Independent Work for Students
Extended Learning Opportunity (ELO)
This ELO can be used in the following ways:
For credit or enrichment - students can earn ELO credit outside of school hours (after school and during the summer)
By a CTE Biotechnology teacher or science teacher as a tool for earning extra credit or scaffolding to keep highly engaged students active
As a tool for students to demonstrate competency in career ready skills and career exploration within Biotechnology CTE classes, AutoCAD CTE classes, and Engineering CTE classes, as well as in traditional science classes to keep students engaged.
What is the potential impact of bioprinting?
What are some of the technologies and career paths in bioprinting?
Discipline/Area of study
Students will explore the field of biofabrication through the lens of bioprinting. This ELO develops an understanding of the innovative career field of biofabrication by examining the skills, career options, and big questions embedded in bioprinting.
This is a 1 credit course representing formative and summative assessments. The course has five competencies to be fulfilled.
Internship/Work-Based Learning Mentor and/or School Counselor
Develop an understanding of what Biofabrication is and the role Bioprinting plays in this field
Develop an understanding of the “big” questions that bioprinting seeks to address and/or solves
Develop an understanding of the tools/equipment/technology used in the field of bioprinting
Develop an understanding of what a career in bioprinting could look like
Develop an understanding how the individual’s skills, talents, and areas of interests would align with a career in biofabrication
Related Core Competencies
Self-Knowledge: Develop an understanding of values, desires, thought patterns, motivations, goals and ambitions, emotional responses, strengths and weaknesses, and effect on others and will be able to communicate this information to others.
Communication: Student will exhibit an understanding of communication skills required for success in the workplace.
Career Skills: Student will demonstrate an understanding of the education and skills required in a particular career field.
Collaboration: Student will research, and practice effective collaboration techniques.
Workplace Regulations: Students will explain workplace regulations and industry specific expectations.
Research: Students will analyze and demonstrate an understanding of a learning experience through reflection.
Students will complete the following formative steps using the resources provided or other resources of their own finding:
Students demonstrate an understanding of Biofabrication and Bioprinting by creating working definitions of both terms.
Students will demonstrate an understanding of “Big Questions in Bioprinting” by completing one of the guided activities found in the BioFab Explorer - Big Questions resource.
Students will demonstrate an understanding of what a “Career in Biofabrication” would look like by understanding the variety of careers available in bioprinting. They will do this by completing one of the guided activities found in the BioFab Explorer - Careers resource.
Students will better understand the “Technology in Bioprinting” by completing one of the guided activities found in the BioFab Explorer - Technology resource.
Students will create an “Action Plan” outlining the education and/or steps they could take to pursue a career in biofabrication after high school. The Action Plan should include information such as what college they would apply to, what classes they should take while still in high school, internships they might consider, and/or college classes or other certificate programs they could leverage to improve their potential for being hired.
Final Summative Assessment
The student will address the essential question, communicate what they have learned, and their self analysis examining the connections between experiences, goals of the ELOs, and targeted competencies. Student will prepare and present a final summative reflection presentation to a group made up of at least one peer, one educator, and one industry professional. It is recommended that presentations are made to entire classes, this way information is shared and students can learn from one another’s experiences.