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”
Embryonic stem cells have the extraordinary ability to divide without limit yet maintain the potential to make all types of cells found in the human body. This holds tremendous implications for the worlds of drug discovery and testing, cell production, and tissue transplantation medicine.
Overall, I’m really glad I decided to go to the talk. I got to learn a lot about stem cells, how they are used in different parts of the body, and some of the difficulties with using stem cells. It was definitely way more enjoyable than anything else I was planning on doing during that time. If there are more opportunities like this that come up, I would definitely try to go to them.
Celebrating the 20th anniversary of Dr. James
Thomson’s breakthrough work with induced pluripotent stem cells, the Wisconsin
Institute for Discovery (WID) hosted a panel of University of Wisconsin stem
cell scientists to discuss the future of their research on November 13th. Entitled “Stem Cell Science: The Next 20
Years” and designed for the general public, the audience heard from Drs. Lynn Allen
Hoffman, David Gamm and
Vereide, who talked about applying stem cell
research to develop clinical applications for skin grafting, vision restoration
and regenerative biology, respectively.
As adults, we can all attest to the benefits of attending professional conferences. They 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?
This past weekend, I had the opportunity to be a part of “Once Upon a Christmas Cheery in the Lab of Shakhashiri”. Bassam Z. Shakhashiri is a professor of chemistry at the University of Wisconsin–Madison who is well-known for his fun science demonstrations and a fervent dedication to public science communication. Once Upon a Christmas Cheery started in 1970 as an end-of-semester treat for Dr. Shakhashiri’s freshman chemistry class; by 1973, the Christmas lecture had become so popular that Wisconsin Public Television offered to broadcast it during Christmas week, and this collaboration has continued uninterrupted ever since.
That’s 49 years of Christmas lectures, commemorated by making indium, the 49th element, the Sesame Street-esque “sponsor” of the show. It helps that indium burns bright violet, the name of Dr. Shakhashiri’s granddaughter and hence his favorite color. The color purple made a firm foundation for many aspects of the show: The chrysanthemums frozen in liquid nitrogen were purple, as was the balloon I inflated during my spiel on air movement. Most of the set was various shades of purple, too.
“Is this a real human brain?” I asked. The answer was yes. The liver, lungs, spleen and stomach that were on display were also real—all from donated human bodies. My 3-year-old daughter put on a latex glove and eagerly touched each of the organs, while my 6-year-old son stood back at a distance, wide-eyed. We were at the Discovery Expo on the University of Wisconsin-Madison campus, a free kid-friendly science event featuring dozens of interactive exploration stations. Continue reading “Fun at the Wisconsin Science Festival”
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”
Within science education, teaching Scientific Inquiry to students has gained both traction and prominence. Teachers are increasingly being called to teach students not only science content, but how to take the concepts of the scientific method and put them into action; to think and to act like scientists. As Karin Borgh pointed out in last month’s blog, teachers invariably run up against the limitations of time and resources as they strive to get their students to enact science. When a teacher brings students to the BTC Institute, they gain access to some of those resources and, on a field trip-basis, a little bit more of that luxury of time. Continue reading “Modeling Scientific Inquiry”
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”
During the week of March 26, 2018, while many students were having fun and relaxing during Spring Break, others were busy doing extra lab work at the BTC Institute. This four-day workshop was designed to provide an introduction to the molecular biology laboratory for students affiliated with the Center for Educational Opportunity (CeO) on the UW Madison campus. As noted on its web site: “CeO promotes access to resources, academic achievement and personal growth for students whose parents have not received a four-year degree, students who meet specific federal family income guidelines, and students with documented disabilities.”
It is well known that first-generation college students, women and students of color persist in STEM fields at lower rates than the general population. This interferes with the creation of a diverse STEM talent pool, in turn needed to ensure diverse problem-solving perspectives.
Further, STEM fields are often seen as being stressful, given their competitive learning environments. This may be especially discouraging for students from racial/ethnic minorities who may not have as many mentors and role models to turn to.
This post could easily start out as an ode to ’90s alternative music (of which I’m a huge fan). That new and totally different sound (a la Pearl Jam, Smashing Pumpkins, Soundgarden, Nirvana, etc.) in the 1990s eventually made its way into the mainstream as it gained popularity. (I have to say that I got a shock when I recently heard some Pearl Jam on “classic rock” radio stations. But I digress…)