Molecular Biotechnology Laboratory Education Modules (MBLEM)

项目摘要 尽管现代生命科学教育和培训的在线资源正在加速扩展，但现实情况是， 是分子生物学实验室为基础的技能的发展需要“动手”的指导，最好是在一个 以研究为导向的背景。跟上最近的科学突破，并将这些 从劳动力和经济的角度来看，教育环境的发展都具有挑战性。然而， 依赖传统的、单独的讲座或过时的实验室经验的教育策略效果不佳 为美国生物医学劳动力的当前和未来几代人做准备。在这里，我们建议发展和 实施一种新模式，用于教授模块化分子生物学实验室课程， 建立了尖端技术的关键技能，以支持现代生物学家的专业生存能力 和生物技术专家。我们的首要目标是发起和支持一项协作努力，以“教育教师” 如何指定、设计、开发、部署和推广（5-D）分子生物技术实验室 教育模块（MBLEM）在整个高等教育领域的前沿课题。这一目标将是 通过促进多机构合作，创造性的新教学方法和整合来实现 将跨学科研究和生物伦理学纳入新的教育模块。我们将首先与团队合作 来自五个不同机构的参与者，然后沿着增加三个新的合作伙伴， 代表了广泛的高等教育使命。为了支持MBLEM的工作，我们将建立一个 虚拟支持网络，即，全年持续进行机构间沟通，以实现MBLEM 该项目由北卡罗来纳州州立大学（NC State）的教师和博士后研究员领导。 为期一年的5-D支持过程将围绕北卡罗来纳州参加的年度夏季研讨会展开 由我们的合作机构的代表，将核心教师，教学跨学科团队， 助理（研究生和博士后研究员）和经验丰富的MBLEM讲师。作为其中的一部分 过程中，我们将组织职业发展和推广机会，使教师和学生聚集在一起， 来自伙伴机构，包括那些专注于为少数民族学生和残疾学生服务的机构， 形成一个支持性和包容性的社区，促进现代生命科学实验室培训。我们还将 评估MBLEM的传播和培训对参与MBLEM的机构的影响 方案和学生。评估将有助于确定不同机构面临的挑战， 揭示如何更好地培养不同群体的学生成为美国生产力成员所需的关键技能 生物医学劳动力。

PROJECT SUMMARY Despite the accelerating expansion of online resources for modern life science education and training, the reality is that development of molecular biology laboratory-based skills requires `hands-on' instruction, preferably in a research-oriented context. Keeping pace with recent scientific breakthroughs and incorporating such developments into the educational setting is challenging from both workforce and economic perspectives. Yet, educational strategies that rely on traditional, lecture alone or outdated, laboratory experiences ineffectively prepare the current and future generations of the US biomedical workforce. Here, we propose to develop and implement a new paradigm for teaching modular molecular biology-oriented laboratory courses that relate established critical skills to cutting-edge technologies in support of the professional viability of modern biologists and biotechnologists. Our overarching goal is to initiate and support a collaborative effort to `teach the teachers' how to Designate, Design, Develop, Deploy and Disseminate (5-D) Molecular Biotechnology Laboratory Education Modules (MBLEMs) on cutting-edge topics across the higher education landscape. This aim will be accomplished by fostering multi-institution cooperation, creative new pedagogical approaches, and integration of interdisciplinary research and bioethics into novel educational modules. We will collaborate initially with teams of participants from five different institutions, and then add three new partners along the way, that collectively represent a broad range of higher educational missions. In support of the MBLEM effort, we will establish a virtual support network, i.e., ongoing inter-institution communication throughout the year to enable MBLEM implementation, led by faculty and teaching postdoctoral fellows at North Carolina State University (NC State). The year-long, 5-D support process will be centered around an annual summer workshop at NC State attended by representatives of our partner institutions that will nucleate interdisciplinary teams of faculty, teaching assistants (graduate students and postdoctoral fellows) and experienced MBLEM instructors. As part of this process, we will organize career development and outreach opportunities that bring together faculty and students from the partner institutions, including those that focus on serving minority students and students with disabilities, to form a supportive and inclusive community fostering modern life science laboratory training. We will also assess MBLEM dissemination and the impact of training on participating MBLEM institutions educational programs and students. Assessment will enable the identification of challenges faced at different institutions and reveal how to better train diverse groups of students in critical skills needed to be productive members of the US biomedical workforce.