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Design and Implementation of an Interdepartmental
Biotechnology Program Across Engineering
Technology Curricula
Kari Clase

Abstract
The health industry is an important andgrowing economic engine. Advances are being
made in pharmaceutical and biotechnology discoveries and their applications (including manufacturing), as well as in health care services. As
a result, there is an increasing sophistication of
the products and services available and being
developed, with an ever-widening scale ofapplications and marketing, producing an everexpanding need for college graduates who haveknowledge of life science-based products andprocesses. There have been numerous reports
of current and projected shortages of humanresources possessing the required knowledge
in the growing industry. The objectives of thispaper are to describe the implementation of abiotechnology program that crosses disciplineboundaries, integrates science and technology,
and attracts a diverse group of students. The
curriculum addresses critical workforce needs
and teaches students the content knowledge andskills of emerging biotechnology industries.
Introduction
The health industry is an important andgrowing economic engine. Advances are being
made in pharmaceutical and biotechnology discoveries and their applications (including manufacturing), as well as in health care services. As
a result, there is an increasing sophistication of
the products and services that are both available
and being developed, with an ever-widening
scale of applications and marketing, producing
an ever-expanding need for college graduates
who have knowledge of life science-based products and processes.
The field of biotechnology relies on harnessing the properties of a living organism todevelop and manufacture products that benefit
human life. Innovative research has the power
to create new industries that drive the nation’s
economy (National Research Council [NRC],
2007; U.S. Department of Energy [DOE], 2005)
and the synergy of biological sciences withnumerous technologies is predicted to provide
solutions to major national problems in the 21st
century by creating new generations of industrial biotechnology with great potential for eco-nomic impact (Commission on Life Sciences,
2000; Herrara, 2004; Littlehales, 2004; USDOE,
2005). Scientific advances, such as elucidating
the structure and molecular mechanisms ofDNA, have caused exponential growth in thebiotechnology industry over the past decade.
The acquisition of vast amounts of information
generated by the decoding of the sequence ofthe human genome, as well as multiple othereukaryotes, prokaryotes and viruses have been
generated by “-omics” -type experiments suchas genomics, proteomics and inonomics. The
advances in science and technology are affecting
the health industry, including pharmaceuticalapplications, and workforce needs in biotechnology manufacturing are anticipated to grow as
illustrated by the following quote:
The biotechnology industry is still in its
adolescence, but it is about to have a major
impact on health care. A third of drugs inphase III clinical trials are proteins. . . .
biotech companies are gearing up to manufacture product but they face a shortage oftalent, as most young scientists interested inbiotechnology have congregated to research.
(Kling, 2004, p. 1)
The field of biotechnology extends beyond
the health industry and into applications of energy. Due to continuous economic and industry
growth, world energy consumption is expected
to increase 71 percent from 2003 to 2030 (AEO,
2006). The energy solutions of the future will
require a significant amount of research anddevelopment in energy technologies. Alternative
energy solutions in the form of biofuels could
help meet the emerging energy needs (Abraham,
2004; Pacala & Socolow, 2004; Socolow, 2005).
Biofuels could be produced using plants,
microbes, or even engineered nanobiostructures;in fact, biotechnology-based energy use could
equal current global fossil energy use by 2100
(DOE, 2005). Thus, there is a need to promotean educated and skilled workforce capable ofunderstanding and working with emerging areasof biotechnology, such as alternative energy
technologies, both in the development of newenergy sources and the use and maintenance of
emerging developments. As reported in theEducational Objective of the Biotechnology
Program
The educational objective of the biotechnology program is to create an interactive laboratory learning environment and immerse undergraduate students within action-based research.
The curriculum was developed to address identified goals for laboratory experiences (Singer,
Hilton, & Scweingruber, 2005):• Enhancing mastery of subject matter• Developing scientific reasoning• Understanding the complexity and ambiguity of empirical work
• Developing practical skills• Understanding of the nature of science• Cultivating interest in science and interestin learning science• Developing teamwork abilities.
A large body of recent research from educators and cognitive scientists has shown that byactively engaging undergraduate students inresearch, their retention of scientific principles
and learning retention increases (Bransford, etal, 1999; Campbell, 2004). Recent articles haveemphasized the need to revitalize educational

