The Biotechnology Youth Apprenticeship Program hosted by the BTC Institute gives high school students an opportunity to gain hands-on experience in a research lab. Students can work as paid apprentices for either one or two years while also attending weekly training sessions at the BioPharmaceutical Technology Center. Through this program, students can graduate high school with robust knowledge of lab safety and fundamental techniques, as well as a strong understanding of the soft skills required to succeed in science, from reading peer-reviewed literature to delivering a research presentation.
Many of these students will grow up to pursue careers in science, from academic research labs to the biotechnology industry. Some of them have returned to Fitchburg to work at Promega, the primary corporate sponsor of BTC Institute. As these scientists progress in their careers, the skills they developed in the Youth Apprenticeship Program continue to support their work every day.
World Youth Skills Day provides a unique opportunity to emphasize the importance of equipping young people with experiences, skills, and opportunities in the workforce. This celebratory day falls on July 15th and was officially declared by the United Nations General Assembly in 2014.
At Promega, we are constantly adhering to invest in the future generations of science—and the BioPharmaceutical Technology Center Institute (BTC Institute) serves this mission best. The BTC Institute is a non-profit organization that provides educational, scientific, and cultural opportunities for people of all ages. Each summer, the organization hosts a wide range of experiences including camps, programs, and field trips to support individuals interested in science. In the spirit of World Youth Skills Day, let’s take a look at some experiences that are offered for young learners in summer 2022.
This post is written by guest blogger, Peter Kritsch MS, Adjunct Instructor BTC Institute.
When I was in the middle of my junior year in high school, my family moved. We had lived in the first state for 12 years. I had gone to school there since kindergarten. Although it wasn’t a small district, I knew everybody and, for better or worse, everybody knew me. Often the first reaction I get when I tell people when we moved is that it must have been hard to move so close to graduation. The reality is . . . it really wasn’t. In fact, it was quite liberating. See, I didn’t have to live up to anybody else’s expectations of who I was based on some shared experience in 2nd grade. I had the opportunity to be who I wanted to be, to try new things without feeling like I couldn’t because that wasn’t who I was supposed to be.
As long as I refrained from beginning too many sentences with “Well at my old school . . . “ people had to accept me for who I was in that moment, not for who they perceived me to be for the previous 12 years. Now, the new activities were not radically different. I still played baseball and still geeked out taking AP science classes, but I picked up new activities like golf, playing basketball with my friends, and even joined the yearbook. I know . . . “radically different.” The point is that the new situation allowed me to try something new without worrying about what had always been.
The pandemic has forced a lot of us to move our classrooms online. In a short period of time, everything changed about how education was done. Our prior teaching experience, including the experience I had with doing blended learning (ooops . . . “back at my old school”), was helpful to a point. But we quickly found out that being completely virtual was different. And as science teachers, how do you do more than just teach concepts when online? How do you help students to continue engaging in the crucial parts of science – observing, questioning, designing, analyzing, and communicating?
Today’s blog is written by guest blogger, Aidan Holmes, biotechnology instructor at the BTC Institute.
For K-12 students and their teachers, the BioPharmaceutical Technology Center Institute (BTC Institute) prioritizes offering in-person, hands-on science activities in classroom, laboratory and outdoor settings. We are simply one among many educational organizations globally whose traditional program offerings have been impacted by the COVID-19 pandemic.
How might we keep sharing our love of science with upper elementary and middle school students? We decided that one way to do that is to cull resources for parents/caregivers and feature ones we think make for great Science-at-Home experiences for children in these age groups.
In doing this, we’ve come up with criteria that you may also find useful as you look at activities (including the ones we offer) that you might want to do with the children in your life. These criteria reflect both practical considerations, assessment of educational values and recognize the impact of current stay-at-home orders. Is the activity:
We will go through these S.C.I.E.N.C.E. considerations and at the end, provide an example of how one of the activities on our website, “Milk Fireworks,” meets our S.C.I.E.N.C.E. goals!
