How to shape education for a sustainable bioeconomy?

Moderators and rapporteurs:

Dr. Melanie Mikosch-Wersching, TU Darmstadt
Dr. Nicolas Krink, GASB eV.

Short description of the sessions contents:

Educating the next generation key players with a technical background for the bioeconomy is crucial for the success of this transition. The engineering discipline Synthetic Biology connects many different disciplines, ranging from electrical engineering, material science, physics, and computer science to all biological sciences – and reflects therefore the need for an interdisciplinary education. During the breakout session we aim to discuss and highlight different educational concepts based on the experience that the SynBio community had, answering questions like: What (technical) content and skills need to be taught for the future bioeconomy? Which elements must be taught and which depth should they have? Does this need to be decided for each discipline specifically, or is there a “common standard”? What skills and mindset are required beyond technical skills?

Methods:

Core of this session will be a panel discussion (5 Panelists + 1 moderator) representing various international backgrounds of SynBio education, including educators (please find the possible panelists below).

Panelists on 16. November 2020:

Will Wright, iGEM Director of Entrepreneurship
Jake Wintermute, Head of Synthetic Biology at the Center for Interdisciplinary Research, Paris
Ron Dy, Prof. for Synthetic Microbiology at the University of the Philippines
Ally Huang, BioBits
Julie Legault, Amino Labs/From Zero to Genetic Engineering Hero
Justice Walker, Prof. University of Texas STEM Education
Heribert Warzecha, Professor of Plant Biotechnology at TU Darmstadt

Panelists on 18. November 2020:

Will Wright, iGEM Director of Entrepreneurship
Ariel Lindner, Co-Found and Head of the  Center for Interdisciplinary Research, Paris
Jenny Molloy, Shuttleworth Fellow, University of Cambridge
Julie Legault, Amino Labs/From Zero to Genetic Engineering Hero
Heribert Warzecha, Professor of Plant Biotechnology at TU Darmstadt

Moderator:

Nicolas Krink (GASB)

Procedure of the Subsession:

The kick off of the discussion will be fostered by short elevator pitches of the panelists in which they introduce themselves.

Different (controversial) key statements will divide the discussion into different sections:

1) Technical skills and knowledge
2) Teaching a mindset (How to think like an engineer?)
3) Entrepreneurial spirit
4) Open and transparent education (How can everyone benefit from SynBio education?)

Topics like science communication, transdisciplinary interactions, and learning will also be addressed within the different topics. Also, different teaching concepts (e.g. learning through research, learning through competition – iGEM etc.) will be discussed.

To ensure interaction between the panelist and the audience, active polls (external links) with direct graphical representation within the session and a whiteboard with comments and bullet points added by the participants will be implemented. Also, questions and discussions of the participants to/with the panel are encouraged.

The results and key points of the session will be contributed to the wrap up plenary discussion.

Moderators and rapporteurs:

Ingar Janzik (Forschungszentrum Jülich), Han van Osch (Avans)

Short description of the sessions contents:

Students can follow discipline specific degree and training programmes within the different constituent parts of the circular bioeconomy, or they go for a circular bioeconomy degree directly. Both types of students need to have a holistic understanding of circular bioeconomy, which includes understanding the concepts of the different underlying disciplines and especially their interconnections. This is part of an interdisciplinary education concept, while a multidisciplinary concept relies on teaching different disciplines or elements. The development of a real interdisciplinary rather than a multidisciplinary vision needs to be embedded throughout the degree and training programmes. This requires the recognition of the underlying concepts on the level of students and lecturers from different perspectives, as well technical as socio-economical.

What are these necessary interdisciplinary competences that all students should gain and lecturers should have? How should the development of the necessary competences be managed throughout the degree and training programmes? What is the best way for students to learn to interact and cooperate with other disciplines?

Key questions to be worked on during the workshop

• • • What is the difference between inter- and multidisciplinary education?
    • What are the current expectations and experiences of different degree programmes and training programmes with respect to interdisciplinarity and multidisciplinarity?
    • Which competences should lecturers have to teach and guide students in getting the relevant competences?

To achieve an active discussion and to include many different perspectives and opinions, for each workshop 4-8 active participants will be invited, who represent different countries and continents, as well as different stages of the career path and different disciplines. Interactive elements (polls, elevator pitches etc.) will be used to involve all participants in the discussion.

Moderators and rapporteurs:

Iris Lewandowski and Jan Lask (University of Hohenheim, European Bioeconomy University (EBU))

Short description of the sessions contents:

The transition to a truly CSB will require fundamental systemic disruptions and changes. For this, the future workforce should include system changers. In line with the aspiration of a CSB, system changers should not only be educated in a disciplinary sense but they should also acquire knowledge and skills which support them in shaping and implementing a systemic shift/transition. This could include competences required to embrace other stakeholders and to develop effective policies in order to achieve societal goals.  In this session, it will be discussed what kind of knowledge and skills will be required to educate the future bioeconomy movers and shapers. Also, we will touch upon approaches to educate this special skills set for system changers and reflect on the balancing of trans- and interdisciplinary competencies for a bioeconomy system changers’ profile.

Key questions to be worked on during the workshop

• • • What kind of knowledge/skills would system changers need?
    • How can and should these skills be acquired in tertiary education?
    • What is the right balance between trans- and interdisciplinary competencies?

