This post is written by guest blogger, Peter Kritsch MS, Adjunct Instructor BTC Institute.
When I was in the middle of my junior year in high school, my family moved. We had lived in the first state for 12 years. I had gone to school there since kindergarten. Although it wasn’t a small district, I knew everybody and, for better or worse, everybody knew me. Often the first reaction I get when I tell people when we moved is that it must have been hard to move so close to graduation. The reality is . . . it really wasn’t. In fact, it was quite liberating. See, I didn’t have to live up to anybody else’s expectations of who I was based on some shared experience in 2nd grade. I had the opportunity to be who I wanted to be, to try new things without feeling like I couldn’t because that wasn’t who I was supposed to be.
As long as I refrained from beginning too many sentences with “Well at my old school . . . “ people had to accept me for who I was in that moment, not for who they perceived me to be for the previous 12 years. Now, the new activities were not radically different. I still played baseball and still geeked out taking AP science classes, but I picked up new activities like golf, playing basketball with my friends, and even joined the yearbook. I know . . . “radically different.” The point is that the new situation allowed me to try something new without worrying about what had always been.
The pandemic has forced a lot of us to move our classrooms online. In a short period of time, everything changed about how education was done. Our prior teaching experience, including the experience I had with doing blended learning (ooops . . . “back at my old school”), was helpful to a point. But we quickly found out that being completely virtual was different. And as science teachers, how do you do more than just teach concepts when online? How do you help students to continue engaging in the crucial parts of science – observing, questioning, designing, analyzing, and communicating?
Today’s blog is brought to us by and alumus of Dane County Youth Apprenticeship Program, Aidan Holmes.
In this blog I have the opportunity to write about how my experiences at the BTC Institute as a high school student were instrumental in leading me to my passion for science education, my Peace Corps experience, and my current role as a biotechnology instructor for the very same institute.
I became familiar with the BTC Institute as a student at Marshall High School when our biology teacher organized a biotechnology field trip for us. I loved learning about DNA and biotechnology since 7th grade so attending a field trip like this was an incredible opportunity to engage in hands-on biotechnology. When I learned about the Youth Apprenticeship Program in Biotechnology I knew I had to apply and enrolled during my senior year of high school. Through the program I took a weekly class at the BTC Institute and I worked as a student researcher in a biochemistry lab at UW-Madison. I enrolled for classes at UW-Madison the following year and pursued an undergraduate degree in genetics and a certificate in education and educational services. Continue reading “From BTCI to Africa and Back Again: One Student’s Journey in Science Education”
“20 years ago, when I first heard about the creation of human embryonic stem cells, I knew that this was the future. I immediately requested the cells from Dr. Thomson and dropped almost everything else we were doing in our lab. It has been my focus to this day.” The person presenting is Dr. David Russell, a professor at the University of Washington. He is just one of the hundreds of researchers gathered at the BioPharmaceutical Technology Center Institute (a nonprofit supported by Promega) in Madison, Wisconsin for the 13th Annual Wisconsin Stem Cell Symposium that happened this week. This year, it’s not just a symposium, but also a celebration—it’s the 20-year anniversary of the first-ever isolation and culture of human embryonic stem cells (ES cells).
In 1998, Dr. James Thomson, at the University of Wisconsin-Madison, created the first ES-cell line using donated (unused) embryos from a fertility clinic. The study sent a shockwave through the scientific community and general public. We now had the technology to grow human pluripotent ES cells—with the potential to develop into every cell type in the human body—in a dish! Thomson quickly became a celebrity scientist. (Thomson’s headshot was on the cover of the August 20, 2001 issue of Time Magazine, next to big text that read: “The Man Who Brought You Stem Cells”.)
However, not all were excited about the news. Backlash from conservative communities, who opposed the use of human embryos, resulted in a temporary ban on developing new ES cell lines with government funding. Nonetheless, the ban did not deter researchers from studying ES cells using private or state funding. By 2001, human ES cells have been successfully derived into neural, cardiac, hematopoietic, endothelial, and insulin-producing cells. In 2010, the first in-human clinical trial was initiated; which used human ES cell-derived materials to treat spinal cord injury.
2006 marked another milestone in stem cell research: the discovery of induced pluripotent stem (iPS) cells. Dr. Shinya Yamanaka at Kyoto University successfully reprogrammed adult fibroblasts (common cells in connective tissue that form the extracellular matrix and collagen) to revert back into an embryonic-like pluripotent state—simply by expressing four specific genes. He named these reprogrammed cells “induced pluripotent stem cells” or iPS cells. A year later, human iPS cells were made in a similar fashion by both Thomson and Yamanaka. Yamanaka later received the 2012 Nobel Prize (some argue that Thomson deserved to share the prize).
The ability to reprogram adult cells back into a pluripotent state suggested we could create an unlimited supply of pluripotent cells that genetically matched a specific individual—without the ethical baggage of using human embryos. This meant, in theory, you could take fibroblasts from a patient with a neurological disorder, such as Parkinson’s disease, revert the fibroblasts into iPS cells, edit the “faulty genes” in those cells, then redifferentiate the healthy iPS cells into neural stem cells that can be introduced back into the same patient to produce healthy neurons. Of course, this is easier said than done. The technical difficulties and high cost of generating and editing iPS cells from individual patients have complicated the development of iPS-based treatments. Currently, there is only one human clinical trial using cells derived from iPS cells, which treats macular degeneration (an incurable eye disease that leads to blindness).
Despite the emergence of iPS cells, ES cells have continued to dominate in the clinical realm. To this date, there are 18 clinical trials using ES cells to treat various disorders, including macular degeneration, Parkinson’s disease, spinal cord injury, heart disease and diabetes. The future is bright, but there is still one major problem in ES cell-based therapies. Because ES cell treatments use donor cells from other healthy individuals—not the patients’ own cells—there is a high risk of immune rejection. But no fear, scientists have a plan.
In 2017, Dr. David Russell (mentioned in the beginning of this blog) re-engineered human embryonic stem cells to remove specific proteins—human leukocyte antigens (HLA)—from the cell surface. HLA proteins allow the immune system to determine whether the presenting cell is “self” or “foreign”. Removing HLA proteins is like wrapping the foreign cell with an invisible cloak, rendering it unnoticeable by the immune system. In his talk at the Stem Cell Symposium, Russell discussed the many advantages of using these “universal donor cells (UDCs)” to treat diseases. Only one cell line is needed, which reduces the cost, complexity and time required for clinical trials. Also, it does not require immunosuppression, which weakens the patient’s immune system. Russell and many others believe that UDCs are the future of regenerative medicine. In fact, UDC-based therapies to treat cancer, macular degeneration, skin wounds and type 1 diabetes are already being developed.
It is amazing to see how far we have come over the last 20 years. Thanks to visionary scientists like James Thomson, Shinya Yamanaka, David Russell—and countless other principal investigators, post-docs and grad students who work tirelessly in the lab every day—treatments for many life-threatening diseases may be available in the near future. Nonetheless, there is still much more to learn and many more challenges to overcome. Who knows where the next 20 years will take us?
Amani Gillette, a junior from LaFollette High School in Madison, started the Biotechnology Youth Apprenticeship Program (YAP) in Fall Semester, 2010. An outstanding youth apprentice (YA) throughout her two years in the program, she excelled in both the specialized laboratory course at the BTC Institute and in her work site research under the mentorship of Professor Margaret McFall-Ngai, UW-Madison Department of Medical Microbiology & Immunology. Amani’s characterization of a gene and protein found in a small tropical squid resulted in her first scientific publication and poster presentation.
Fast forward— after receiving a B.S. in Biomedical Engineering at Michigan Technological University (which included working in a tissue engineering lab and two summers interning at Promega Corporation under the supervision of Dr. Dan Lazar to help develop an assay for autophagy), Amani is now back in Madison. She is in her second year of graduate school and, working with Dr. Melissa Skala at the Morgridge Institute for Research, is currently mentoring Biotechnology YA Ava VanDommelen (senior from DeForest High School). Following in Amani’s footsteps, Ava will present her research nationally this January at the SPIE conference (the International Society of Optics and Photonics). Continue reading “Playing it Forward: Biotechnology Youth Apprenticeship and Mentorship”
The On the Road (OTR) BTC Institute Biotechnology Field Trips (BFT) program is rolling right along! We are doing our best to brave the winter weather to take hands-on science activities all over the state of Wisconsin.
The BTC Institute BFT program served over 3,400 students last year, most of them here at the BTC in Fitchburg. That said, each year the OTR part of the program is growing in order to serve schools that cannot travel here for various reasons, such as distance, bus costs and the need to minimize out-of-school time.
First, a quick update: Hard to believe, but we’re in our 21st academic year at the BioPharmaceutical Technology Center Institute (BTC Institute). February finds us immersed in our usual second semester offerings. Our Biotechnology Field Trips program is on the way to record attendance, but it’s not too late for you to schedule a visit for this spring, or for a group this summer: http://www.btci.org/k12/bft/bft.html.
