and confirmed by molecular analysis of the ITS1 and ITS4 regions. In order to examine comprehensively the potential of the new isolate, the extracellular and intracellular enzymatic activities were analyzed as well as four methods of cell rupture. From these results, sonication was determined as the best technique with 211 U/L as a maximum lipolytic value. To finalize the evaluation of the sample, the student determined the optimal pH and temperature as well as the thermotolerance of the crude extract obtaining a residual activity of 13% after 60 minutes of incubation at 45 °C. Upon conclusion of the research we could recognize that through a direct characterization of a fungal isolate using techniques that are widely known, the student was capable of determining and value one of the most interesting capabilities fungi has to offer; enzymatic activity, and that the knowledge obtained from established protocols enables and encourages the students to correlate the source from where they were obtained with potential biotechnological applications. © 2019 International Union of Biochemistry and Molecular Biology, 47(6):681-688, 2019.

Invisible signals from the underground: A practical method to investigate the effect of microbial volatile organic compounds emitted by rhizobacteria on plant growth

Rhizobacteria that colonize plant roots and promote plant growth are referred to as plant growth-promoting rhizobacteria, and this can stimulate plant growth either indirectly or directly. Volatile organic compounds (VOCs) emitted by rhizobacteria have the capacity to promote plant growth as well as perform biocontrol of fungal pathogens. The microbial volatile organic compounds (mVOCs) are characterized by a low molecular weight and a high vapor pressure, which facilitate evaporation and diffusion at normal temperatures and at above-ground and below-ground pressures. mVOCs can travel far from the point of production through the atmosphere, porous soils and liquids, thereby making them ideal infochemicals for mediating interspecific interactions. However, knowledge about the biological and ecological roles of microbial VOCs is still limited compared with that of plant VOCs. Here, we describe a simple and inexpensive laboratory class aimed at biotechnology or soil microbiology students, which uses techniques to increase their understanding of the mechanisms of plant growth promoting rhizobacteria and also illustrate the effects of mVOCs emitted by rhizobacteria on plant growth promotion, as well as evaluating their potential as a biocontrol. The laboratory class is divided into two sessions: an initial 3-hour experimental session and a second 2-hour analytical one. The experimental session involves two separate experiments: one of which is dedicated to illustrating the effect of mVOCs on plant growth parameters, while the second explores the capacity of VOCs as a biocontrol. Also, the class provides students with an opportunity to perform useful assays, draw conclusions from their results, and discuss possible extensions of the study. © 2019 International Union of Biochemistry and Molecular Biology, 47(4):388-393, 2019.

Development and Validation of the Biotechnology Literacy Test

In this study, a 'biotechnology literacy test' was developed to determine the biotechnology literacy of prospective science teachers, and its validity and reliability were determined. For this purpose, 42 items were prepared by considering Bybee's scientific literacy classifications (nominal, functional, procedural, and multidimensional). The experts were asked to rate each item for content validity. As a result of the experts' evaluations, the content validity of the test was confirmed. The draft test was applied to 494 science prospective teachers. Difficulty and discrimination coefficients of items within the test were calculated to provide evidence of construct validity. It was decided to exclude 13 items as a result of item analysis. It can be said that that the test was difficult (p = 0.40) and discriminative (D = 0.41) at medium level. Finally, a valid and reliable "biotechnology literacy test" consisting of 25 multiple-choice items each with five choices was developed in this research. © 2019 International Union of Biochemistry and Molecular Biology, 47(2): 179-188, 2019.

