- Email: [email protected]
Training biotechnologists for the future: Academia and Industry Collaborate to Develop a hands-on undergraduate biomedical research curriculum
157
Features Section: Biotechnology Education Editor: R O Jenkins, De Montfort University, Leicester, U K The Eurodoctorate in Biotechnology: c'est arriv6! In November 1994 I attended a BEMET (Biotechnology in Europe, Manpower, Education and Training) meeting on Harmonization of Postgraduate Qualifications in Biotechnology. The background to the meeting were B E M E T surveys which had revealed that for many disciplines involved in biotechnology, companies were experiencing problems meeting recruitment targets. The surveys had also revealed that, although there was no shortage of graduands entering the workforce each year, there was a huge disparity between courses, both in terms of content, length and resulting qualification. Could the lack of harmonization of qualifications be an important factor in inhibiting mobility of labor and hence exacerbate skills shortages? At the 1994 B E M E T meeting, the issue of the Eurodoctorate was central to this question and experience was drawn from other initiatives already set up to try to address the problems, such as the European Masters courses in Biotechnology (set up by small consortia of European Institutions). At that time the problems of harmonization of postgraduate qualifications seemed immense, but there was a consensus that the Eurodoctorate would pave the way to attaining pan-European recognition of postgraduate qualifications. BEMET has since published its report on harmonization of postgraduate qualifications in biotechnology in Western Europe, and the Eurodoctorate has arrived. In essence, the European Doctorate in Biotechnology (EDBT) is a PhD-plus and the requirements for achieving this qualification are based on the criteria agreed at an EU conference in 1991. These criteria, which are detailed elsewhere (http://www.cba.unige.it/hedubt/edbt.html# 1), enhance the internationality of programmes well beyond that normally associated with PhD level studies, e.g. the thesis must be prepared as a result of at least three months spent in another E U member state; the candidate must demonstrate to be able to communicate scientifically in at least two official European languages; scientific referees from at least three E U member states must have given a positive evaluation of the thesis. Other criteria add rigor to the assessment and will undoubtedly reassure potential employers on the issue of quality, e.g. at least fifty percent of the work for the thesis should have been published in well recognized international journals with a double referee system; the candidate should have completed at least five intensive courses (normally 1 to 2 weeks duration per course) approved by the Board of the EDBT. Rapid growth of the European biotechnology industry, stimulated by changing regulatory criteria and patterns of investment, demands an increasingly mobile workforce. It is too early to assess the extent to which the EurodocBIOCHEMICAL EDUCATION 25(3) 1997
torate will satisfy the needs of the biotechnology industry. However, for an industry that relies on a very highly educated workforce - - with around 40% of employees doctorates and over 70% educated to at least first degree level - - it is as well that mechanisms are already in place to address the issue of harmonization of postgraduate qualifications.
Relevant BEMET publications Manpower and Training Needs for Biotechnology in North and South Europe in the 90's, 1993, ISBN 1-772190-03-0 Europe at Work: Labor and Training for the European Biotechnology Small Firm Sector, 1994, ISBN 1-872190-05-7 Harmonization of Postgraduate Qualifications in Biotechnology in Western Europe, 1995, ISBN 1-872190-07-3
PII: s0307-4412(97)00063-0
Training Biotechnologists for the Future: Academia and Industry Collaborate to Develop a Hands-on Undergraduate Biomedical Research Curriculum J HADFIELD, P CUMMINGS, S ROWLAND, K ADAMS and D HARMENING
Department of Medical and Research Technology University of Maryland School of Medicine Baltimore, Maryland 21201 USA Introduction The Department of Medical and Research Technology (DMRT), University of Maryland School of Medicine, has recently implemented a baccalaureate-level educational track designed to train biotechnologists for regional bioscience industries. As biotechnologyfoioscience companies become established and expand, they find an increasing need for well-trained entry-level technical workers? However, a quandary exists in that most new baccalaureate graduates lack entry-level technical skills and require a substantial period of training in basic laboratory techniques by their employers. The literature has reported the need to revitalize science education in both the United States and Europe. -s'7'9 The delivery of skilled labor to meet the needs of biotechnology
158 bioscience industry, providing the framework for curriculum development. In Phase II, educators and business/ industry representatives worked together to ensure that the competencies defined by workers in Phase I of the D A C U M process were incorporated into curriculum design. 4 As a result of this process, course descriptions for the curriculum were written. Course content and laboratory exercises were then developed by department faculty following those guidelines. In Phase III, the instructional development component, our department continues to implement the curriculum with on-site application of skills and further training in research or industry externships.
Figure 1 Biotechnology students in the Deartment of Medical and Research Technology at the University of Maryland School of Medicine, Baltimore, Maryland, develop skill in molecular techniques such as restriction digestion and agarose gel electrophoresis. companies ultimately depends upon the incorporation of real-life applications into the educational curriculum. Collaboration with industry scientists offers academic institutions an effective means of linking academic course work to employable skills. Our department, DMRT, which has traditionally provided a rigorous scientific education emphasizing laboratory skills and on-the-job training for clinical laboratory science students, found it a natural extension to train baccaulaureate level biotechnologists for the expanding bioscience industry. The biotechnology program aims to integrate science theory with the reality of laboratory practice. Students progress from laboratory projects to hands-on experience in research and industry laboratories and quickly become productive employees upon graduation.
Using Industry to Develop A Curriculum To assess the feasibility of implementing a baccalaureate level degree biotechnology program by our department, over one hundred companies which employ workers with scientific skills were surveyed to assess the employment needs of industry? Recognizing the importance of obtaining concrete input from industry in developing a curriculum, D M R T participated in a D A C U M (Developing a Curriculum) process, which included representatives of industry and education to collaborate in creating a core curriculum based on defined competencies. The D A C U M committee was comprised of representatives of local universities and community colleges, the state department of education, biotechnology industries, and research institutes. D A C U M is a well-defined, collaborative, threephase process in which an academic curriculum or training program is designed based on demonstrated workplace competencies. 2 In Phase I, representatives from industrial and research laboratories defined competencies required for baccalaureate level workers in the BIOCHEMICAL EDUCATION 25(3) 1997
Traits and Skills Identified by Researchers/Bioscience Industry Employers described the need for a multidimensional curriculum. A description of traits and skills considered important to employers of biotechnologists is found in Table 1. The employee should be able to plan, coordinate, and accomplish a broad range of research and laboratory projects. He/she must be able to apply biological procedures and manipulate genetic and biochemical traits to solve problems in medicine, agriculture, the environment and pharmaceutical manufacturing. The worker should be competent in using most types of laboratory instruments, knowledgeable in laboratory animal science, comfortable with handling toxic and hazardous material in a safe manner, and possess a knowledge of quality assurance. In addition, the employee should possess professional skills such as writing, oral communication, critical analysis and problem solving, information technology, career development, budgeting, and management. Both categories of skills were considered important in developing a successful biotechnologist. Curriculum Development and Implementation Students apply for admission into our program after completing 60 credits of prerequisite course work at area colleges (Table 2). Predetermined articulation agreements have been established with these colleges to facilitate the seamless transfer of credits. Admission into the program is on a competitive basis. Once accepted into our Table I Examples of Desired Skills, Knowledge and Attributes for a Biotechnologist6,8 Skills
Knowledge
Traits
Basic Math; Communication (oral, written, electronic); Computers; Critical Thinking; DecisionMaking; Ethics; Problem-Solving;Teamwork; Time Management; Aseptic Technique; Laboratory Procedures; Instrumentation; Maintaining Records, Logs, Protocols Biochemistry; Biology;Immunology; Math; Microbiology;Molecular Biology;Quality Control & Quality Assurance; RegulatoryStandards; Laboratory Safety Organized; Flexible; Hard Working; Integrity; Observant; Patient; PositiveAttitude; Reliable; Safety Conscious;Thorough; Good Communicator; Professional Behaviour
159 program, students complete 66 credits of upper division course work and graduate with a Bachelor of Science degree (Table 3). The curriculum is designed with a heavy emphasis on the development of skills applicable in a biotechnology laboratory immediately upon graduation. Courses developed by DMRT in response to employernamed competencies could be placed into two basic categories: (1) Biotechnology Science Courses, and (2) Courses in Communication, Professional Development and Laboratory Management. (1) Biotechnology Science Courses Besides the traditional courses offered in biochemistry, basic laboratory techniques, and pathogenic microbiology, additional components of the program are found in the Immunology, Cellular and Molecular Biology I and II, Techniques in Biotechnology, Applications of Biotechnology courses and industry externships. A brief description of these courses follows. Introduction to Biochemistry and Instrumentation Biochemical events at the molecular level are discussed. Topics include buffers, building blocks of biomolecules, protein structure and enzyme action. Metabolic regulaTable 2 Prerequisite courses students must have prior to entering their junior year at D M R T ~ Credit hours Chemistry Inorganic Chemistry I with Lab Inorganic Chemistry II with Lab Organic Chemistry I with lab Total
4 4 4 12
Biology General Biology with Lab General Microbiology with Lab Anatomy & Physiology I with Lab Anatomy & Physiology II with Lab Total
4 4 4 4 16
Mathematics~Computer Science College Algebra Statistics Computer Science Total
3 3 3 9
*Arts and Humanities English Composition English Lecture Elective Total
3 3 3 9
tBehavioral and Social Sciences Elective Elective Total
3 3 6
Strongly Recommended Electives Organic Chemistry II with Lab Genetics Physics Total
8
60 minimum
*At least 1 course in each of 2 disciplines in Arts and Humanities tAt least 1 course in each of 2 disciplines in Social and Behavioral Sciences
BIOCHEMICAL EDUCATION 25(3) 1997
