“BIOTECHNOLOGY IN A BOX”A COLLABORATIVE EFFORT TO ADDRESS THE CONTENT AND STRATEGIES IN NATIONAL AND PENNSYLVANIA STANDARDS N. BHARATHAN Department of Biology, Indiana University of Pennsylvania, Indiana, PA 15705 bharathn@iup.edu MAUREEN KNABB Department of Biology, West Chester University, PA 19383 mknabb@wcupa.edu This paper describes a collaborative effort among three universities of the Pennsylvania CETP Project. The development and implementation of these workshops were funded through an internal Level II mini-grant initiative of CETP-PA. These workshops were offered during the 2002-2003 school year, summer 2003, and as a 400 level extended studies course or a 1-credit graduate level course. The intense two-day program, designed so that K-16 faculty and preservice teachers worked together as active learners, included hands-on activities in recombinant DNA technology, DNA manipulations, DNA modeling, and DNA fingerprinting, transformation and polymerase chain reaction technology. Participants were strongly encouraged to borrow lab equipment during the school year so that the experiments can be performed in the high school labs. The Math and Science Centers developed through the NSF-CETP-PA initiatives serve as repositories of equipment and resource material in Biotechnology to the local teachers. By working cooperatively with the Science Centers and the participating teachers of the surrounding schools, the investigators in the project hope to make modern science even more accessible and inviting to the high school students, thus providing one more tool to recruit quality students to science education. Acknowledgements We would like to thank CETP-PA [1] and NSF for supporting this project and providing resources for the development of the Math and Science Centers. We also appreciate the advice and support of our colleagues at our institutions as well as throughout the State System of Higher Education (SSHE). Introduction Since molecular biology will continue as a major frontier in science, students should understand both the molecular basis of life and the practical and ethical implications of man’s ability to manipulate living organisms. Keeping pace with new developments in this rapidly developing field is a serious burden for teachers. Recent scientific discoveries, such as human cloning for therapeutic purposes, are reported regularly in the media, providing opportunities to interest students in science and technology. Biology teachers are called upon to explain these complicated molecular principles as well as provide up-to-date laboratory activities. Thus, continuing education of practicing biology teachers in the concepts and practice of modern molecular biology has become more important than ever. Additionally, Pennsylvania is ranked third nationally in biotechnology development and research and we are obliged as educators to provide students at all levels with appropriate training in this discipline in order to keep Pennsylvania at the forefront of the field. The role of university science faculty in the continuing education for in-service teachers traditionally has been to provide instruction and laboratory experience in developing fields. Teachers have expressed the need for more background and curricular materials on all aspects of molecular biology and biotechnology because of the growing student interest and the necessity to expose students to molecular biology very early in high school. Furthermore, the newly published PA Academic Standards for Science and Technology [2] place considerable emphasis on content and technical skills that many teachers have never learned. Since teachers need training and support to incorporate molecular biology content into their courses, we developed biotechnology workshops specifically for pre-service and in-service teachers. Addressing the Standards The “Biotechnology in a Box” workshops were developed by three faculty members belonging to the State System of Higher Education (SSHE) to address the content and constructivist strategies contained in the National and Pennsylvania standards. A key component to both the National Standards (3) and the PA Academic Standards for Science and Technology (2) is an emphasis on scientific inquiry where students develop their understanding of science by combining reasoning and logical thinking skills with scientific content. Specific life science content standards addressed in this project include the cellular basis of life, the molecular basis of heredity, and biological evolution. These content standards are applicable at all levels. At the elementary and middle school levels, students are expected to establish a foundation for understanding molecular biology in high school. More abstract concepts, such as the structure and function of DNA, expand students’ knowledge of the nature of living things in grades 9-12. The PA Academic Standards for Science and Technology specifically address benchmarks for technology education and biotechnology serves as a major focus (Standard 3.6). Even in grade 4, students are expected to describe how biotechnology has impacted daily life. It is anticipated that computer literacy is integrated across the curriculum (Standard 3.7) and students develop the knowledge and skills to use computer technology effectively. Teachers are required to present the social implications associated with the use of these technologies as well as potential future applications (Standard 3.8). Clearly, teachers need assistance to address these standards in their classrooms. We, at the University, have a responsibility to provide professional development opportunities for the teachers so that they can gain the knowledge, understanding, and ability to implement the Standards. The Biotechnology Workshops The Biotechnology Workshops for Teachers were offered during the 2002-2003 school year, summer 2003, and as a 400 level extended