Today’s blog is written by guest blogger, Isobel Utschig, a science teacher at Dominican High School in Whitefish Bay, WI. We bring this to you in celebration of #TeacherAppreciationWeek2020
About 10 years ago, I attended a field trip at the Biopharmaceutical Technology Center Institute with my AP Biology classmates. I felt apprehensive upon seeing the micropipettes and other “foreign” lab supplies on the benchtops. We learned that we would be using enzymes to cut DNA and visualize those different fragments on a gel. I marveled at the glowing streaks and found it incredible that I was looking (albeit indirectly) at real pieces of DNA. As we moved into the genetic transformation activity I was even more intrigued. We opened the tubes of bacteria and added some luciferase DNA, which would allow the bacteria to create a light-producing protein. We then “heat shocked” the bacteria to coax them to take up these plasmids from their environment looking at the bacteria later, their glow revealed our success. The day flew by and at the end I marveled at all that we had done!
Three years later I joined a research lab at Marquette University. Upon seeing the lab benches full of unfamiliar equipment, the same wave of apprehension came over me. My PI introduced me to the first task: digest a plasmid with restriction enzymes and verify the cut with gel electrophoresis. Memories of the high school field trip flooded my mind as I gripped a micropipette and attempted to nimbly load the wells. While I greatly improved in my skills over the course of the summer, the familiarity I had from my trip to the BTC Institute put me at ease from the beginning.
This past May (2019) the symposium “Psychedelic Therapy in Society: Exploring the Mechanisms of Action and Delivery of Care” was hosted by the International Forum on Consciousness at the BioPharmaceutical Technology Center on the Promega Madison Campus.
Having the good fortune to work across the street at Promega, I was able to attend this two-day conference and learn from leading researchers in psychedelics and about their use in therapy.
My interest in psychedelics is relatively new. I didn’t experiment with these substances during high school or college years. But in recent years, I’ve seen a close relative struggle with profound anxiety related to terminal disease, and another with substance abuse and depression. The lessons learned from each experience is that the battery of medicines used to treat such illness can result in additional problems for which there are currently not good medication options. And in some cases, traditional medications can cause further health problems. Continue reading “Psychedelics as Therapeutic Agents: Current Research, Potential Benefits”
One of the best things about the BTC Institute is that we have programs for all levels of learners. It is as rewarding to introduce the concept of how bioluminescence is used by different organisms in the natural world to middle-school students as it is to have top-level scientists use reporter genes to track their knock-in genome edits.
We spend a lot of time working over our curricula to determine whether the content meets the learner where they are to allow our students to achieve their goals. We develop activities that let students who comes to us —via field trips, high school courses, non-scientist sessions and graduate level programs—to test ideas and evaluate strategies for problem solving as they learn techniques and concepts central to biotechnology. Continue reading “Meeting the Needs of Scientists at All Levels”
The International Forum on Consciousness offers a lively two days of information sharing and discussion regarding important—and often challenging—topics. Over the years, we have been guided through a range of topics, including creativity, near death, entheogens, intelligence in nature, business evolution and the effects of sensory inputs. This year, we’re tackling Means and Metrics for Detecting and Measuring Consciousness. You can find out more here: https://www.btci.org/events-symposia-2018/international-forum-on-consciousness/ .
As we work on the final details for this year and registrations flow in, I took a moment to pause and reflect on the fact that several of the registrants have joined us for many, if not all, of our past events. It’s gratifying to see that they are taking time out of their normal routines to make their way to the Promega campus again this spring. So, I asked a few of them to share their thoughts for this post and this is what they had to say: Continue reading “Back for More: Thoughts from 3 Regular Attendees on the International Forum on Consciousness”
The BioPharmaceutical Technology Center Institute (BTC Institute) has been a member of the Wisconsin Space Grant Consortium (WSGC) since 2002. As an educational arm of NASA, the mission of WSGC “is to use the excitement and vision of space and aerospace science to equip the citizens of Wisconsin with the math, science and technology tools they need to thrive in the 21st century.”
Also as noted on WSGC’s website, “The mission of NASA’s Space Grant Program is to contribute to the nation’s science enterprise by funding education, research, and informal education projects through a national network of university-based Space Grant consortia.” Members of these consortia include academic institutions, government agencies, businesses and other educational organizations, such as the BTC Institute.
Of particular relevance to the WSGC/BTC Institute partnership, Space Grant Program goals include working to:
Recruit and train professionals, especially women, and underrepresented minorities, and persons with disabilities, for careers in aerospace related fields.
Develop a strong science, mathematics, and technology education base from elementary through university levels.
Today’s author extends thanks to Heather Gerard, Intellectual Property Manager, Promega Corporation for contributing her expertise to this post.
