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”
Held May 2018, Means and Metrics for Detecting and Measuring Consciousness was designed to explore emerging technologies for studying the phenomenon of consciousness, including research related to sleep, wakefulness, altered states, focused attention and coma. We asked the question: How might our ability to better measure consciousness create opportunities to improve human function, resolve disease states and keep the mind and brain throughput all stages of life?
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”
Means and Metrics for Detecting and Measuring Consciousness
A diverse panel of thought leaders in neuroscience and consciousness, from the chief scientist and president of the Allen Institute for Brain Science to the principal English translator for His Holiness the Dalai Lama, will explore Means and Metrics for Detecting and Measuring Consciousness at the 17th International Forum on Consciousness May 17–18, 2018, in Madison, Wisconsin. Presenters will discuss emerging technologies for looking into the phenomenon of consciousness such as sleep, wakefulness, altered states, focused attention, and coma. The Forum will ask how the ability to better measure consciousness may create opportunities to improve human function, resolve disease states, and keep the brain/mind healthier throughout all stages of life.
WHAT: The International Forum on Consciousness is a yearly event dedicated to information-sharing and discussion regarding important—and often challenging—topics related to the exploration of consciousness. It is co-hosted by the BioPharmaceutical Technology Center Institute (BTC Institute) and Promega Corporation.
WHEN: May 17-18, 2018
WHERE: BioPharmaceutical Technology Center, Promega Corporation, 5445 East Cheryl Parkway, Fitchburg, WI 53711
REGISTRATION: The International Forum on Consciousness is open to the general public but limited to 300 participants. Registration is $265 and there are a limited number of scholarships available to assist with the cost. Forum registrants also have the opportunity to join a presenter for a small group discussion over dinner on Thursday evening, May 17 for an additional $90. For more information or to register, visit www.btci.org/events-symposia-2018/international-forum-on-consciousness/
The Dane County School Consortium and the Madison Metropolitan School District’s Career and Technical Education Division collaborated to offer FutureQuest17 on December 6th at the Alliant Energy Center. Designed as a hands-on experience for Dane County middle school students to explore areas of potential interest within a 16 career cluster, over 70 companies provided information and activities for 5300+ attendees.
BTC Institute staff members (Isabel Agasie, Amy Prevost and Karin Borgh) and volunteer Promega production scientists (Molly Nyholm and Kay Rashka) created a lively table area that focused on bioluminescence. Our space included opportunities to see an illustration of the range of careers in a biotechnology company like Promega, practice with different sizes of pipettes, view glowing recombinant luciferase, watch a scrolling slide show illustrating bioluminescence both in nature and in the lab and consider why a scientist might be interested in bioluminescence as a research tool.
Most importantly, we were able to engage in many wonderful conversations, and for this we needed all five of us since the schedule for the day included 14 periods of 20 minutes each—our estimate is that we were able to speak with ~40–50 students during each of these cycles!
As Molly noted:
The questions students asked were fantastic!! “What is the chemical composition of this luciferin solution?” “How much money do you make?” “Do all glowing creatures have the same luciferase enzyme or are they different?” “Are there any bioluminescent fish in Wisconsin?” “Do I have to go to school for as long as you did if I want to be a scientist?” “What pH is this solution?” “Does this have potassium or sodium iodide?” “Can I do an internship?” “Can I be on the culinary team at Promega?” “Does my glow paint have luciferase in it?” “Do you have to take luciferase and luciferin out of those creatures or is there a way to make it in the lab?”
And, Isabel added:
It was really great to connect with students and also with teachers. Lots of fun being surrounded by kids and fantastic adults. Some kids were surprised to learn that a biotechnology company hires people in other areas besides science. They asked about diversity and were very glad to hear that there are many different kinds of jobs in biotech companies.
Some of the other presenters in the STEM area of the event that we were in close proximity to included: the City of Madison Engineering Division (where students could construct marble runs that represented water flow), Saris (where students could ride bikes set up to display a training program), Laser Tag (try it out!), very active construction companies’ hammering stations and the MG&E’s electric car. In other words, the level of activity was high, and it was wonderful to contribute to this event—we’ll be back next year!
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.
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