It Is Time for a New Direction in Biotechnology Education Research

This manuscript presents a scoping review of Biotechnology Education Research (BTER) over the last 20 years. BTER during this period primarily focused on attitudes and knowledge, typically using research design methods suitable for addressing questions about frequencies, central tendencies, correlations, and so on. However, to guide the development of educational practices that will increase and sustain students' motivation and interest in science in general and biotechnology in particular, BTER will need to adopt research design methods that support the inference of causal relationships from observations. Research will need to focus on students' interest and motivation, and its relationship with effective teaching and learning of biotechnology in the context of socio-scientific issues (SSIs). Such a shift will increase interest and motivation in teaching and learning biotechnology and will also help establish and maintain students' interest in Science, Technology, Engineering and Mathematics (STEM) because biotechnology is an important STEM subject. This in turn may encourage students to choose educational and professional careers in science, helping to meet society's current and future needs. © 2019 International Union of Biochemistry and Molecular Biology, 47(2): 189-200, 2019.

Implementation and evaluation of a biotechnology research experience for African-American high school students

Exposure to science content and development of excitement for scientific inquiry throughout the high school years are imperative in attracting students into the sciences. The purpose of this article is to report lessons learned and share best practices from the implementation and evaluation of a high school STEM program that aims to provide an authentic research experience for African-American students and expose them to the possibility and benefits of attaining advanced degrees and careers in STEM fields. Participants reported that enriching science experiences improved their college readiness and exposed them to STEM degree and career options. Formative evaluation results lead to the following lessons learned for best practice: 1) Relationships with high schools will facilitate buy-in; 2) Setting clear expectations and assigning responsibilities is essential; 3) Diversity and cultural sensitivity training is necessary; and 4) Programs of this nature need strong evaluation.

Misconceptions and persistence: resources for targeting student alternative conceptions in biotechnology

Conceptual understanding and reasoning of nonscience major students enrolled in a course on biotechnology were evaluated before and after instruction. The instrument for analysis of student understanding was the Biotechnology Instrument for Knowledge Elicitation (BIKE). The BIKE targets 11 key concepts, as determined by experts in the field. A statistically significant score improvement was observed in each of the 11 concept areas after completion of the course, Biotechnology in Society (N = 117). Student responses to both the pretest and posttest were highly informative and revealed several common misconceptions that could have been overlooked in a closed form testing scenario. These alternative conceptions and recommended clarifications have been presented here. Our goal in documenting and distributing these is to better equip educators in biology and biochemistry to anticipate student preconceptions, design targeted interventions, and improve student conceptual reasoning in topics pertaining to biology and biotechnology. © 2018 International Union of Biochemistry and Molecular Biology, 46(6):602-611, 2018.

AI Paradigms for Teaching Biotechnology

Artificial intelligence (AI) is profoundly changing biotechnological innovation. Beyond direct application, it is also a useful tool for adaptive learning and forging new conceptual connections within the vast network of knowledge for the advancement of biotechnology. Here, we discuss a new paradigm for biotechnology education that involves coevolution with AI.

Innovative training networks: overview of the Marie Skłodowska-Curie PhD training model

Doctoral training has changed in recent years with most PhDs now performed in structured programmes operated by university graduate schools. These schools generally superimpose a training framework onto the traditional research project to improve the education experience of the students and to prepare them for their careers. Many graduates progress to the commercial sector, where there is demand for highly skilled employees. The European Union (EU) promotes the development of transnational, training-focused, PhD programmes called Innovative Training Networks (ITNs) through Marie Skłodowska-Curie Actions. ITNs share many features of thematic PhD programmes, but they only recruit a single cohort of students, and they align with EU policy goals. These training networks are prestigious and very well regarded within European academia. The authors of this article were participants in a yeast biotechnology ITN, YEASTCELL, which finished in 2017. Some interesting insights into the more and less successful aspects of the project arose during discussions at the final project workshop. The views of the participants are distilled here in a discussion of how an ITN could be structured to maximise the benefits for the three main stakeholders: students, supervisors and industry partners.

