Screen Media. Cell phones. Social media accounts. If you are a parent, you have probably discussed rules of engagement with your children about these things. All of our modern social media platforms are designed to keep us engaged with them by showing us the latest post, the next video or the people now online. Work emails give us notifications when something arrives in our Inbox. Business software platforms like Microsoft Teams send us notifications whenever someone comments in a conversation we have ever been part of. There are many siren signals pulling us toward our screens.
Enter COVID-19, the flu-like illness caused by the SARS-CoV-2 virus that has already claimed the lives of 210,000 people in the United States, and leaving countless others permanently affected by other long-term health consequences. Spread by aerosol, COVID-19 is most dangerous in places where lots of people congregate in a small area, particularly if they are talking to each other. Consequently, office buildings are empty as many of us work or go to school remotely.
Before COVID-19, if I had a day full of meetings at work, I was running from conference room to conference room, two miles, uphill, in the snow between buildings. Now, a day full of meetings means sitting in front of a computer monitor, trying to figure out how I will get any kind of break between calls. The average number of steps recorded by my pedometer has decreased markedly since March when our remote work started.
Technology has been an incredible blessing during this pandemic—allowing us to continue to work and stay connected with friends and family. Technology is the only way that some people can connect with loved ones in long-term care facilities. It allows students to continue learning through remote classrooms and chats.
But what has been the effect of the increased time spent on screens during this pandemic?
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.
As adults, we can all attest to the benefits of attending professional conferences. Conferences provide us with opportunities to present and share with others, network, and renew and refresh in our field. For some of us, that first conference, at the college or early employment level, may have contributed significantly to a sense of ourselves as professionals. But what does it mean to someone younger?
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”
Significant resources are required to deliver high-quality science experiences for students and their teachers. In addition to generous amounts of staff time, for both preparation and program delivery, often there are costly lab supplies. Access to a well-equipped laboratory designed to facilitate educational experiences is also important.
Of course, hands-on experiences are related to learning: for example, becoming scientifically literate, meeting science standards, preparing for AP tests. That said, many of us involved in science outreach activities will tell you that perhaps the most significant justification for these investments is that you never know when one of the students will experience that ‘Aha!’ moment which proves to be life-changing for them.
Over the years, we have heard many testimonials from students, teachers, school-to-career coordinators and other school district personnel, mentors and parents that speak to this experience. There just seems to be something about getting into the lab and engaging directly in “doing science” that stays with some participants as they head back to school, continue with their studies and on to their careers. Continue reading ““Aha! Moments” in Science Education”
BTCI provides our students an opportunity that they could never get in the classroom. —Jim Geoffrey, Biology Teacher, Kaukauna High School
Your bus has arrived and parked in the circular driveway at the front of the BioPharmaceutical Technology Center on the Promega Corporation campus in Fitchburg, WI. Your BTC Institute hosts – and instructors – for your field trip are Barbara Bielec (K-12 Program Director) and Ryan Olson (Biotechnology Instructor). They’ll greet you in the Atrium and direct you to a conference room where you can leave coats and backpacks, and then to the lab you’ll be working in during your visit.
Here’s a taste of what happened next for students from Random Lake High School and Wonewoc High School on December 3rd, and from Kaukauna High School on December 4th.
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