The BioExperience Research and Entrepreneurship Challenge: An iGEM-inspired applied research program for BIOSTEM talent and skills development

Abstract

Post-secondary education is falling behind in delivering the talent and skills development needed to support the growth of biology-based economies and the demands of professional and research-based graduate degree programs. Here, we describe an applied research program, the BioExperience Research and Entrepreneurship Challenge, launched in May 2020 to mitigate the impact of the COVID-19 pandemic on undergraduate experiential learning programs at the University of Ottawa, Ontario, Canada. The program provided undergraduates with meaningful talent and skills development opportunities by implementing a student-centred, project-based learning approach inspired by the International Genetically Engineered Machine (iGEM) competition. We present evidence from participant exit surveys suggesting that the program delivers a high-quality learning environment and improves learning outcomes compared to traditional work-integrated learning. Notably, 84% of respondents reported an excellent or exceptional learning experience and significant or profound improvements in skills, such as leadership (72% of respondents), problem-solving (42% of respondents) and research preparedness (52%) that are difficult to develop in conventional academic programs. Remarkably, 60% of respondents report that the job-readiness training provided by the program is better or much better than traditional work-integrated learning. Our study demonstrates that a cost-effective and scalable alternative to the iGEM competition can improve talent and skills development in BIOSTEM fields.

Integration Review of Project Based Learning in Biology Education: A Systematic Literature Synthesis of Education Levels, Biology Subdisciplines, Research Methodologies and Learning Competencies

“…The results of the biology subdisciplinary description of the seven studies are the integration of mathematics and biology in cross-discipline education (Phuong Chi, 2021), Biodiversity is the study of biodiversity through the collection and classification of ant species using field and laboratory techniques. In addition, DNA barcoding techniques are used for species identification (Bucklin & Mauger, 2022), Ecoliteracy, which encompasses natural history and direct observation of the natural world and its organisms, is particularly important in understanding bird biodiversity(Collins & Donahue, 2019), student understanding of the nature of science (NOS) in the context of conservation education(Sukaesih et al, 2022), the development of talents and skills necessary to support biological-based economic growth and meet the demand for professional and research-based degree programs(Gill et al, 2022), increased representation of women and diversity in STEM (science, technology, engineering, and mathematics), including medicine, as well as the use of high-performance computing (HPC) in biomedical education. (Townsend-Nicholson, 2020) and although biology is mentioned as one of the subjects in the participating schools, the main abstract focus lies in integrating information technology and mathematics into education(Andersen et al, 2021).…”

Editorial: Insights into synthetic biology 2021: Novel developments, current challenges, and future perspectives

“…Finally, the demonstration that SB is an elective field in science is illustrated on the one hand by the article by Stano (2022) , which presents his opinion on the design, function, and application of artificial cellular systems, and by the report of an iGEM-inspired applied program given to undergraduate students, showing improved skills, talent, and entrepreneurial motivation ( Gill et al, 2022 ).…”