User-friendly tool kits for protein gel electrophoresis techniques: A training program for high school students

Recent advancements in biochemical sciences have helped the researchers to explore the molecular logic of life inclusive of its multifarious expressions and explain many facts about the structure and functions of cellular macromolecules. Due to its simple and cost-effective nature, polyacrylamide gel electrophoresis (PAGE) has become the most favored technique for qualitative and quantitative examination of macromolecules. Major drawbacks of such modifications are the cost and operational complexities faced by naïve students. Many interlinking laboratory equipment are needed in the school laboratories for the conduct of even simple scientific experiment. Some of these costly modern equipment are inaccessible for students of small laboratories, and their alternatives are not easily available. Many of these laboratory equipment required for routine gel electrophoresis technique can be fabricated in their simplest form using off-the-shelf components. A short term biochemistry training program was executed for high school students to provide them "hands-on" training using newly modified equipment, which was proved to be an exciting way of learning biochemical gel separation techniques. © 2018 International Union of Biochemistry and Molecular Biology, 46(5):566-577, 2018.

CRISPR in Sub-Saharan Africa: Applications and Education

Clustered regularly interspaced short palindromic repeats (CRISPR) technology has enabled genetic engineering feats previously considered impracticable, offering great hopes for solutions to problems facing society. We consider it timely to highlight how CRISPR can benefit public health, medicine, and agriculture in sub-Saharan Africa (SSA) and offer recommendations for successful implementation.

A biosafety level 2 virology lab for biotechnology undergraduates

Medical, industrial, and basic research relies heavily on the use of viruses and vectors. Therefore, it is important that bioscience undergraduates learn the practicalities of handling viruses. Teaching practical virology in a student laboratory setup presents safety challenges, however. The aim of this article is to describe the design and implementation of a virology laboratory, with emphasis on student safety, for biotechnology undergraduates. Cell culture techniques, animal virus infection, quantification, and identification are taught at a biosafety level 2 for a diverse group of undergraduates ranging from 20 to 50 students per group. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(6):537-543, 2017.

The contribution of microbial biotechnology to economic growth and employment creation

Our communication discusses the profound impact of bio-based economies - in particular microbial biotechnologies - on SDG 8: Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all. A bio-based economy provides significant potential for improving labour supply, education and investment, and thereby for substantially increasing the demographic dividend. This, in turn, improves the sustainable development of economies.

Basic-education mexican teachers' knowledge of biotechnology and attitudes about the consumption of genetically modified foods

Over the past few years, a new research field has emerged, focusing on the social-scientific criteria for the study of opinions toward genetically modified foods (GMFs), since these may be limiting factors for the success or failure of these products. Basic education is the first step in the Mexican education system, and teachers may wield an outsized influence on the attitudes and preferences of children, prospective future consumers of these products. To better understand the current state of knowledge of biotechnology issues and opinions toward the consumption of GMF of Mexican teachers, a questionnaire was distributed, and 362 Mexican teachers of basic education responded. The survey included questions about the benefits and risks of consuming GMF. The mean percentage of teachers expressing knowledge of a given topic in biotechnology was 50%. More than 60% of teachers believed that GMFs would be useful in preventing world hunger, while 39.2% considered GMF to be hazards for future generations. Although 47.0% reported not having enough knowledge about these topics, almost all (90.3%) respondents expressed an interest and willingness to learn about biotechnology. In light of the fact that teachers of basic education represent the first and potentially most lasting stage in the education of young children, this survey establishes the urgent need to develop strategies to improve the scientific knowledge of teachers and to facilitate decision making and the promotion of scientific and technological advances for their students. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(5):396-402, 2017.

Better understanding of homologous recombination through a 12-week laboratory course for undergraduates majoring in biotechnology

Homologous recombination, a central concept in biology, is defined as the exchange of DNA strands between two similar or identical nucleotide sequences. Unfortunately, undergraduate students majoring in biotechnology often experience difficulties in understanding the molecular basis of homologous recombination. In this study, we developed and implemented a 12-week laboratory course for biotechnology undergraduates in which gene targeting in Streptococcus suis was used to facilitate their understanding of the basic concept and process of homologous recombination. Students worked in teams of two to select a gene of interest to create a knockout mutant using methods that relied on homologous recombination. By integrating abstract knowledge and practice in the process of scientific research, students gained hands-on experience in molecular biology techniques while learning about the principle and process of homologous recombination. The learning outcomes and survey-based assessment demonstrated that students substantially enhanced their understanding of how homologous recombination could be used to study gene function. Overall, the course was very effective for helping biotechnology undergraduates learn the theory and application of homologous recombination, while also yielding positive effects in developing confidence and scientific skills for future work in research. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(4):329-335, 2017.