practices (Bell, 2009; Mervis, 2008). Within thebiotechnology program, students learn to pose
authentic research questions and actively participate in the inquiry and discovery process. The
students are directly involved in the experimental design, data analysis, and dissemination of
the results. Higher order learning with actionbased research and curriculum should increase
analytical skills and better prepare students forreal-world jobs by enabling them to transfer curriculum-based research experiences into thebiotechnology industry.
Connection between Purdue University’s
College of Technology Strategic Plan and the
Biotechnology Program
The biotechnology program helps support
the strategic plan for Purdue University by
improving the learning environment for students
and encouraging interdisciplinary research connections among students and faculty. In addition, the program helps harness Purdue’s
strengths in life sciences and technology andprovides graduates to help future growth anddevelopment in biotechnology. As stated in thestrategic plan (College Of Technology, 2003),
the College of Technology educates professional
practitioners and managers of science and engineering-based technologies and community
leaders, accelerates technology transfer to business and industry, and develops innovations in
the application of emerging technology throughlearning, engagement, and discovery.
To fulfill its mission, the College ofTechnology strives to provide a student-centeredlearning environment in which “technologyintensive instructional laboratories are maintained at state-of-the-practice currency as the
keystone of practitioner-focused learning (COT,
2003, p.5).” The College of Technology’s strategic plan also puts importance on “support for
programs that foster the development of innovative instructional strategies, curriculum and laboratory development.” (COT, 2003, p.4) The
biotechnology program is an example of a forward-thinking effort that helps fulfill the mission of the College of Technology; the courses
enhance learning, discovery, and engagement in
the following areas:
Technology and Life Sciences
Allow students to engage in hands-on
genomic, proteomic, and bioinformatics life
science applications within the biotechnology
laboratory

13
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meeting summary for the Pan-Organizational
Summit on the U.S. Science and Engineering
Workforce, technical skills combined with astrong math and science background and integrated with problem-solving, critical-thinking,and teamwork skills are sorely needed by modern manufacturing as well as by other sectors(Fox, 2003; NRC, 2007; Pearson, 2002).
Industrial applications of biotechnology andeffective solutions to global health and energy
problems will cross discipline boundaries andrequire an adequately prepared workforce (NRC,2007). Students need programs and curriculumthat will educate them beyond their single discipline in order to help them meaningfully
embrace interdisciplinary conceptual systems
and ways of thinking and help prepare them forthe future. In order to address the gap between
education and workforce, Purdue University
approved an academic minor in Biotechnology,
an interdisciplinary effort among the Colleges of
Pharmacy, Science, and Technology. Throughthis partnership, multidisciplinary laboratory
activities were implemented, which use appropriate instrumentation and cover technologies
currently employed in biotechnological research.

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Security and Forensics
Students interested in forensics benefit from
biological understanding of the processes analyzed in a forensics laboratory, and they learn
the life sciences applications within the biotechnology laboratory

Table 2. Students Participating in the
Minor and Their College

Advanced Manufacturing
Industries need students who have life science skills coupled with manufacturing knowledge to prepare them for manufacturing biologically active (life science-based) products.
Students that complete the biotechnology program have the unique skills required for life science industries
Workforce Development
Prepare graduates to achieve the integrationand effective use of life science technology inthe area of biotechnology through laboratorybased instruction, thus improving student learning and discovery
Impact of New Course (Biotechnology Lab I)
The biotechnology program integrates science and technology disciplines and includes thecourses described in Table 1. The multidisciplinary program has been attractive to students
across campus and students from several colleges have participated in the biotechnology program, as illustrated in Table 2. The backgroundand experience level of the students varied widely and it has been challenging to design appropriate curriculum for this diverse group of learners. Interestingly, graduate students who arecrossing discipline boundaries, also enrolled tolearn biotechnology concepts and techniques.
Courses within the Biotechnology Program
As illustrated in Figure 1, Biotechnology
Lab I serves as one of the primary entry points