tion is covered in detail. In laboratory sessions, students are introduced to a variety of methods and instruments in common use in a biomedical science laboratory. Laboratory Techniques This basic course introduces students to laboratory safety methods, blood collection procedures, centrifugation, pipetting and microscopic techniques, preparation of solutions, autoclave sterilization and decontamination methods. Cellular and Molecular Biology I In this course, students are taught basic concepts of molecular and cell biology: the structures, organization, and function of procaryotic and eucaryotic cells. In the laboratory, students learn microbiological and molecular biology techniques, including reagent and buffer preparation, bacterial growth curve determination, recombinant DNA isolation, bacterial transformation, plasmid DNA digestion, and agarose gel analysis. In addition, probe labeling, Southern blot and hybridization are performed in the laboratory. Cellular and Molecular Biology H This course has been designed around a series of DNA recombinant skills which are integrated into a progressive research-oriented project which ranges from PCR primer design and PCR, through amplicon cloning using intermediate hosts and plasmid-based protein expression vectors, to overTable 3 Biomedical Science Research Track Curriculum 4 Credit hours Junior Year Fall Semester Laboratory Techniques Immunology Introduction to Biochemistry Cellular and Molecular Biology I Scientific and Technical Writing Professional Development Total
2 3 4 4 1 2 16
Spring Semester Cellular and Molecular Biology Biosafety and Quality Assurance Scientific and Technical Writing Techniques in Biotechnology Laboratory Management Immunology Laboratory Total
4 2 1 4 3 2 16
Senior Year Fall Semester Scientific and Technical Writing Applications of Biotechnology Computer Applications in Biotechnology Pathogenic Microbiology Total
1 6 2 4 13
Spring Semester Externships 1 Small Scale/Large Scale Industry 1 Academic Research Laboratory Total
10 10 20
Subtotal Prerequisites Total credits
65 60 125
160 expression, purification and confirmation of the recombinant protein by Western blot and enzymatic assay. In addition to traditional means of performance evaluation, project mastery is assessed by a student-maintained laboratory notebook.
Immunology for Biotechnologists This course is designed to acquaint students with the principles of basic immunology. Students are introduced to the organization and function of the immune system, and to the relationship between the immune system and disease. The laboratory component examines immunological techniques used in the evaluation of both the bumorai and cellular immune system, such as serum protein electrophoresis, antibody purification, SDS-PAGE, immunoblotting, ELISA, hybridoma technology, isolation and cryopreservation of peripheral blood mononuclear cells, immunofluorescence, and Flow Cytometry.
that for research data manipulation, analysis and presentation.
Scientific and Technical Writing This course requires students to maintain a laboratory notebook, to prepare standard operating procedures, technical reports and journal articles, and to write a research paper based on a wet laboratory research project.
Laboratory Management This course teaches students about leadership styles, and about the organizing, planning, controlling and supervising functions of laboratory management, budgeting and financial analysis.
Professional Development This course focuses on verbal and electronic communication skills, such as project presentation and use of the Internet and library databases. Career development issues cover resume and cover letter writing and developing interview skills.
Pathogenic Microbiology This course introduces the student to the bacteria which cause disease in humans, as well as those which are normal flora. Bacterial classification, structure, epidemiology, virulence factors, treatment, and vaccine development are discussed. In the laboratory, students obtain practical experience in the culture and identification of bacteria. They learn sterile technique, maintenance of pure cultures, and good biosafety practices when handling pathogenic bacteria.
Techniques in Biotechnology This course includes extradepartmental rotations which familiarize students with the operation and principles of mass spectrometry, HPLC, flow cytometry, ultracentrifugation, electron microscopy, laboratory animal handling, DNA sequencing, and biopolymer synthesis. In addition, a segment of this course covers virological methods. Viral taxonomy, structure, replication and mechanisms of infection are introduced, while the laboratory component includes the establishment, maintenance and cryopreservation of cell lines. Proper methods for virus propagation, quantitation, and concentration are demonstrated in the laboratory. Applications in Biotechnology In this course, students are placed in academic research laboratories at the university where they accomplish a short-term, defined research project under the guidance of a research mentor.
(2) Courses in Communication, Professional Development and Laboratory Management These courses complement the scientific training received in the biotechnology science courses and prepare the student for broad-ranged responsibilities.
