CIPB
Overview: Cases in Industry Practice in Biotechnology (CIPB)
The Cases in Industry Practice in Biotechnology (CIPB) instructional materials are intended for
use in university, community college, and high school biotechnology courses, as well as within
industry. Industry partners participate actively in developing these materials that utilize a casemethod approach with hands-on laboratory components. The case studies focus on promoting
student understanding of and facility with workplace skills needed to function efficiently,
effectively, and safely in entry-level biotechnology services careers.
Case studies allow students to read or view a real-life situation that models a dilemma faced by a
technician in industry. These cases provide a forum for problem-based learning in which the
dilemmas faced by the technician may not have a “right” or “wrong” solution. The students
discuss the case and struggle with the issues themselves and then apply their knowledge in a
hands-on laboratory exercise.
The power of the cases developed by CIPB is that they are paired with hands-on laboratory
activities. Together, they not only address biotechnology content and process skills in the
context of real industry situations, but also create an environment in which “… the members of
the learning community … support and respect a diversity of experiences, ideas, thought, and
expression” while engaging in an inquiry approach to learning (NRC, 1996, p. 46). Combining
the case studies with related hands-on laboratory experiences synergistically fosters rich
learning.
In fields such as law, business, and medicine, professionals have historically received training
using case studies. Case studies provide a forum for problem-based learning, a form of inquiry.
Students read about a real-life situation that models a dilemma faced by a professional in which
multiple options may be available to that professional in carrying out a given task. In the case of
biotechnology, the professional may be a technician in industry. Each case dilemma may not be
resolved or may be resolved inappropriately, and it is up to the students to think about alternative
solutions.
The students read and discuss the case and struggle with the embedded issues themselves in this
real-world context—thereby sharpening the students’ own knowledge of and facility with similar
issues that they will likely face once in the workforce. Instructors facilitate these discussions
using a “KWL” approach (the KWL approach engages students in responding to the following
series of questions: What do we Know? What do we Want to know? What have we Learned?
For more information, see sample Facilitator Guide). This approach is a widely used teaching
method based on current philosophies of teaching inquiry.
The world of problem-based learning is one in which questions often arise more frequently than
concrete answers. What is important is that students understand how to approach a scientific
problem, not necessarily how to solve one. Because of this, it may appear that each case study
ends without a conclusion. This is an important component of this project, as it accurately
reflects the scientific method.
The case studies and laboratories are written for high school, community college, and university
levels. They are primarily targeted at educational institutions with programs or course offerings
in biotechnology. The case studies and labs assume a basic knowledge of laboratory skills (e.g.,
preparing molar solutions, general safety measures, how to operate standard laboratory
equipment such as micropipettors and centrifuges). In addition, basic knowledge of general and
molecular biology is helpful, although the cases and labs are accompanied by appendices that
provide necessary information about the fundamental concepts presented in each case.
Generally, existing biotechnology textbooks and instructional materials are either very basic in
nature or more advanced. None have been developed in conjunction with industry partners. Nor
do other textbooks use an industry-specific, real-world scenario while at the same time covering
a spectrum of cutting-edge academic topics. Given these differences, this set of instructional
materials may complement other existing textbooks or materials, but does not appear to compete
with them.
In other words, these materials represent a new niche within biotechnology education, and they
are flexible with respect to how they may be used. For example, when used in conjunction with
an academic theory text, the cases/labs would provide hands-on, minds-on experiences that
supplement and extend the knowledge gained in reading a traditional academic textbook. To
further illustrate such usage, consider the topic of protein structure and function. When covering
this topic in a traditional textbook such as Biology by Neil Campbell, an instructor could use the
Ultra Bad Hair Day case study and lab as a way to explain the “real-world” relevance of protein
structure and function (in this case, in the production of shampoo). Moreover, the industry
context provides a sense of how scientists use the structure and function of proteins to develop
products.
These materials could also be used with students in an advanced class who have already covered
these topics in a previous class. In this case, instructors may choose to design an entire
curriculum using only the case studies and laboratories. Thus, the cases and labs provide realworld applications, examples, and extensions of the knowledge students gain in reading
textbooks. They do not, however, supplant existing traditional academic textbooks.