|
|
Articulation
Guidelines
What
are the Articulation Guidelines? | Who
Developed Them? | How were the
Guidelines developed?
Guideline Summary | How can the
Guidelines be used? | Download
the Guidelines 
What are the Articulation
Guidelines?
The Biotechnology
Articulation Guidelines are
designed to guide high school science teachers in developing biotechnology
curriculum. They are also useful for community college faculty in identifying
reasonable expectations for high school graduates entering a two-year
program. Based on the Biotechnology/Biomedical Skills Standards, the guidelines
identify what should be taught at the high school level in order to ensure
success for a student entering a biotechnology course of study at either
a community college or four-year institution.
Top
Who Developed Them?
The articulation guidelines were developed by a panel
of expert faculty members, the Biotechnology Articulation Committee (BAC),
which included biotechnology faculty from high schools, community colleges,
and four-year institutions. This group had representation from two school
districts, two community college districts, and one four year institution.
The committee members were:
- Berta LLoyd, Assistant Vice President, Workforce &
Economic Development, Shoreline Community College
- Mary Burnett, Ed.D., Associate Dean, Science & Math
Division, Seattle Central Community College
- Myrtle Mitchell, Dean, Professional/Technical Education,
Seattle Central Community College
- Michele Royer, Ph.D., Consultant
- Carolyn Cohen, Consultant
- Tracy Stoops, Biotechnology Instructor, Shorewood High
School
- Connie Kelly, Biotechnology Instructor, Shorewood High
School
- Mary Glodowski, Biotechnology Instructor, Juanita High
School
- Josephine Pino, Professor, Biology, Shoreline Community
College
- Caralee Cheney, Ph.D., Professor, Biology, Shoreline
Community College
- Danielle Tilley, Ph.D., Professor, Biology, Seattle Central
Community College
- Richard Ridgway, Ph.D., Professor, Biology, Seattle Pacific
University
- Cynthia Fitch, Ph.D., Professor, Biology, Seattle Pacific
University
- Bruce Congdon, Ph.D., Professor, Biology, Seattle Pacific
University
Top
How Were The Guidelines Developed?
Committee members first reviewed the Biotechnology/Biomedical
Skills Standards and
identified critical skills from the “Technical Knowledge” and
“Employability Skills” columns. The group then developed specifications
for each skill area in three categories: “workplace application,”
“skills” and “demonstration of skills.”
Top
Guideline Summary
The final product consists of a set of 10 articulation
guidelines, each with one or more specific articulation skills areas that
have been validated internally by the committee members. They are as follows:
- Locating and Using Reference Resources: Using
the Scientific Literature; Locating Sources of Equipment, Reagents,
Supplies, and Safety Information
- Experimental Set Up, Implementation, Troubleshooting,
Monitoring and Analysis: Design of Controlled Experiments; Implementing
and Troubleshooting Experimental Protocols; Monitoring, Data Collection
and Analysis
- Tools of Organization: Laboratory Preparations;
Efficient Use of Laboratory Time; Written Documentation
- Material Handling and Safety: Using Chemicals
Safely; Working with Microorganisms; Using Safety Equipment and Observing
Safety Rules; Using Laboratory Equipment Safely
- Laboratory Skills: Protocols, Procedures and Standards
- Application of Mathematics Skills to Laboratory Situations:
Making and Reporting Laboratory Measurements; Calculations for the Preparation
and Dilution of Chemical Solutions; Using the Concept of pH; Performing
and Using Graphical Representations of Laboratory Data
- Tools of Communication: Maintaining a Lab Notebook;
Writing a Formal Lab Report; Oral Presentation of Scientific Data; Using
Databases; Creating and Interpreting Graphs, Charts and Tables
- Exploratory Skills: Questioning, Critical Thinking
and Problem-Solving
- Bioethics: Bioethics in the Biotechnology Workplace
- Career Explorations: Career Explorations in Biotechnology
The panel also reviewed the Essential Academic Learning
Requirements (EALRS) to ensure that this work was aligned with EALR goals
and benchmarks. The committee validated that the guidelines relate to
the highest level of benchmark - Level 3, which has been proposed but
not yet adopted by the state - in the following areas:
- The student understands and uses scientific concepts
and principles: properties of substances; basis of biological diversity;
systems, structure of matter; physical/chemical changes; structure,
organization of living systems; molecular basis of heredity; human biology;
life processes and the flow of matter and energy; biological evolution;
interdependence of life.
- The student knows and applies the skills and processes
of science and technology: questioning; designing and conducting
investigations; explanation; modeling; communication; identifying problems;
designing and testing solutions; evaluating potential solutions.
- The student understands the nature of science and
technology: intellectual honesty; limitations of science and technology;
dealing with inconsistencies; evaluating methods of investigation; evolution
of scientific ideas; relationship of science and technology; careers
and occupations using science; mathematics and technology.
A full set of the Science EALRS can be found at the Office
of Superintendent of Public Instruction
Top
How Can the Guidelines Be
Used?
Feedback from high school and community college faculty
indicate that the Biotechnology Articulation Guidelines serve many purposes.
High school teachers identified the following uses:
- Guides curriculum development
- Useful in adjusting curriculum and focusing on aspects
most important in a course.
- Confirms that “non-lab” skills are useful,
such as ordering from a catalog, reading an equipment manual.
- Helps to define the essential components of the curriculum.
- Provides a clear view of the pathway for Biotech (high
school to college) as well as firms up the essentials for students and
the need to teach specific laboratory techniques.
Community College faculty offer these comments:
- “I now have a realistic idea of what can and cannot
be achieved at the high school level. This knowledge will help me to
determine what at what level and rigor to set the college goals and
objectives as students move through our program. I know what the high
school students should be able to achieve at our institution.”
- “I will be able to refer to these guidelines when
preparing curriculum and course objectives. We will be able to have
a smoother transition of skill sets from one level to the next. I will
also be able to remind the students that they have seen this material
or done that experiment before, even when they try to tell me they didn’t!”
Top
|
