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Collaborative Initiatives
   The Indiana Experience
               Andy Cothrel
 Roche Applied Science/Westron LSM Consulting

               Todd Murphy
          Ivy Tech Community College
              Industry’s Role

•   Perspectives & Needs
•   Curricula content & architecture
•   Enforcer
•   Ongoing support
       Perspectives & Needs
• Variety of industries represented
  – Assumption that if their needs are met, needs
    in general are broadly met
• No direct/intense competition between them
  – Allowed open exploration of shared needs
  – Plus, Hoosiers are nice!
• Major regional players at the table
  – Carries weight, lends credibility
Curricula Content & Architecture
• Detailed skill & knowledge inventory
• Differentiated skills & knowledge, depth
• Allowed customization via “cassettes” to
  meet specific industry needs
  – Also allowed easier regionalization of the
    curricula, although that was a byproduct and
    not planned
• “Call me Guido”
• Politicians & Appointees (and University
  higher-ups from three systems!) sometimes
  need “reminding” to be cooperative
• Bureaucracy busting is essential to
  – Industry accompanied Academia to key meetings
  – Industry helped to overcome roadblocks
              Ongoing Support
• Money! (direct and support for grants)
• Equipment
• Advisory Board membership
    – Changes to the curricula are evolving as a result
•   Internships
•   Guest lecturers
•   Peer pressure (assisted in regionalization)
•   Conference participation
•   Etc…
  Initial Academic Involvement

• Discussions in the Fall 2002 and Spring
• Distribution of “SKILLS AND KNOWLEDGE
  INDIANA” on June 30, 2003
Skills and Knowledge Standards
• Industry provided Skills and Knowledge
  Standards that were used extensively to
  establish biotechnology curriculum

• Stated objective was to develop workers, at the
  associates level, that have a high degree of
  proficiency in those methods commonly used in
  the biotechnology industries
         Curriculum Design
• Industry provided guidelines led to an
  extremely “laboratory centric” curriculum

• Development of deep theoretical
  knowledge of biology/chemistry secondary
  to development of skills
   Development Conferences
• Annual Conferences have been held to
  bring together industry representatives
  and program chairpersons from across

• Program administrators of established
  programs from around the country invited
  to contribute their perspective
 Associates of Science degree
• Development of Associates of Science
  degree requires articulation into four-year
  – Associates of Science degree developed in
    co-operation with Indiana University-Purdue
    University at Indianapolis (IUPUI)
• Statewide articulation granted in the
  summer of 2004 between IUPUI and Ivy
  Tech campuses that would be delivering
  approved curriculum
 Associates of Applied Science
• Statewide curriculum for AAS degree in
  biotechnology developed based on same
  skill standards
• Degree does not articulate with four year
  – Major differences between AS and AAS are in
    the areas of non-science course work and a
    lack of physics in the AAS degree
  – Most of the AS biotechnology courses are
    part of AAS curriculum
    Funding for Biotechnology
• Funding to establish biotechnology
  programs at six sites throughout Indiana
  was secured through Lilly Endowment
  – Grant provided funding for major equipment
  – Grant provided three years of salary for
    program chairperson
Established Biotechnology
                 Local Flavor
• Each site has developed working relationships
  with local biotechnology industries
  – These relationships are meant to influence the nature
    of the programs and the skill sets that are
    emphasized in that region
  – As industries change these industry-academic
    relationships will allow for the evolution of a region’s
    biotechnology program to continue to properly
    educate workforce
• Several sites have established articulation
  agreements with local universities
  – This has led to significant variation in AS curriculum
             Moving Forward
• As students serve internships and graduates
  move into the workforce feedback from these
  graduates and their employers will shape
  curriculum delivery
  – Close contact with internship mentors, graduates and
    employers necessary
  – Development of formal channels for acquiring this
    feedback is in development
• As industries and the technologies used by
  industries change, the curriculum will need to
  reflect these changes

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