Students most often come to the BTC Institute with the primary goal of learning about molecular biology technologies. Our mission is to help them update their experimental tool-box, facilitating more capable studies of DNA, RNA and proteins back in their home laboratories.
But what else do we do? Well, we’re glad you asked.
XWe use cookies and similar technologies to make our website work, run analytics, improve our website, and show you personalized content and advertising. Some of these cookies are essential for our website to work. For others, we won’t set them unless you accept them. To learn more about our approach to Privacy we invite you to Read More
By clicking “Accept All”, you consent to the use of ALL the cookies. However you may visit Cookie Settings to provide a controlled consent.
We use cookies and similar technologies to make our website work, run analytics, improve our website, and show you personalized content and advertising. Some of these cookies are essential for our website to work. For others, we won’t set them unless you accept them. To find out more about cookies and how to manage cookies, read our Cookie Policy.
If you are located in the EEA, the United Kingdom, or Switzerland, you can change your settings at any time by clicking Manage Cookie Consent in the footer of our website.
Necessary cookies are absolutely essential for the website to function properly. These cookies ensure basic functionalities and security features of the website, anonymously.
Cookie
Duration
Description
cookielawinfo-checbox-analytics
11 months
This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Analytics".
cookielawinfo-checbox-functional
11 months
The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional".
cookielawinfo-checbox-others
11 months
This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Other.
cookielawinfo-checkbox-advertisement
1 year
The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Advertisement".
cookielawinfo-checkbox-necessary
11 months
This cookie is set by GDPR Cookie Consent plugin. The cookies is used to store the user consent for the cookies in the category "Necessary".
cookielawinfo-checkbox-performance
11 months
This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Performance".
gdpr_status
6 months 2 days
This cookie is set by the provider Media.net. This cookie is used to check the status whether the user has accepted the cookie consent box. It also helps in not showing the cookie consent box upon re-entry to the website.
lang
This cookie is used to store the language preferences of a user to serve up content in that stored language the next time user visit the website.
viewed_cookie_policy
11 months
The cookie is set by the GDPR Cookie Consent plugin and is used to store whether or not user has consented to the use of cookies. It does not store any personal data.
Analytical cookies are used to understand how visitors interact with the website. These cookies help provide information on metrics the number of visitors, bounce rate, traffic source, etc.
Cookie
Duration
Description
SC_ANALYTICS_GLOBAL_COOKIE
10 years
This cookie is associated with Sitecore content and personalization. This cookie is used to identify the repeat visit from a single user. Sitecore will send a persistent session cookie to the web client.
vuid
2 years
This domain of this cookie is owned by Vimeo. This cookie is used by vimeo to collect tracking information. It sets a unique ID to embed videos to the website.
WMF-Last-Access
1 month 18 hours 24 minutes
This cookie is used to calculate unique devices accessing the website.
_ga
2 years
This cookie is installed by Google Analytics. The cookie is used to calculate visitor, session, campaign data and keep track of site usage for the site's analytics report. The cookies store information anonymously and assign a randomly generated number to identify unique visitors.
_gid
1 day
This cookie is installed by Google Analytics. The cookie is used to store information of how visitors use a website and helps in creating an analytics report of how the website is doing. The data collected including the number visitors, the source where they have come from, and the pages visted in an anonymous form.
Advertisement cookies are used to provide visitors with relevant ads and marketing campaigns. These cookies track visitors across websites and collect information to provide customized ads.
Cookie
Duration
Description
IDE
1 year 24 days
Used by Google DoubleClick and stores information about how the user uses the website and any other advertisement before visiting the website. This is used to present users with ads that are relevant to them according to the user profile.
test_cookie
15 minutes
This cookie is set by doubleclick.net. The purpose of the cookie is to determine if the user's browser supports cookies.
VISITOR_INFO1_LIVE
5 months 27 days
This cookie is set by Youtube. Used to track the information of the embedded YouTube videos on a website.
Performance cookies are used to understand and analyze the key performance indexes of the website which helps in delivering a better user experience for the visitors.
Cookie
Duration
Description
YSC
session
This cookies is set by Youtube and is used to track the views of embedded videos.
_gat_UA-62336821-1
1 minute
This is a pattern type cookie set by Google Analytics, where the pattern element on the name contains the unique identity number of the account or website it relates to. It appears to be a variation of the _gat cookie which is used to limit the amount of data recorded by Google on high traffic volume websites.