Turkish university students' knowledge of biotechnology and attitudes toward biotechnological applications

This study questions the presumed relation between formal schooling and scientific literacy about biotechnologies. Comparing science and nonscience majors' knowledge of and attitudes toward biotechnological applications, conclusions are drawn if their formal learnings improve pupils' understandings of and attitudes toward biotechnology applications. Sample of the study consists of 403 undergraduate and graduate students, 198 nonscience, and 205 science majors. The Biotechnology Knowledge Questionnaire and the Biotechnology Attitude Questionnaire were administered. Descriptive statistics (mean and percentages), t test, and correlations were used to examine the participants' knowledge of biotechnology and attitudes toward biotechnological applications and differences as regards their majors. Although the science majors had higher knowledge and attitude scores than the nonscience majors, it is not possible to say that they have sufficient knowledge of biotechnologies. Besides, the participants' attitudes toward biotechnological applications were not considerably related to their knowledge of biotechnology. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(2):115-125, 2017.

Design and evaluation of a digital module with guided peer feedback for student learning biotechnology and molecular life sciences, attitudinal change, and satisfaction

This study aims to investigate the impacts of a digital learning module with guided peer feedback on students' domain-specific knowledge gain and their attitudinal change in the field of biotechnology and molecular life sciences. The extent to which the use of this module is appreciated by students is studied as well. A pre-test, post-test design was used with 203 students who were randomly assigned to groups of three. They were asked to work on the digital module with the aim of exploring various perspectives, and the "pros and cons" on the topic of "Genetically Modified Organisms (GMOs)." The results suggest that the module can be used to foster students' domain-specific knowledge gain and their attitudinal change. Furthermore, the module was evaluated positively in terms of students' motivation and satisfaction with the learning experiences. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(1):31-39, 2017.

Navigating Bioethical Waters: Two Pilot Projects in Problem-Based Learning for Future Bioscience and Biotechnology Professionals

We believe that the professional responsibility of bioscience and biotechnology professionals includes a social responsibility to contribute to the resolution of ethically fraught policy problems generated by their work. It follows that educators have a professional responsibility to prepare future professionals to discharge this responsibility. This essay discusses two pilot projects in ethics pedagogy focused on particularly challenging policy problems, which we call "fractious problems". The projects aimed to advance future professionals' acquisition of "fractious problem navigational" skills, a set of skills designed to enable broad and deep understanding of fractious problems and the design of good policy resolutions for them. A secondary objective was to enhance future professionals' motivation to apply these skills to help their communities resolve these problems. The projects employed "problem based learning" courses to advance these learning objectives. A new assessment instrument, "Skills for Science/Engineering Ethics Test" (SkillSET), was designed and administered to measure the success of the courses in doing so. This essay first discusses the rationale for the pilot projects, and then describes the design of the pilot courses and presents the results of our assessment using SkillSET in the first pilot project and the revised SkillSET 2.0 in the second pilot project. The essay concludes with discussion of observations and results.

Model building to facilitate understanding of holliday junction and heteroduplex formation, and holliday junction resolution

Students frequently expressed difficulty in understanding the molecular mechanisms involved in chromosomal recombination. Therefore, we explored alternative methods for presenting the two concepts of the double-strand break model: Holliday junction and heteroduplex formation, and Holliday junction resolution. In addition to a lecture and computer-animated video, we included a model building activity using pipe cleaners. Biotechnology undergraduates (n = 108) used the model to simulate Holliday junction and heteroduplex formation, and Holliday junction resolution. Based on student perception, an average of 12.85 and 78.35% students claimed that they completely and partially understood the two concepts, respectively. A test conducted to ascertain their understanding about the two concepts showed that 66.1% of the students provided the correct response to the three multiple choice questions. A majority of the 108 students attributed the inclusion of model building to their better understanding of Holliday junction and heteroduplex formation, and Holliday junction resolution. This underlines the importance of incorporating model building, particularly in concepts that require spatial visualization. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(4):381-390, 2016.