Computer Applications in Biotechnology In this course, students are taught how to use genetic engineering and analysis software. In addition, project assignments incorporate the use of software for file transfer, as well as BIOCHEMICAL EDUCATION 25(3) 1997
Safety, Quafity Assurance and Regulatory Issues Safety issues, laboratory compliance with established government regulatory regulations, good manufacturing practices (GMPs), and good laboratory practices (GLPs) are addressed in this course. Collaborations With Industry and Academic Research Laboratories In the final link between their academic base and workplace reality, students are placed in externships where they continue to develop practical, applied skills in biotechnology research and industry laboratories. Student performance is monitored by interviews with students and supervisory personnel during periodic site visits by department faculty. Advantages to both students and employers are recognized by those who have participated in the program. The student graduates with demonstrated mastery of bioscience knowledge and skills, obtained in school and on the job prior to graduation. These skills can be added to the biotechnologist's resume immediately upon finishing the program. The employer gets the benefit of students well trained in the fundamentals of the biotechnology industry, workers who need training only in the adaptation of their already acquired skills to the new context. An added bonus is regular networking which occurs between teaching faculty and industry scientists during their collaborative efforts. Through their collaboration with DMRT, industry becomes an integral partner in the training of biotechnologists. This will enable regional industries to obtain and maintain an adequate supply of well prepared biomedical researchers. Outcome Assessment A variety of outcome assessments is in place to monitor the overall effectiveness of our program. Student feedback is a critical component. Students complete a comprehensive course evaluation at the end of each semester. This evaluation is generated by the department and
161 consists of quantitative ranking of questions as well as a qualitative section for comments. Students are also surveyed at the time of graduation to determine their overall satisfaction with the program and will be surveyed again five years post-graduation. Externship providers formally evaluate our students in the areas of initiative and interest, responsiblity, adaptability, knowledge, technique, communication and documentation and professional standards. An additional component of gauging program effectiveness is feedback from the employers of our biotechnology students. An employer survey is submitted to solicit information on performance and level of preparedness of our students. Employers are also invited to serve on a biotechnology advisory board. Insightful observations regarding the value of our program solicited from our biotechnology students include the following: - - A great advantage of this program lies in the year of rotations and externships - - the bachelor of science program with the experience. - - T h e opportunity to develop responsibility and independence through hands-on experience gives the students confidence and pride. - - D e v e l o p i n g a working relationship on a team with scientists of differing disciplines broadens students' understanding and appreciation of the scope of biotechnology opportunity. - - Integrating diverse laboratory techniques into comprehensive projects reinforces the significance of concept comprehension and skill mastery by the students. Being able to enumerate biotechnology experience on students' resumes makes students more marketable and employable upon graduation. Conclusion Our biotechnology program is a model of a working relationship between the university and industry. Here students have the opportunity to apply university-taught concepts and skills in a workplace setting prior to graduation. We expect to continue to see well-placed students achieving successful careers and we are confident that biomedical researchers and industry will have a dependable supply of well-trained, productive workers from this collaborative effort between academia and industry. References 1 Guidera, Mark (1997) Biotechnology Firms Focus on Research, The Sun, Baltimore, MD January 19, p 4K 2 Faber, D, Fangman, E and Low, J (1991) Journal of Studies in Technical Careers 13, 146-159. 3 Harmening, D (1992) Biomedical Science: Broadening the Scope of Training and Practice for Clinical Laboratory Scientists at University of Maryland Unpublished Feasibility Study Department of Medical and Research Technology, University of Maryland School of Medicine, Baltimore, MD 4 Harmening, D (1993) Curricula for the 21st Century, An Interinstitutional Symposium, Department of Medical and Research Technology, University of Maryland School of Medicine. Baltimore, MD, pp 1-3 5 Hayward, S and Griffin, M (1994) Bio/Technology 12, 667-670
BIOCHEMICAL EDUCATION 25(3) 1997
6 Left, J (Project Director) and Airing, M (1995) Gateway to the Future, Skill Standards for the Bioscience Industry, Educational Development Center Inc, The Institute for Education and Employment. Newton Massachusetts, p 78 7 Mascarenhas, D (1994) Bio/Technology 12, 671-673 8 McCormick, D and Hodgson, J (1993) Nature 365, 676-678 9 Moynihan, M (1993) Genetic Engineering News.
PII: S0307-4412 (97)00005-8 Classification of Proteases Without Tears FERNANDO LUIS GARCIA-CARRENO and M ANGELES NAVARRETE DEL TORO
Centro de Investigaciones Biol6gicas PO Box 128 La Paz, BCS M&ico 23 000 Introduction Proteases or proteolytic enzymes comprise 50% of industrially-used enzymes. There is substantial research to find new sources of enzymes with specialized properties for biotechnologies. In particular, thermostable proteases from mesophilic and thermophilic, and enzymes from marine organisms active at low temperatures organisms, are receiving considerable attention. 1-3 Proteases are involved in general metabolism through the modification of proteins, such as the digestion of food proteins, mobilization of tissue protein, neuropeptide, hormone, and proenzyme processing, and cellular metabolism by the recently described proteasomes, 4,s which are intracellular, large multisubunit protease complexes that selectively hydrolyze proteins as a mechanism of cellular regulation. These processes are controlled by mechanisms involving gene control, zymogen production, enzyme activation, and protease inhibitors. An understanding of them will help control protease activities in biotechnological processes and biomedical disciplines. Knowledge may lead to the treatment of AIDS when (1) the prevention of the dimerization of the aspartic-protease from HIV, or (2) the elimination of its activity by inhibitors becomes possible. Box 1 gives a Glossary of common terms. Classification Like the Linnean classification of organisms, the systematic classification of enzymes follows specific rules. Classification is the arranging of enzymes into groups with similar activities and catalytic characteristics, whereas nomenclature is the naming of enzymes according to an international code of principles, rules, and recommendations. The aim of correct nomenclature is to provide precise communication among researchers, teachers, and students. Enzymes are classified using a systematic code. However, proteases are frequently called by nonsystematic terms. In this paper, the words nomenclature and name