College

Number of students

Agriculture

3

Engineering

4

Liberal Arts

5

Management

5

Pharmacy

10

Science33

Technology

29

Graduate

4

into the biotechnology program and also has adirect impact upon Biotechnology Lab II andIntroduction to Bioinformatics. Biotechnology
Lab I is a 2-hour course intended for undergraduate students, and it serves as a prerequisite for
Biotechnology Lab II and Introduction to
Bioinformatics, courses that compose new corecurriculum in the biotechnology program.
Biotechnology Lab I has no prerequisites andthus serves as one of the primary entry points
into the biotechnology program.
Collaborations with other programs, departments, and centers on campus have been instrumental to the growth of the program and havehelped create a unique learning environment forthe students. Most significantly, a recent partnership with Bindley Bioscience Center at Discovery
Park has provided access to unique instrumentation for the biotechnology laboratory courses.
Purdue University’s Discovery Park is an administrative unit outside the traditional academic
departments that is a model for the conduct ofinterdisciplinary discovery, learning, and engagement with society. The Bindley Bioscience Center[BBC] at this Discovery Park blends life sciencesand engineering research to cultivate and support

Table 1. Biotechnology Courses within the Minor
Course Number

Course Name

Department

BIOL 112

Fundamentals of Biology I

Biology

BIOL 113

Fundamentals of Biology II

Biology

BIOL 241

Biology IV: Genetics
and Molecular Biology

Biology

BIOL 295E

The Biology of the Living Cell

Biology

IT 226

Biotechnology Lab I

Industrial Technology

IT 227

Biotechnology Lab II

Industrial Technology

CPT 227

Introduction to Bioinformatics

Computer andInformation Technology

IPPH 522

Good Regulatory PracticeIndustrial andPhysical Pharmacy

IT 342Introduction to Statistical Quality

Industrial Technology

Figure 1. Interrelationships of biotechnology courses within the minor.
15

Good
Regulatory
Practice

Statistical
Quality

Biotechnology Laboratory I
Introduce students to biotechnology and prepare students
for immersion into biotechnology research project

Biotechnology Laboratory II
Genomics and proteomics research projectIntroduction to Bioinformatics
Analysis of experimental biological data derived fromresearch project

innovative, multi-investigator, interdisciplinary
research teams. BBC engages biosciences in a
broader perspective with applications of new or
emerging technologies. The Center has established new research infrastructure to apply analytical methods, precision measurement technologies and high throughput approaches to biologicalsystems. BBC research activities are organizedaround four research core facilities in which multiple high-end technologies are applied to biological systems in the context of senior BBC researchscientists with deep expertise in these technologies. A major push is to assemble the requisite
expertise to apply and develop technologies for a
fuller approach to the complexity of biologicalsystems.
Course Activities: Bioinformatics Modules
Introductory bioinformatics modules werecompleted before beginning laboratory work at
the bench. Bioinformatics case studies weredeveloped to help address the students’ preconceived ideas of what scientific research is andwhat the field of biotechnology involves. The
bioinformatics modules helped illustrate thefollowing:• Biotechnology research does not start at a
lab bench; research begins by exploring
the background, discovering what otherscientists have already published, anddetermining what research questions
remain unanswered.

• Inquiry and discovery within the fieldof biotechnology involves analysis ofcomplex biological systems with many
interacting molecules.
The specific objectives for the Biotechnology Lab I course are shown in Table 3.
Course Activities: Biotechnology Explorer
Modules
The biotechnology lab modules that wereincorporated into the course were obtained fromthe biological supply company, Bio-Rad. BioRad has designed laboratory modules appropriate for an introductory biotechnology laboratory
course as part of the Educational Explorer program (BIO-RAD, n.d.). The labs were selected
for several reasons:• They help address goals stated earlier forlaboratory education especially understanding the complexity and ambiguity of
empirical work, developing practicalskills, and developing teamwork abilities(Singer, et al, 2005).
• They are affordable.
• They provide laboratory experience in awide variety of biotechnology techniqueswith research quality instrumentation.
• They provide appropriate backgroundmaterial to explain the techniques
employed and their impact on the current
field of biotechnology.

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CellularandMolecular
Biology

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16• They have pre-lab and post-lab focus
questions that help teach students criticalthinking skills as part of the inquiry anddiscovery process.
• There is minimal lab preparation time
investment.
• They have been validated by several otherbiotechnology programs.
During the first implementation of
Biotechnology Lab I, the following biotechnology experiences were provided:• Deoxyribonucleic acid (DNA) and protein
fingerprint analysis.
• Polymerase chain reaction (PCR) informatics analysis.
• DNA and protein separation by electrophoresis.
• Enzyme-linked immunoabsorbant assay(ELISA) immunoassay.
• Bacterial transformation and recombinantgene expression.
• Protein chromatography.
• Nucleic acid isolation.

A laboratory notebook was maintained torecord experimental data and organize information provided for laboratory activities. In addition, upon completion of each module, a laboratory report was prepared following the generalformat depicted in Table 4.
Course Activities: Critique of a Scientif ic
Journal Article
As discussed earlier, it is important for students to develop scientific reasoning, understandthe complexity and ambiguity of empirical work,
understand the nature of science and cultivate aninterest in science (Singer, et al., 2005). One of
the activities developed to address these goals
was the critique of a scientific journal article.
Students were instructed to select an article ona current biotechnology topic that interested
them from a secondary source. Then, they were
instructed to find the original sources cited in
the secondary source, and subsequently critiquethe primary source(s), comparing and contrasting to the secondary source. Students wereencouraged to cultivate an interest in science byselecting a current topic that interested them.
The student selections and subsequent critiquessuggested they were addressing workforce needs
identified earlier by integrating science andTable 3. Biotechnology I Courses Objectives
General Objectives

Activities

Learner Outcomesand Assessment

The student will gain literacy
in the basic methods andapplications of bioinformatics

A. Bioinformatics
Modules

Bioinformatics Lab Report

The student will be able toperform techniques currently
molecular, and microbiology,
while understanding therationale behind the specificapproaches

B. BioRad
Biotechnology
Explorer Modules

Participation in hands-on
laboratoryactivities used in cell,and Lab Notebook

The student will be able toexplain the experimental basisof techniques used, indicating
the significance of the work,
presenting, calculating, anddiscussing the data, and drawing
conclusions

B. BioRad
Biotechnology
Explorer Modules

Lab Report

Given a specific biologicalquestion, the student will be able
to determine appropriate applicationsof specific cell, molecular, andmicrobiological techniques

B. BioRad
Biotechnology
Explorer Modules

Lab Report

The student will gain experiencein dissecting and extracting pertinent
information from scientific journal
articlesC. Class Discussion& Critique of
Scientific Journal
ArticleResearch Report on
Scientific Journal
ArticleTable 4. Format for Lab Report
Section

Pertinent Information

17

Introduction

Provide background information including previous work by others(cite references), state the hypothesis for this current report, thesignificance of the project, and in general, the approach used

Methods

State each method used, the purpose of each method and, in sentence
form, the method. Then add the page numbers from your lab notebook
that reference the appropriate protocol.

Results

State each result and provide data in figures and tables

Discussion

Restate results, now interpreting the findings. Compare these findings
to previous publications (cite references). State the significance of thecurrent work and possible future directions.

