Teaching the principles of biotechnology transfer: A service-learning approach

Abstract

As concerns about genetically modified crops, biotechnology and technology transfer have come to the forefront of media coverage and governmental policies, such issues clearly have implications on the life of every citizen around the world. To combat uncertainties about biotechnology and technology transfer with firsthand knowledge of these subjects, a biotechnology servicelearning course was designed. This class examines interdisciplinary issues regarding the transfer of biotechnology and agricultural and medical technologies through the utilization of didactic and service-learning activities. The course provides a forum to discuss global issues with respect to biotechnology transfer, which are becoming more commonly addressed by scientists, social scientists and politicians in our society. The objectives of this undergraduate course are (1) to broaden the perspective of students on global issues related to technology transfer from developed countries to developing countries, (2) to examine the efficacy of technology transfer to developing countries through case studies, (3) to critically evaluate current opinions regarding the benefits and costs of technology transfer to both developed and developing countries, and (4) to become aware of and involved with community organizations addressing the needs for and methodologies involved in technology transfer to developing countries. Establishing a service-learning evironment During the course term, students are guided through an exploration of interactions between developed countries and developing countries with regards to whether technology can and should be effectively transferred to developing countries to combat current social ills such as hunger, disease and poverty. The course is composed of both lecture and service components and is offered to undergraduates at all levels and of all majors. During the lecture module, brief lectures are dispersed among class discussions throughout the class period. Lectures are designed to present new information and model critical thinking patterns. In-class discussions allow students to present personal views with each other, to collectively synthesize new perspectives on the topics presented in class, and to engage in discussions addressing what responsibilities developed countries have in providing access to the latest advances in agricultural and medical technologies and what approaches to knowledge and wealth sharing are most appropriate. Reflective writing assignments allow students to demonstrate their mastery of concepts discussed in class and to present questions about the lecture and/or discussion material. Most students elect to complete such writings using a guideline provided in class that encourages them to include a summary and evaluation of both materials covered in class and assigned readings, which include journal articles, commentaries and reviews.