Features Section: Biotechnology Education Editor: R O Jenkins, De Montfort University, Leicester, U K The Eurodoctorate in Biotechnology: c'est arriv6! In November 1994 I attended a BEMET (Biotechnology in Europe, Manpower, Education and Training) meeting on Harmonization of Postgraduate Qualifications in Biotechnology. The background to the meeting were B E M E T surveys which had revealed that for many disciplines involved in biotechnology, companies were experiencing problems meeting recruitment targets. The surveys had also revealed that, although there was no shortage of graduands entering the workforce each year, there was a huge disparity between courses, both in terms of content, length and resulting qualification. Could the lack of harmonization of qualifications be an important factor in inhibiting mobility of labor and hence exacerbate skills shortages? At the 1994 B E M E T meeting, the issue of the Eurodoctorate was central to this question and experience was drawn from other initiatives already set up to try to address the problems, such as the European Masters courses in Biotechnology (set up by small consortia of European Institutions). At that time the problems of harmonization of postgraduate qualifications seemed immense, but there was a consensus that the Eurodoctorate would pave the way to attaining pan-European recognition of postgraduate qualifications. BEMET has since published its report on harmonization of postgraduate qualifications in biotechnology in Western Europe, and the Eurodoctorate has arrived. In essence, the European Doctorate in Biotechnology (EDBT) is a PhD-plus and the requirements for achieving this qualification are based on the criteria agreed at an EU conference in 1991. These criteria, which are detailed elsewhere (http://www.cba.unige.it/hedubt/edbt.html# 1), enhance the internationality of programmes well beyond that normally associated with PhD level studies, e.g. the thesis must be prepared as a result of at least three months spent in another E U member state; the candidate must demonstrate to be able to communicate scientifically in at least two official European languages; scientific referees from at least three E U member states must have given a positive evaluation of the thesis. Other criteria add rigor to the assessment and will undoubtedly reassure potential employers on the issue of quality, e.g. at least fifty percent of the work for the thesis should have been published in well recognized international journals with a double referee system; the candidate should have completed at least five intensive courses (normally 1 to 2 weeks duration per course) approved by the Board of the EDBT. Rapid growth of the European biotechnology industry, stimulated by changing regulatory criteria and patterns of investment, demands an increasingly mobile workforce. It is too early to assess the extent to which the EurodocBIOCHEMICAL EDUCATION 25(3) 1997
torate will satisfy the needs of the biotechnology industry. However, for an industry that relies on a very highly educated workforce - - with around 40% of employees doctorates and over 70% educated to at least first degree level - - it is as well that mechanisms are already in place to address the issue of harmonization of postgraduate qualifications.
Relevant BEMET publications Manpower and Training Needs for Biotechnology in North and South Europe in the 90's, 1993, ISBN 1-772190-03-0 Europe at Work: Labor and Training for the European Biotechnology Small Firm Sector, 1994, ISBN 1-872190-05-7 Harmonization of Postgraduate Qualifications in Biotechnology in Western Europe, 1995, ISBN 1-872190-07-3
PII: s0307-4412(97)00063-0
Training Biotechnologists for the Future: Academia and Industry Collaborate to Develop a Hands-on Undergraduate Biomedical Research Curriculum J HADFIELD, P CUMMINGS, S ROWLAND, K ADAMS and D HARMENING
Department of Medical and Research Technology University of Maryland School of Medicine Baltimore, Maryland 21201 USA Introduction The Department of Medical and Research Technology (DMRT), University of Maryland School of Medicine, has recently implemented a baccalaureate-level educational track designed to train biotechnologists for regional bioscience industries. As biotechnologyfoioscience companies become established and expand, they find an increasing need for well-trained entry-level technical workers? However, a quandary exists in that most new baccalaureate graduates lack entry-level technical skills and require a substantial period of training in basic laboratory techniques by their employers. The literature has reported the need to revitalize science education in both the United States and Europe. -s'7'9 The delivery of skilled labor to meet the needs of biotechnology
158 bioscience industry, providing the framework for curriculum development. In Phase II, educators and business/ industry representatives worked together to ensure that the competencies defined by workers in Phase I of the D A C U M process were incorporated into curriculum design. 4 As a result of this process, course descriptions for the curriculum were written. Course content and laboratory exercises were then developed by department faculty following those guidelines. In Phase III, the instructional development component, our department continues to implement the curriculum with on-site application of skills and further training in research or industry externships.
Figure 1 Biotechnology students in the Deartment of Medical and Research Technology at the University of Maryland School of Medicine, Baltimore, Maryland, develop skill in molecular techniques such as restriction digestion and agarose gel electrophoresis. companies ultimately depends upon the incorporation of real-life applications into the educational curriculum. Collaboration with industry scientists offers academic institutions an effective means of linking academic course work to employable skills. Our department, DMRT, which has traditionally provided a rigorous scientific education emphasizing laboratory skills and on-the-job training for clinical laboratory science students, found it a natural extension to train baccaulaureate level biotechnologists for the expanding bioscience industry. The biotechnology program aims to integrate science theory with the reality of laboratory practice. Students progress from laboratory projects to hands-on experience in research and industry laboratories and quickly become productive employees upon graduation.
Using Industry to Develop A Curriculum To assess the feasibility of implementing a baccalaureate level degree biotechnology program by our department, over one hundred companies which employ workers with scientific skills were surveyed to assess the employment needs of industry? Recognizing the importance of obtaining concrete input from industry in developing a curriculum, D M R T participated in a D A C U M (Developing a Curriculum) process, which included representatives of industry and education to collaborate in creating a core curriculum based on defined competencies. The D A C U M committee was comprised of representatives of local universities and community colleges, the state department of education, biotechnology industries, and research institutes. D A C U M is a well-defined, collaborative, threephase process in which an academic curriculum or training program is designed based on demonstrated workplace competencies. 2 In Phase I, representatives from industrial and research laboratories defined competencies required for baccalaureate level workers in the BIOCHEMICAL EDUCATION 25(3) 1997
Traits and Skills Identified by Researchers/Bioscience Industry Employers described the need for a multidimensional curriculum. A description of traits and skills considered important to employers of biotechnologists is found in Table 1. The employee should be able to plan, coordinate, and accomplish a broad range of research and laboratory projects. He/she must be able to apply biological procedures and manipulate genetic and biochemical traits to solve problems in medicine, agriculture, the environment and pharmaceutical manufacturing. The worker should be competent in using most types of laboratory instruments, knowledgeable in laboratory animal science, comfortable with handling toxic and hazardous material in a safe manner, and possess a knowledge of quality assurance. In addition, the employee should possess professional skills such as writing, oral communication, critical analysis and problem solving, information technology, career development, budgeting, and management. Both categories of skills were considered important in developing a successful biotechnologist. Curriculum Development and Implementation Students apply for admission into our program after completing 60 credits of prerequisite course work at area colleges (Table 2). Predetermined articulation agreements have been established with these colleges to facilitate the seamless transfer of credits. Admission into the program is on a competitive basis. Once accepted into our Table I Examples of Desired Skills, Knowledge and Attributes for a Biotechnologist6,8 Skills
Knowledge
Traits
Basic Math; Communication (oral, written, electronic); Computers; Critical Thinking; DecisionMaking; Ethics; Problem-Solving;Teamwork; Time Management; Aseptic Technique; Laboratory Procedures; Instrumentation; Maintaining Records, Logs, Protocols Biochemistry; Biology;Immunology; Math; Microbiology;Molecular Biology;Quality Control & Quality Assurance; RegulatoryStandards; Laboratory Safety Organized; Flexible; Hard Working; Integrity; Observant; Patient; PositiveAttitude; Reliable; Safety Conscious;Thorough; Good Communicator; Professional Behaviour
159 program, students complete 66 credits of upper division course work and graduate with a Bachelor of Science degree (Table 3). The curriculum is designed with a heavy emphasis on the development of skills applicable in a biotechnology laboratory immediately upon graduation. Courses developed by DMRT in response to employernamed competencies could be placed into two basic categories: (1) Biotechnology Science Courses, and (2) Courses in Communication, Professional Development and Laboratory Management. (1) Biotechnology Science Courses Besides the traditional courses offered in biochemistry, basic laboratory techniques, and pathogenic microbiology, additional components of the program are found in the Immunology, Cellular and Molecular Biology I and II, Techniques in Biotechnology, Applications of Biotechnology courses and industry externships. A brief description of these courses follows. Introduction to Biochemistry and Instrumentation Biochemical events at the molecular level are discussed. Topics include buffers, building blocks of biomolecules, protein structure and enzyme action. Metabolic regulaTable 2 Prerequisite courses students must have prior to entering their junior year at D M R T ~ Credit hours Chemistry Inorganic Chemistry I with Lab Inorganic Chemistry II with Lab Organic Chemistry I with lab Total
4 4 4 12
Biology General Biology with Lab General Microbiology with Lab Anatomy & Physiology I with Lab Anatomy & Physiology II with Lab Total
4 4 4 4 16
Mathematics~Computer Science College Algebra Statistics Computer Science Total
3 3 3 9
*Arts and Humanities English Composition English Lecture Elective Total
3 3 3 9
tBehavioral and Social Sciences Elective Elective Total
3 3 6
Strongly Recommended Electives Organic Chemistry II with Lab Genetics Physics Total
8
60 minimum
*At least 1 course in each of 2 disciplines in Arts and Humanities tAt least 1 course in each of 2 disciplines in Social and Behavioral Sciences
BIOCHEMICAL EDUCATION 25(3) 1997
tion is covered in detail. In laboratory sessions, students are introduced to a variety of methods and instruments in common use in a biomedical science laboratory. Laboratory Techniques This basic course introduces students to laboratory safety methods, blood collection procedures, centrifugation, pipetting and microscopic techniques, preparation of solutions, autoclave sterilization and decontamination methods. Cellular and Molecular Biology I In this course, students are taught basic concepts of molecular and cell biology: the structures, organization, and function of procaryotic and eucaryotic cells. In the laboratory, students learn microbiological and molecular biology techniques, including reagent and buffer preparation, bacterial growth curve determination, recombinant DNA isolation, bacterial transformation, plasmid DNA digestion, and agarose gel analysis. In addition, probe labeling, Southern blot and hybridization are performed in the laboratory. Cellular and Molecular Biology H This course has been designed around a series of DNA recombinant skills which are integrated into a progressive research-oriented project which ranges from PCR primer design and PCR, through amplicon cloning using intermediate hosts and plasmid-based protein expression vectors, to overTable 3 Biomedical Science Research Track Curriculum 4 Credit hours Junior Year Fall Semester Laboratory Techniques Immunology Introduction to Biochemistry Cellular and Molecular Biology I Scientific and Technical Writing Professional Development Total
2 3 4 4 1 2 16
Spring Semester Cellular and Molecular Biology Biosafety and Quality Assurance Scientific and Technical Writing Techniques in Biotechnology Laboratory Management Immunology Laboratory Total
4 2 1 4 3 2 16
Senior Year Fall Semester Scientific and Technical Writing Applications of Biotechnology Computer Applications in Biotechnology Pathogenic Microbiology Total
1 6 2 4 13
Spring Semester Externships 1 Small Scale/Large Scale Industry 1 Academic Research Laboratory Total
10 10 20
Subtotal Prerequisites Total credits
65 60 125
160 expression, purification and confirmation of the recombinant protein by Western blot and enzymatic assay. In addition to traditional means of performance evaluation, project mastery is assessed by a student-maintained laboratory notebook.
Immunology for Biotechnologists This course is designed to acquaint students with the principles of basic immunology. Students are introduced to the organization and function of the immune system, and to the relationship between the immune system and disease. The laboratory component examines immunological techniques used in the evaluation of both the bumorai and cellular immune system, such as serum protein electrophoresis, antibody purification, SDS-PAGE, immunoblotting, ELISA, hybridoma technology, isolation and cryopreservation of peripheral blood mononuclear cells, immunofluorescence, and Flow Cytometry.
that for research data manipulation, analysis and presentation.
Scientific and Technical Writing This course requires students to maintain a laboratory notebook, to prepare standard operating procedures, technical reports and journal articles, and to write a research paper based on a wet laboratory research project.
Laboratory Management This course teaches students about leadership styles, and about the organizing, planning, controlling and supervising functions of laboratory management, budgeting and financial analysis.
Professional Development This course focuses on verbal and electronic communication skills, such as project presentation and use of the Internet and library databases. Career development issues cover resume and cover letter writing and developing interview skills.
Pathogenic Microbiology This course introduces the student to the bacteria which cause disease in humans, as well as those which are normal flora. Bacterial classification, structure, epidemiology, virulence factors, treatment, and vaccine development are discussed. In the laboratory, students obtain practical experience in the culture and identification of bacteria. They learn sterile technique, maintenance of pure cultures, and good biosafety practices when handling pathogenic bacteria.
Techniques in Biotechnology This course includes extradepartmental rotations which familiarize students with the operation and principles of mass spectrometry, HPLC, flow cytometry, ultracentrifugation, electron microscopy, laboratory animal handling, DNA sequencing, and biopolymer synthesis. In addition, a segment of this course covers virological methods. Viral taxonomy, structure, replication and mechanisms of infection are introduced, while the laboratory component includes the establishment, maintenance and cryopreservation of cell lines. Proper methods for virus propagation, quantitation, and concentration are demonstrated in the laboratory. Applications in Biotechnology In this course, students are placed in academic research laboratories at the university where they accomplish a short-term, defined research project under the guidance of a research mentor.
(2) Courses in Communication, Professional Development and Laboratory Management These courses complement the scientific training received in the biotechnology science courses and prepare the student for broad-ranged responsibilities.
