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.
In late May 2022, Promega invited the nine finalists for the Promega Brazil Young Researcher Award to present their work at a Student Research Symposium on the Promega Madison campus.
The Brazil Young Researcher Award program was created to acknowledge exceptional work by Brazilian students utilizing Promega products in their research. These student researchers were recognized for their achievements and were given the opportunity to present their innovative research to Promega scientists as part of a week-long immersive experience on the Promega campus.
The BioPhamaceutical Technology Center Institute (BTC Institute) is a non-profit organization that provides opportunities for people of all ages to learn about life science and biotechnology. This summer, BTC Institute hosted a variety of programs supporting teachers, potential first-generation college students, and many other groups. Each program supports an overall goal to support scientific understanding in our community.
A Celebration of Life: Being Healthy on Earth and In Space
BTC Institute has collaborated with the African American Ethnic Academy in Madison, WI for over 25 years to offer a summer science program for upper elementary and middle school students. This year, A Celebration Of Life XXVIwelcomed 13 students from grades 4-8 every morning for two weeks. Students made ice cream, engineered water filtration devices, and used bioluminescence to learn about preventing the spread of germs. Outside the lab, the students learned tai chi from a Promega employee and toured the Promega culinary garden. Along the way, students learned about historic and contemporary STEM professionals of color associated with each focus area, including astronaut Victor J. Glover and teen entrepreneur Nabil Hamdan.
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?
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, 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, Kali Denis, an intern in our scientific applications group. You’ll find her bio at the end of the article.
A few months ago, I stood in front of my freezer at home, holding a bag with a tube full of gum that I chewed. The freezer was overflowing, as we had just done our weekly grocery shopping, so I ended up stuffing the bag next to some frozen fish sticks. I wondered how long it would take for one of my roommates to question just exactly what this gross-looking bag was doing in our freezer. I doubt they would have ever guessed that it was for a project at my internship!
This summer, I had the opportunity to go to the Marine
Biological Laboratory (MBL) in Woods Hole, Massachusetts. MBL was founded in
1888 as an institution that focuses on research and education. Woods Hole is
located on Cape Cod and has rich biodiversity that is the focus of the resident
researchers and the many others that travel there each summer. It was here that
new model organisms were discovered, allowing significant advancement in
various fields. For example, squid have large axons that allowed researchers to
expand our knowledge of neurons.
Over 500 scientists from over 300 institutions in over 30
countries come to MBL each year as trainees1. There are 19 advanced
research training courses for pre-and post-doctoral scientists in development, reproduction,
cell physiology, microbiology, infectious disease, neuroscience, and microscopy.
Faculty that teach the courses are leaders in their respective fields. In
addition, MBL has a neuro-physiology fellowship program through the Grass
Foundation that allows early-stage researchers to come to MBL for 14 weeks to
This past weekend was the 9th Annual Wisconsin Science Festival, and we at Promega were excited to join in the celebration of science throughout the state. We participated in the Discovery Expo on Thursday and Friday, where dozens of demonstrations and exhibits were scattered throughout the Wisconsin Institute for Discovery building. Thousands of children on field trips filled the halls, eager to poke and prod at strange and exciting new things.
At our table, we talked about the science of bioluminescence. With 3D-printed firefly luciferase models in hand, we showed the glow of recombinant luciferase to the incoming children and explained to them how scientists could use bioluminescence like a tiny “flashlight” to look inside of cells and watch what’s happening. Our learners received a nice little reward for their attentiveness in the form of glow-in-the-dark firefly stickers.
Today’s blog is brought to us by and alumus of Dane County Youth Apprenticeship Program, Aidan Holmes.
In this blog I have the opportunity to write about how my experiences at the BTC Institute as a high school student were instrumental in leading me to my passion for science education, my Peace Corps experience, and my current role as a biotechnology instructor for the very same institute.
I became familiar with the BTC Institute as a student at Marshall High School when our biology teacher organized a biotechnology field trip for us. I loved learning about DNA and biotechnology since 7th grade so attending a field trip like this was an incredible opportunity to engage in hands-on biotechnology. When I learned about the Youth Apprenticeship Program in Biotechnology I knew I had to apply and enrolled during my senior year of high school. Through the program I took a weekly class at the BTC Institute and I worked as a student researcher in a biochemistry lab at UW-Madison. I enrolled for classes at UW-Madison the following year and pursued an undergraduate degree in genetics and a certificate in education and educational services. Continue reading “From BTCI to Africa and Back Again: One Student’s Journey in Science Education”
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