studies course or a 1-credit graduate level course. There were a total of 20 pre-service teachers, 4 in-service teachers, 2 faculty/staff members, 3 Community College faculty, 4 biology/biochemistry majors, and 1 Science in Motion coordinator from Ursinus College who attended these workshops. The hands-on workshops included technical skills such as performing DNA extraction and gel electrophoresis, DNA modeling, DNA fingerprinting, the structural basis of mutations, analysis of mutant hemoglobin gene, human nuclear and mitochondrial DNA amplification, and mitochondrial DNA bioinformatics. Professional Development Opportunities Offering the biotechnology workshop for teachers was an incredible professional development opportunity for the faculty. We gained an appreciation of the time and effort needed to conduct an intensive workshop in a short time period. The workshop experience fostered valuable connections with in-service teachers and led to the development of strong relationships with our pre-service teachers. The interaction between the local HS teachers and the pre-service teachers led to greater interest by the in-service teachers to serve as mentors for our student teachers. One faculty member (Knabb) served as a student teacher supervisor in the fall based on the positive experience working with the pre-service teachers during the workshop. Continuation of program Following the program, both pre-service and in-service teachers used the skills that they learned in the workshops. In a few instances, the in-service teachers were unable to attend the workshops but were interested in learning the new technologies. Alternatively, teachers were interested in trying a new laboratory activity but lacked the resources to purchase the materials. In both of these cases, we were able to accommodate the teacher’s needs. For example, the Biology 2 teacher at Coatesville HS did not have any experience or resources for these types of experiments. Three different experiments and in-house training were provided to this Coatesville HS teacher: 1) DNA extraction, 2) DNA transformation with pGLO plasmid, and 3) DNA fingerprinting. Another biology teacher at the Conestoga Valley High School was interested in trying a few Human DNA activities with his freshman level class and we were able to support his needs. The pre-service teachers who participated in the workshop were able to take their biotechnology knowledge to the classroom during their student teaching experiences. In one case, the student teacher developed an elaborate DNA modeling activity for her freshman Honors Biology classes. Another student teacher borrowed a DNA thermocycler and replicated the nuclear DNA amplification experiment for her upper level biology classes. Thus, the workshop experience was transferred to the classroom by the student teachers. Future goals From these two day workshops in biotechnology we have procured and made available several hands-on molecular biology tools and provided resources to our teachers at minimal cost. As a consequence, we have established new partnerships between university faculty and the surrounding schools –a partnership that will eventually provide practicing teachers full ownership of programs for their own continuing education. We anticipate further dissemination of the results of this project at regional, state, and national levels. Finally, the joint efforts of the three faculty members within the SSHE system belonging to different regions of the state has provided the opportunity to strengthen this collaborative and we hope will help forge new future collaborations in an effort to improve teacher preparation in the state of Pennsylvania. Ongoing Challenges One of our major challenges is institutionalizing these workshops so that they can be offered on a regular basis. In-service teachers will be required to incorporate biotechnology into their lesson plans but their schools will have limited resources for achieving this objective. Additionally, students in our B.S. Biology: Education programs do not have biotechnology as a requirement in their curriculum even though the state expects biotechnology as a key component of the Standards. Through this collaborative we hope to address these important issues by including coursework in biotechnology in our teacher preparation programs and developing partnerships with corporations and other funding agencies so that this critical need is met. Bios N. Bharathan is an associate professor of biology and Co-Coordinator of biochemistry at Indiana University of Pennsylvania. He has taught Plant Biology and Laboratory Techniques in Biology and Biotechnology for 12 years. His scientific research focuses on double-stranded RNA viruses in fungi and gene manipulations for biological control of plant pathogenic fungi. He has presented and published several papers in reviewed scientific journals in which students are primary or secondary authors. He is a project PI on an NSF-CCLI grant and a Co-PI on NSFCETP-PA grant and Department of Defense funded projects. Maureen Knabb is a professor of biology at West Chester University and has taught introductory courses as well as cell and organismal physiology courses for 18 years. Her scientific research focuses on cell signaling pathways and mechanisms of diseases. She is currently the PI on an NSF-CCLI grant aimed at incorporating inquiry-based activities in introductory biology courses. She has published and presented several papers on science education. References [1] http://www.lhup.edu/CETP_PA/ [2] Academic Standards for Science and Technology. Pennsylvania Department of Education. 22 PA Code, Chapter 4, Appendix B. 2002. http://www.pde.state.pa.us/k12/lib/k12/scitech.pdf [3] National Science Education Standards. Center for Science, Mathematics, and Engineering Education. National Academy Press. Washington, DC. 1996. http://books.nap.edu/catalog/4962.html