The session will be performed in a fish-bowl format. Four speaker from European and American Universities will be invited to provide a 2 – 3 minutes input to the discussion, which will be followed by discussion with the participants of up to max. 8 minutes per panellist. Thereafter, other participants can ask to be invited to the panel to provide their input and comments.

Moderators and rapporteurs:

Prof. Dr. Roland Wohlgemuth (Swiss Coordination Committee Biotechnology SKB, Lodz University of Technology, ESAB) and Dr. Alfredo Aguilar (Working Group Bioeconomy, ESAB)

Short description of the sessions contents:

The domains of the biobased industries and bioeconomy education have numerous and complex interfaces at different levels. Focussing on trends and best practices how to move forward in inter-linking bioeconomy education and biobased industries is very important towards building new and sustainable long-term value for society, industry and science. 

Key statements will be introduced from the perspective of biobased industries making up the bioeconomy as well as from the view of bioeconomy educational institutions, by four speakers from Europe and Asia in one morning session and by four speakers from America and Europe in one afternoon session. The session will be performed in a fish-bowl format, where the invited speakers will provide a 5 minute presentation as input, which will stimulate the discussion with the participants for 5-10 minutes. Participants can be invited to the panel to bring in their perspectives.

Key questions to be worked on during the workshop

• • • What kind of new approaches are promising in interfacing the teaching of highly specialized knowledge and skills and problem-solving abilities with the requirements of biobased industries making up the bioeconomy?
    • Which new models of education can be foreseen to tailor economic sciences to people acquiring knowledge and skills in the biosciences and vice-versa to tailor biosciences to the to people acquiring knowledge and skills in the economic sciences in order to facilitate the transition to the real economy of the biobased industries?
    • What are the best practices and valuable bottom-up approaches for creating sustainable Bioeconomy education programs which can be connected with global top-down approaches in addressing planetary boundaries and support the transition from a fossil-based to a global bioeconomy?

Interactive tools will enable all participants to get involved, to bring in their views and to contribute to the outcome of this session. 

Moderators and rapporteurs:

Dr. Simon Heath (Association for European Life Science Universities, ICA www.ica-europe.info), Prof. Filma Calalo, Asian Association of Agricultural Colleges and Universities (AAACU), Dr. James French (Global Confederation of Higher Education Associations for Agricultural and Life Sciences, GCHERA www.gchera.com )

Short description of the sessions contents:

Keywords: circular sustainable bioeconomy, national strategies, socioeconomic circumstances, cultural differences, sustainable development goals, circularity

The session will compare and contrast the focus that different continents have for education for the sustainable circular bioeconomy.  Where differences are identified the discussion will explore the reasons for the differences in approach and whether there is a need for change.  Comparison will be made between the approach made in comprehensive bioeconomy degree programmes and in discipline specific degree programmes.  Opportunities will be identified for shared capacity building for the enhancement of education for the sustainable circular bioeconomy in all continents.  The European Diagram of the Circular Sustainable Bioeconomy – the framework for our discussion.

Key questions to be worked on during the workshop

• • • Do different continents have different models of the sustainable circular bioeconomy? If so, how might these differences have an impact on education for a sustainable circular bioeconomy?
    • How do the different GCHERA Member Associations perceive the current approach to bioeconomy education in their region/nationally? Are there real differences in approach beyond contextualising the national or regional perspective?  If so, what is the justification for the different approaches?
    • Are there lessons to be learnt from the different regions/nations in in defining the approach to education for a sustainable circular bioeconomy?

Moderators and rapporteurs:

Dr. Judith Feichtinger (ZSI), Dr. Ilse Marschalek (ZSI), Dr. Agueda GRAS (EUN)

Short description of the sessions contents:

So far the topic of CSB has hardly found its way into primary and secondary education. As the bioeconomy sector will provide future jobs, knowledge on CBS might influence the pupils’ decision about vocational training or higher education choices, it is important to discuss also the education of  school teachers. They can contribute to raising awareness about CSB in future generations that is why it is important to educate teachers on this issue and provide them with respective pedagogical resources (teaching methods and knowledge). Interdisciplinary knowledge about circular sustainable bioeconomy (CSB) helps school pupils to better understand the challenges of tomorrow’s society and enhance their skills as responsible citizens.

In this workshop teachers from Belgium, Greece, Italy, Israel, Portugal, Spain and Turkey share their experiences and discuss gaps, barriers, needs and entry points in taking up CSB in their classes. Workshop participants are invited to actively join the discussion and together we will collect and rank important recommendations to anchor CSB in schools.

Key questions to be worked on during the workshop:

• • • Do different continents have different models of the sustainable circular bioeconomy? If so, how might these differences have an impact on education for a sustainable circular bioeconomy?
    • How do the different GCHERA Member Associations perceive the current approach to bioeconomy education in their region/nationally? Are there real differences in approach beyond contextualising the national or regional perspective?  If so, what is the justification for the different approaches?
    • Are there lessons to be learnt from the different regions/nations in in defining the approach to education for a sustainable circular bioeconomy?

Gaps, barriers:

• • • Which gaps are experienced in training educators on Circular, Sustainable Bioeconomy (CSB)? What are the main barriers for taking up CSB in schools?

Needs:

• • • What are the needs to better inform educators and integrate CSB into school education?

Entry points:

• • • What could be entry points and opportunities for reaching out the educators? What can be done do overcome barriers? What are good strategies to foster CSB in schools?

Discussants – STEM teachers: