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Hypothetical biotechnology companies: A role‐playing student centered activity for undergraduate science students
Author(s) -
Chuck JoAnne
Publication year - 2011
Publication title -
biochemistry and molecular biology education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.34
H-Index - 39
eISSN - 1539-3429
pISSN - 1470-8175
DOI - 10.1002/bmb.20480
Subject(s) - psychology , work (physics) , science education , medical education , active learning (machine learning) , critical thinking , higher education , teaching method , authentic learning , engineering ethics , mathematics education , engineering , computer science , political science , medicine , mechanical engineering , artificial intelligence , law
Science students leaving undergraduate programs are entering the biotechnology industry where they are presented with issues which require integration of science content. Students find this difficult as through‐out their studies, most content is limited to a single subdiscipline (e.g., biochemistry, immunology). In addition, students need knowledge of the ethical, economic, and legal frame work in which the industry operates. This article presents an approach to deliver these outcomes in a collaborative and active learning modality which promotes deep learning. In the model, groups of final year undergraduate students form hypothetical biotechnology companies and identify real issues of interest to industry, make integrative team decisions, use professional level technology, and develop appropriate communication skills. The final successful teaching paradigm was based on self reflection, observation, and student feedback to ensure appropriate attainment of content, group work skills and increased confidence in professional decision‐making. It is these outcomes which will facilitate life long learning skills, a major outcome applicable for all tertiary education. Biochemistry and Molecular Biology Education Vol. 39, No. 2, pp. 173–179, 2011