References

Cite at least 5 references using APA format

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technology. For example, although students
often selected popular news sources as secondary sources, some students explored the assignment from a different perspective and selectedunique secondary sources. For example, many
chose to focus on papers that discussed newtechnology development that affected humanhealth. Other students selected websites that disseminated science and technology information
including genomics data from the Sorcerer II
Global Ocean Sampling Expedition project(http://camera.calit2.net) and biotechnology
intellectual property and patent informationfrom an independent non-profit consultancy fostering innovation and creativity through the better use of intellectual property and its alternatives (The Innovation Partnership(http://www.theinnovationpartnership.org/en/).
Course Evaluation
A Small Group Instructional Diagnosis(SGID) was conducted by the Center for
Instructional Excellence at Purdue University todetermine what components of the curriculum
were effective and what components were ineffective. This method of formative assessment
has been shown to improve student motivation
and was developed by researchers at the
University of Washington to “to generate student
feedback to instructors about the courses’
strengths, areas needing improvement, and suggestions for bringing about these improvements(Clark & Redmond, 1982). The SGID procedure
is conducted in the following manner: “At the
beginning of the class, the teacher introduces theguest evaluator and then leaves the room for 20
minutes. During that time, the evaluator asks
students to cluster into groups of five or six andtake 10 minutes to (a) select a spokesperson
who will write down the group’s comments, (b)name something in the course they find very
helpful or worthwhile, (c) name something theywould like to see changed, and (d) suggest how
the course could be improved. After the groups
have completed their work, the evaluator asks
the spokesperson from each group to give areport. The evaluator summarizes the points ofconsensus for the entire class and also clarifies
points of disagreement. The evaluator then provides an oral or written summary for the instructor (Fox & Hackman, 2003, p. 81).” The resultsfrom the SGIDs conducted in the biotechnology
courses are summarized in Table 5.
The feedback from the SGID is encouraging, but it has also helped inform appropriate
course adaptations. Many different textbooks
have been tried, however, an appropriate textbook has not been found that truly integrates thelife sciences with technology. Currently, theinstructor is developing a laboratory packet thatwill provide the appropriate background theory
for the interdisciplinary research projects.
Student feedback also indicates that students
prefer the use of technologies to enhance theclassroom activities. Current work includes
developing virtual reality modules for instruction and integrating the laboratory packet with
online tutorials, animations and quizzes.
The Biotechnology courses have no prerequisites, and based upon the feedback from the
SGID more theory must be provided prior tothe hands-on activities in order to ensure thatstudents from all disciplines feel prepared andknowledgeable. As noted previously, the student
population within the biotechnology courses isdiverse and it has been difficult to design acurriculum that is appropriate. Data is currently
being collected on student content knowledge
before and after the biotechnology courses tomore adequately address the specific educational needs of the students. Both concept inventory
tests and open-ended content knowledge

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I. What do you like about this course?

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Table 5. Small Group Instructional Diagnosis (Biotechnology Lab)

CourseOrganization and
Structure

The class size is small; The lab experiments are well designed; the course iscohesive with other courses (e.g., reinforces topics that were discussed in
genetics classes)

Course Content

Course covers a wide range of topics and allows the students to experience many
areas of study; Course uses current lab technologies and techniques and current
projects; course provides students with different aspects of the content (theory —> application —> industrial application); there is updated technology used in thelab;Instructor
Characteristics

Instructor is easy to contact via email and responds quickly; instructor explains
well; The instructor is knowledgeable, available, and cares about the students

Teaching Techniques

Course requires students to utilize different sources to find information; students
learn to use the sources that are used by professionals in the field; students areencouraged to think outside the box and to use their creativity;

II. What specific suggestions do you have for changing this course?
CourseOrganization and
Structure

Use Web technology more often and don’t require the book for class; provide
students with a more detailed syllabus; have all protocols in one manual; better
prepare students for the lab especially at the beginning of the semester; assurethat students with no or little biology background are brought up to speed for the
background knowledge in biology that is needed for the course;

Evaluation and Grading

Give ungraded/bonus quizzes that allow students to see how well they understandthe material

questions designed to identify misconceptions arebeing used. Scoring of content knowledge questions will be adapted from the rubric developedby Emert and Parish and student answers will bescored using a Likert scale in the following
manner:• 3--conceptual understanding apparent;
complete or near-complete
solution/response.
• 2--conceptual understanding only
adequate; incomplete solution/response.
• 1--conceptual understanding notadequate; poor response or no responseto the questions posed.
• 0--does not attempt problem, orconceptual understanding totally lacking.
Student-learning gains will also be assessedusing the “Student Assessment of Learning
Gains” website (http://www.salgsite.org) developed by The National Institute for Science
Education (NISE). Students will complete thesurvey online and statistics of students’ responses
will be provided. A questionnaire is currently
being developed based upon the course activities
and themes identified from the SGID to examine
how specific aspects of the course are helping
students learn.

The most significant change will be theaddition of a lecture component to the laboratory.
The lecture time will provide more time within
the course to provide background information to
explain the lab and expand upon how the lab
integrates into the current field of biotechnology.
In addition, the lecture time will help facilitate
more class discussion time and the addition of
student presentations to strengthen student group
activities. Finally, guest seminars will be incorporated to allow the students to interact with professionals currently employed within various realmsof the field of biotechnology.
Dr. Kari Clase is an Assistant Professor in the
Department of Industrial Technology, with acourtesy appointment in the Department ofAgricultural and Biological Engineering at
Purdue University.

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