Project Based Learning - Contextualizing Soft Skills in Biotech

Contributed by Chander Aurora, PhD and Parvenah Mohammadian PhD, and presented at HI TEC 2022

Background

The best science training programs are those that have a strong connection to industry. Also, programs that provide training developed with local employers’ needs and input are effective in raising participants’ wages and improving employment opportunities. One of the major topics that is stated as being very relevant for employment is acquiring the soft skills. However, most science training programs focus on knowledge-based aspects without much focus on soft skills. Project-Based Learning (PBL), a student-centered pedagogy, has proven to be successful in encouraging students to learn and apply knowledge through a guided and engaging experience while improving their soft skills. Using PBL, students acquire real-world skills, such as solving complex problems, thinking critically, analyzing, and evaluating information, working cooperatively, and communicating effectively. This project examines the PBL pedagogy that creates a cohesive culture and inclusion amidst diversity, development of important skills bridging a college-level science classroom to career readiness.

Design

Data were collected over five semesters from 52 students (age range: 18-42 years old) about using PBL pedagogy in the Los Angeles Mission College Biotechnology labs. In this training program, students learn lab technical skills in the first 8 weeks of the course. In the second 8-week of the course, students apply acquired lab skills in designing projects that have real world applications, to enhance different levels of cognition

Some projects that were designed by the students were “production and characterization of green nanoparticles”, “testing immunoglobulins in saliva”, and “reducing bioburden in wastewater”. Students were strategically grouped into teams, with diversity (e.g., age, ethnicity) in mind.

Results

The number of students who report exceptional improvements (blue), a good amount of improvement (red), and a fair amount of improvement (black).

All 52 students were surveyed on their critical thinking skills, teamwork, motivation to learn, improved communications, time management, sense of accomplishment, and enhanced problem-solving skills. Students were asked to reflect on the criteria above at the end of the course and report how much they enhanced in each skill. Majority of students reported they have improved “exceptionally” in all criteria (critical thinking 79%, teamwork 90%, motivation 87%, communication 77self-efficacy 96%, problem-solving 75%). Some reported it as good (critical thinking 8%, motivation 10%, communication 10%, time management 10%, self-efficacy 4%, problem-solving 15%) and very few reported it as fair (critical thinking 4%, teamwork 2%, motivation 3%, communication 14%, time management 11%, self-efficacy zero %, problem-solving 10%).

Furthermore, 94% of the students indicated their preference with PBL over a traditional class. The data on “perfect attendance” was 89%.

n= 52 students

The “student retention” rate was also high 94%.

n= 52 students

Employment rate was at least 90% after every semester for the past two and a half years. It even soared to 100% during the pandemic.

Conclusion

The Biotechnology labs became much more engaging through active participation in projects that focused on real-world applications. PBL provides content and skills that students can actively apply in life events and situations. PBL in the college science labs provides students the opportunity to approach the classwork with curiosity and enthusiasm in a teamwork approach. This strategy will result in skills valued by the employers and hence improved job placement rate. The PBL approach has demonstrated to be the solution to skills gap in the science labs, providing a bridge from classroom to career. In addition, this approach will enhance the interest of underrepresented minorities in STEM disciplines, which may lead to closing the equity gap.