Computer Applications in Biotechnology In this course, students are taught how to use genetic engineering and analysis software. In addition, project assignments incorporate the use of software for file transfer, as well as BIOCHEMICAL EDUCATION 25(3) 1997
Safety, Quafity Assurance and Regulatory Issues Safety issues, laboratory compliance with established government regulatory regulations, good manufacturing practices (GMPs), and good laboratory practices (GLPs) are addressed in this course. Collaborations With Industry and Academic Research Laboratories In the final link between their academic base and workplace reality, students are placed in externships where they continue to develop practical, applied skills in biotechnology research and industry laboratories. Student performance is monitored by interviews with students and supervisory personnel during periodic site visits by department faculty. Advantages to both students and employers are recognized by those who have participated in the program. The student graduates with demonstrated mastery of bioscience knowledge and skills, obtained in school and on the job prior to graduation. These skills can be added to the biotechnologist's resume immediately upon finishing the program. The employer gets the benefit of students well trained in the fundamentals of the biotechnology industry, workers who need training only in the adaptation of their already acquired skills to the new context. An added bonus is regular networking which occurs between teaching faculty and industry scientists during their collaborative efforts. Through their collaboration with DMRT, industry becomes an integral partner in the training of biotechnologists. This will enable regional industries to obtain and maintain an adequate supply of well prepared biomedical researchers. Outcome Assessment A variety of outcome assessments is in place to monitor the overall effectiveness of our program. Student feedback is a critical component. Students complete a comprehensive course evaluation at the end of each semester. This evaluation is generated by the department and
161 consists of quantitative ranking of questions as well as a qualitative section for comments. Students are also surveyed at the time of graduation to determine their overall satisfaction with the program and will be surveyed again five years post-graduation. Externship providers formally evaluate our students in the areas of initiative and interest, responsiblity, adaptability, knowledge, technique, communication and documentation and professional standards. An additional component of gauging program effectiveness is feedback from the employers of our biotechnology students. An employer survey is submitted to solicit information on performance and level of preparedness of our students. Employers are also invited to serve on a biotechnology advisory board. Insightful observations regarding the value of our program solicited from our biotechnology students include the following: - - A great advantage of this program lies in the year of rotations and externships - - the bachelor of science program with the experience. - - T h e opportunity to develop responsibility and independence through hands-on experience gives the students confidence and pride. - - D e v e l o p i n g a working relationship on a team with scientists of differing disciplines broadens students' understanding and appreciation of the scope of biotechnology opportunity. - - Integrating diverse laboratory techniques into comprehensive projects reinforces the significance of concept comprehension and skill mastery by the students. Being able to enumerate biotechnology experience on students' resumes makes students more marketable and employable upon graduation. Conclusion Our biotechnology program is a model of a working relationship between the university and industry. Here students have the opportunity to apply university-taught concepts and skills in a workplace setting prior to graduation. We expect to continue to see well-placed students achieving successful careers and we are confident that biomedical researchers and industry will have a dependable supply of well-trained, productive workers from this collaborative effort between academia and industry. References 1 Guidera, Mark (1997) Biotechnology Firms Focus on Research, The Sun, Baltimore, MD January 19, p 4K 2 Faber, D, Fangman, E and Low, J (1991) Journal of Studies in Technical Careers 13, 146-159. 3 Harmening, D (1992) Biomedical Science: Broadening the Scope of Training and Practice for Clinical Laboratory Scientists at University of Maryland Unpublished Feasibility Study Department of Medical and Research Technology, University of Maryland School of Medicine, Baltimore, MD 4 Harmening, D (1993) Curricula for the 21st Century, An Interinstitutional Symposium, Department of Medical and Research Technology, University of Maryland School of Medicine. Baltimore, MD, pp 1-3 5 Hayward, S and Griffin, M (1994) Bio/Technology 12, 667-670
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6 Left, J (Project Director) and Airing, M (1995) Gateway to the Future, Skill Standards for the Bioscience Industry, Educational Development Center Inc, The Institute for Education and Employment. Newton Massachusetts, p 78 7 Mascarenhas, D (1994) Bio/Technology 12, 671-673 8 McCormick, D and Hodgson, J (1993) Nature 365, 676-678 9 Moynihan, M (1993) Genetic Engineering News.
PII: S0307-4412 (97)00005-8 Classification of Proteases Without Tears FERNANDO LUIS GARCIA-CARRENO and M ANGELES NAVARRETE DEL TORO
Centro de Investigaciones Biol6gicas PO Box 128 La Paz, BCS M&ico 23 000 Introduction Proteases or proteolytic enzymes comprise 50% of industrially-used enzymes. There is substantial research to find new sources of enzymes with specialized properties for biotechnologies. In particular, thermostable proteases from mesophilic and thermophilic, and enzymes from marine organisms active at low temperatures organisms, are receiving considerable attention. 1-3 Proteases are involved in general metabolism through the modification of proteins, such as the digestion of food proteins, mobilization of tissue protein, neuropeptide, hormone, and proenzyme processing, and cellular metabolism by the recently described proteasomes, 4,s which are intracellular, large multisubunit protease complexes that selectively hydrolyze proteins as a mechanism of cellular regulation. These processes are controlled by mechanisms involving gene control, zymogen production, enzyme activation, and protease inhibitors. An understanding of them will help control protease activities in biotechnological processes and biomedical disciplines. Knowledge may lead to the treatment of AIDS when (1) the prevention of the dimerization of the aspartic-protease from HIV, or (2) the elimination of its activity by inhibitors becomes possible. Box 1 gives a Glossary of common terms. Classification Like the Linnean classification of organisms, the systematic classification of enzymes follows specific rules. Classification is the arranging of enzymes into groups with similar activities and catalytic characteristics, whereas nomenclature is the naming of enzymes according to an international code of principles, rules, and recommendations. The aim of correct nomenclature is to provide precise communication among researchers, teachers, and students. Enzymes are classified using a systematic code. However, proteases are frequently called by nonsystematic terms. In this paper, the words nomenclature and name