Connecting learners: The role of biotechnology programme in preparing students for the industry

The recent growth of biotechnology requires a wide range of expertise within the industry. Education is the primary platform for students to gain information and knowledge on biotechnology. In Malaysia where biotechnology is relatively new, education programs and courses must be tailored to meet the demands of the industry. A combination of theoretical knowledge as well as practical and industrial training is essential to ensure graduates are prepared for their career in the fields of biotechnology. Results from this study show that university students lack literacy on biotechnology information and access to facilities provided by the universities. This may be a significant contributing factor to the lack of knowledge and information amongst graduates. Furthermore comparative analysis on the biotechnology program in Malaysian universities with that of other countries show the need to restructure the program by offering more specialized courses as well as soft skills and business subjects. This is to meet the demands of the related professionals as well as the various branches that exist in the biotechnology industry.

Educational awareness of biotechnology issues among undergraduate students at the United Arab Emirates University

Due to its valuable benefits and potential risks, there is a progressing debate among opponents and proponents of biotechnology in recent decades. Previous studies have shown that lack of knowledge about biotechnology remains the concern about genetically modified organisms/food (GMO/GMF). This study assessed levels of educational awareness perceptions and attitudes of United Arab Emirates University (UAEU) students towards biotechnology. An electronic survey including literacy, environmental, social, and economic domains associated with biotechnology was administered to obtain data from undergraduate students in different colleges of the university. Responses from students (n = 1,104) were gathered and statistically analyzed. Results indicated that educational awareness in biotechnology literacy and environmental domains were significantly different according to the enrolled college and the academic achievement of the student. In general, a poor overall performance of our students' understanding was concluded. Aware groups most likely accepted accurate biotechnology information delivered by reliable sources from internet or lectures; they grasped their knowledge from surrounding people as a secondary source. Since UAEU students have several concept misunderstandings of biotechnology and its ethics, our results suggest that awareness plays a crucial role in forming a "clear-cut" opinion about this technology. Because education can shape public attitudes toward biotechnology, priorities on university curricula and teaching strategies should be extensively given, and therefore, improve in respect to this topic. Ultimately, this promotes the students' perception in understanding the new technology.

Preparing for a career in biopharma research

Many life sciences trainees in academia have limited exposure to how the biotechnology/pharmaceutical industry approaches drug discovery and development and what life is like in biopharma research. In this article, I will provide my perspectives on how to prepare for a successful career in biopharma research, focusing on technical background, an understanding of the drug discovery and development process, and personal and interpersonal keys to success.

Immunological tools: engaging students in the use and analysis of flow cytometry and enzyme-linked immunosorbent assay (ELISA)

Flow cytometry and enzyme-linked immunosorbent assay (ELISA) are commonly used techniques associated with clinical and research applications within the immunology and medical fields. The use of these techniques is becoming increasingly valuable in many life science and engineering disciplines as well. Herein, we report the development and evaluation of a novel half-semester course that focused on introducing undergraduate and graduate students to advance conceptual and technical skills associated with flow cytometry and ELISA, with emphasis on applications, experimental design, and data analysis. This course was offered in the North Carolina State University Biotechnology Program over three semesters and consisted of weekly lectures and laboratories. Students performed and/or analyzed flow cytometry and ELISA in three separate laboratory exercises: (1) identification of transgenic zebrafish hematopoietic cells, (2) analysis of transfection efficiency, and (3) analysis of cytokine production upon lipopolysaccharide stimulation. Student learning outcomes were achieved as demonstrated by multiple means of assessment, including three laboratory reports, a data analysis laboratory practicum, and a cumulative final exam. Further, anonymous student self-assessment revealed increased student confidence in the knowledge and skill sets defined in the learning outcomes.