We’re also pleased to report that work site mentors have been found for almost all of the juniors and seniors enrolled in the State of Wisconsin Youth Apprenticeship Program in Biotechnology – Dane County (http://www.btci.org/k12/yap/yap.html).
Now, let’s turn our attention to Summer 2016. We’re excited to once again offer great opportunities for upper elementary, middle and high school students to engage in activities that will allow them to explore their interests in the life sciences – and to learn a lot along the way. And, it’s not too soon to think about summer! Here’s a rundown of what’s in store: Continue reading “Summer 2016: Exciting Science Programs for Kids at the BTC Institute!”
Prior to the Masters in Biotechnology program, I had no working knowledge of Intellectual Property (IP), e.g., patents, trademarks, etc. The M.S. in Biotechnology program not only opened my eyes to Intellectual Property and its importance in biotechnology companies, but it sparked my interested in a career in an IP field. From the knowledge I gained and connections made in the program, I have been able to achieve a career in IP. I am now happy to be able to share my experience and knowledge with current and future students in the program.
—Heather Gerard, M.S. (2006) Intellectual Property Manager, Promega Corporation
Since 2002, the BioPharmaceutical Technology Center Institute (BTC Institute) has been effectively collaborating with the UW Master of Science in Biotechnology Program (MS-Biotechnology) to provide the three lab-based Molecular Technologies courses for this unique degree designed for working professionals.
Ellyn Lepinski is an intern at Promega who started her biotechnology career path five years ago as a high school junior taking a course from the BTC Institute (www.btci.org) as part of the Biotechnology Youth Apprenticeship Program.
Ellyn credits the program with helping her achieve her goals:
“Over the course of two years in which I was a Youth Apprentice, I obtained numerous skills, both inside and outside of the lab. I gained valuable scientific experience, including techniques like gel electrophoresis, nucleic acid purification, PCR, SDS-PAGE, Western blotting, cell culture and more.
On a personal level, I became very close with other students in the class and with our instructors, Barbara Bielec and Chad Zimprich. Everyone involved was always very approachable and willing to help with both laboratory tasks and in terms of giving advice for the future.
Through the program, I was placed in Dr. Que Lan’s entomology lab at UW-Madison, beginning in 2009. While there, I worked on a project involving sterol carrier protein-2, a protein involved in cholesterol uptake in mosquitoes.Notably, I am still working in Dr. Lan’s lab, however my research focus has shifted to bacterial fermentation. In between working in Dr. Lan’s lab, I also worked at the Forest Products Laboratory (USDA).
Additionally, this past June, I began an internship at Promega in the Scientific Applications department. Here I work to develop new applications for existing projects. This November marks five years of laboratory research for me, which would not have been possible without the Youth Apprenticeship Program and everyone involved. In addition to the specific labs that I have had the opportunity to work in, my experience in the Youth Apprenticeship Program has allowed me to emerge as a leader in my college lab courses. The program has clearly made a phenomenal impact on my life and is something I am very grateful for.”
Since 1993, the BTC Institute in partnership with the Dane County School Consortium has helped make such opportunities possible to nearly 300 students from public schools throughout Dane County. The program includes a paid apprenticeship in an industry or UW-Madison research lab and specialized instruction. In addition to being paid for their work, students receive high school credit for their participation in the worksite and the specialized biotechnology course held at the BTC Institute.
One aspect of the program that makes it so effective and unique is the amount of time that students spend working. Youth apprentices who start as juniors in the program must work 900 paid work hours to earn the Science, Technology, Engineering and Math (STEM) Skill Standards Certificate from the State of Wisconsin, youth apprentices who start work as seniors must earn 450 work hours. Students have had employment at a variety of companies and UW-Madison research labs, a few examples that have hired multiple apprentices include Genus PIC (ABS), MOFA Global, Promega and laboratories in the UW-Madison Departments of Bacteriology, Biochemistry, Entomology, Genetics, Horticulture, Plant Pathology and Surgery. Many of the students, like Ellyn, continue to be employed by their worksite long after they graduate from high school—proof of how effective this program is in helping to create the next generation STEM workforce.
Each year the BTC Institute hosts a Youth Apprenticeship Program preview night for all of the Dane County youth apprenticeship options: biotechnology, automotive technician, health services, and many more (www.dcsc.org). This year the preview nights will be held February 24 and 25 starting at 5:00pm. Students in grades 10 and 11 who are interested in learning more about the program are encouraged to attend one of the evening sessions with a parent.
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