Integrating standard operating procedures and industry notebook standards to evaluate students in laboratory courses

To enhance the preparedness of graduates from the Biochemistry and Biotechnology (BCBT) Major at Minnesota State University Moorhead for employment in the bioscience industry we have developed a new Industry certificate program. The BCBT Industry Certificate was developed to address specific skill sets that local, regional, and national industry experts identified as lacking in new B.S. and B.A. biochemistry graduates. The industry certificate addresses concerns related to working in a regulated industry such as Good Laboratory Practices, Good Manufacturing Practices, and working in a Quality System. In this article we specifically describe how we developed a validation course that uses Standard Operating Procedures to describe grading policy and laboratory notebook requirements in an effort to better prepare students to transition into industry careers.

Assessment of a novel group-centered testing schema in an upper-level undergraduate molecular biotechnology course

Providing students with assignments that focus on critical thinking is an important part of their scientific and intellectual development. However, as class sizes increase, so does the grading burden, prohibiting many faculty from incorporating critical thinking assignments in the classroom. In an effort to continue to provide our students with meaningful critical thinking exercises, we implemented a novel group-centered, problem-based testing scheme. We wanted to assess how performing critical thinking problem sets as group work compares to performing the sets as individual work, in terms of student attitudes and learning outcomes. During two semesters of our recombinant DNA course, students had the same lecture material and similar assessments. In the Fall semester, student learning was assessed by two collaborative take-home exams, followed immediately by individual, closed-book in-class exams on the same content, as well as a final cumulative exam. Student teams on the take-home exams were instructor-assigned, and each team turned in one collaborative exam. In the Spring semester, the control group of students were required to turn in their own individual take-home exams, followed by the in-class exams and final cumulative exam. For the majority of students, learning outcomes were met, regardless of whether they worked in teams. In addition, collaborative learning was favorably received by students and grading was reduced for instructors. These data suggest that group-centered, problem-based learning is a useful model for achievement of student learning outcomes in courses where it would be infeasible to provide feedback on individual critical thinking assignments due to grading volume.

Integrating syngas fermentation with the carboxylate platform and yeast fermentation to reduce medium cost and improve biofuel productivity

To ensure economic implementation of syngas fermentation as a fuel-producing platform, engineers and scientists must both lower operating costs and increase product value. A considerable part of the operating costs is spent to procure chemicals for fermentation medium that can sustain sufficient growth of carboxydotrophic bacteria to convert synthesis gas (syngas: carbon monoxide, hydrogen, and carbon dioxide) into products such as ethanol. Recently, we have observed that wildtype carboxydotrophic bacteria (including Clostridium ljungdahlii) can produce alcohols with a longer carbon chain than ethanol via syngas fermentation when supplied with the corresponding carboxylic acid precursors, resulting in possibilities of increasing product value. Here, we evaluated a proof-of-concept system to couple syngas fermentation with the carboxylate platform to both lower medium costs and increase product value. Our carboxylate platform concept consists of an open culture, anaerobic fermentor that is fed with corn beer from conventional yeast fermentation in the corn kernel-to-ethanol industry. The mixed-culture anaerobic fermentor produces a mixture ofcarboxylic acids at dilute concentrations within the carboxylate platform effluent (CPE). Besides providing carboxylic acid precursors, this effluent may represent an inexpensive growth medium. An elemental analysis demonstrated that the CPE lacked certain essential trace metals, but contained ammonium, phosphate, sodium, chloride, potassium, magnesium, calcium, and sulphate at required concentrations. CPE medium with the addition of a trace metal solution supported growth and alcohol production of C. ljungdahlii at similar or better levels compared with an optimized synthetic medium (modified ATCC 1754 medium). Other expensive supplements, such as yeast extract or macro minerals (ammonium, phosphate), were not required. Finally, n-butyric acid and n-caproic acid within the CPE were converted into their corresponding medium-chain alcohols n-butanol and n-hexanol.

Contentious problems in bioscience and biotechnology: a pilot study of an approach to ethics education

This manuscript describes a pilot study in ethics education employing a problem-based learning approach to the study of novel, complex, ethically fraught, unavoidably public, and unavoidably divisive policy problems, called "fractious problems," in bioscience and biotechnology. Diverse graduate and professional students from four US institutions and disciplines spanning science, engineering, humanities, social science, law, and medicine analyzed fractious problems employing "navigational skills" tailored to the distinctive features of these problems. The students presented their results to policymakers, stakeholders, experts, and members of the public. This approach may provide a model for educating future bioscientists and bioengineers so that they can meaningfully contribute to the social understanding and resolution of challenging policy problems generated by their work.

Aequilibrium prudentis: on the necessity for ethics and policy studies in the scientific and technological education of medical professionals

BACKGROUND

The importance of strong science, technology, engineering, and mathematics education continues to grow as society, medicine, and the economy become increasingly focused and dependent upon bioscientific and technological innovation. New advances in frontier sciences (e.g., genetics, neuroscience, bio-engineering, nanoscience, cyberscience) generate ethical issues and questions regarding the use of novel technologies in medicine and public life.

DISCUSSION

In light of current emphasis upon science, technology, engineering, and mathematics education (at the pre-collegiate, undergraduate, graduate, and professional levels), the pace and extent of advancements in science and biotechnology, the increasingly technological orientation and capabilities of medicine, and the ways that medicine - as profession and practice - can engage such scientific and technological power upon the multi-cultural world-stage to affect the human predicament, human condition, and perhaps nature of the human being, we argue that it is critical that science, technology, engineering, and mathematics education go beyond technical understanding and directly address ethical, legal, social, and public policy implications of new innovations. Toward this end, we propose a paradigm of integrative science, technology, ethics, and policy studies that meets these needs through early and continued educational exposure that expands extant curricula of science, technology, engineering, and mathematics programs from the high school through collegiate, graduate, medical, and post-graduate medical education. We posit a synthetic approach that elucidates the historical, current, and potential interaction of scientific and biotechnological development in addition to the ethico-legal and social issues that are important to educate and sustain the next generation of medical and biomedical professionals who can appreciate, articulate, and address the realities of scientific and biotechnological progress given the shifting architectonics of the global social milieu.

SUMMARY

We assert that current trends in science, technology, medicine, and global politics dictate that these skills will be necessary to responsibly guide ethically sound employment of science, technology, and engineering advancements in medicine so as to enable more competent and humanitarian practice within an increasingly pluralistic world culture.

Sakshat Labs: India's virtual proteomics initiative

The first Virtual Proteomics Lab of India has been developed at the IIT Bombay as a part of the “Sakshat” Lab Project, established to develop openly accessible, high-quality educational materials on science and technology.

Biotech 101: an educational outreach program in genetics and biotechnology

Recent advances in research and biotechnology are making genetics and genomics increasingly relevant to the lives and health of the general public. For the public to make informed healthcare and public policy decisions relating to genetic information, there is a need for increased genetic literacy. Biotech 101 is a free, short-course for the local community introducing participants to topics in genetics, genomics, and biotechnology, created at the HudsonAlpha Institute for Biotechnology. This study evaluated the effectiveness of Biotech 101 in increasing the genetic literacy of program participants through pre-and-post surveys. Genetic literacy was measured through increases in self-perceived knowledge for each content area covered through the course and the self-reported impact the course had on various aspects of participants' lives. Three hundred ninety-two individuals attended Biotech 101 during the first three course offerings. Participants reported a significant increase in self-perceived knowledge for each content area (p < 0.01). Participants also reported the program had high levels of impact on their lives and decision-making, a high likelihood for continued self-learning, and overwhelming satisfaction with course content and logistics. Biotech 101 is an effective mechanism for impacting participants' lives and genetic literacy and serves as a model for other similar programs, adding to the currently limited evidence base regarding public educational strategies in genetics and biotechnology.