CCSF Stem Cell Pipeline Program Highlights Benefits for HS Students
1. City
College
of
San
Francisco
Stem
Cell
Pipeline
Stem
Cell
and
Cell
Culture
Program
for
High
School
Students
2. Stem
Cell
Pipeline
Program
• Classes
are
designed
for
high
school
students
• BTEC
5–
seminar
class
• BTEC
6–
stem
cell
class
• Students
start
earning
credit
to
cer=ficates
and
AS
degrees
• Students
are
recruited
by
their
high
schools.
• High
schools
are
recruited
by
the
community
college.
3. What’s
new
• Classes
offered
at
Aus=n
Community
College
TX
and
Alamance
Community
College
NC
• New
ar=cula=on
with
Sequoia
&
San
Mateo
High
School
districts
• Summer
classes
for
distance
schools
• Curriculum
on
Bio-‐Link
Clearinghouse
• Driving
Biotech
programs
at
other
HS
like
Burton
&
Leadership
• Collabora=on
with
Gladstone
Ins=tutes
for
summer
Biotech
“Boot-‐camp”
4.
5. BTEC
6
Basics
of
Cell
Culture
• 9
weeks
long
• Class
meets
once
a
week
• 4
hours
each
session
• Both
lecture
and
laboratory
components
7. • Basic
cell
culture
techniques:
• Defros=ng
cells
from
frozen
stocks
• Feeding
and
passaging
cells
in
culture
• Coun=ng
cells
and
calcula=ng
concentra=ons
• Serial
dilu=on
and
pla=ng
cells
• Freezing
and
storage
• Experiments:
• Asep=c
technique
and
serial
dilu=on
prac=ce
• Count
and
plate
specific
number
of
cells
• Live
and
dead
cell
iden=fica=on
using
fluorophores
• Survival
assay
• Transfec=on
• Stem
cell
differen=a=on
8. Iden5fica5on
of
live
and
Transfec5on
of
cells
by
dead
cells
using
PI
and
pDsRed2-‐Mito
Calcein
AM
10. Differentiation of embryonic stem cells into neurons
Pluripotent ESCs ESCs in suspension Week 1- Floating EBs
+ RA
Immunocytochemistry
Map 2 protein (red) in differentiated neurons Week 2-Differentiated neurons
11. What
is
your
level
of
interest
in
con=nuing
your
educa=on
in
the
fields
of
health
sciences
and/or
biology?
6
5
4
#
of
Students
Pre
3
post
2
1
0
Very high High Moderate Low Very low
12. Students’
Comments
• “Personally
I
am
.red
a0er
a
day
of
school.
There
is
only
so
much
lecturing
I
can
take.”
• “Lectures
were
boring,
but
informa.ve.”
• “Students
want
prac.ce
more
than
lecture
some.me
lectures
makes
us
bored.”
Ideas
to
make
lectures
more
interac5ve??
13. More
Student
Comments:
• “It
was
interes.ng
to
see
the
cardiomyocytes
beat.
It’s
amazing
that
we
preEy
much
made
our
own
neurons/
cardiomyocytes.”
• “I
think
this
class
is
a
very
good
class
experience
to
have.
I
don’t
know
any
other
high
schooler
who
has
seen
bea.ng
fluorescent
cells.”
• “This
was
an
amazing
experience.”
• “I
enjoyed
doing
the
labs
and
wish
that
the
class
lasted
longer
so
we
could
do
more
labs.”
• “I
learned
a
lot.
Should
offer
more
classes
for
high
school
students.”
14. Our
Partners
• San
Francisco
High
schools:
Lincoln
Wallenberg
Galileo
Leadership
Mission
• Alamance
Community
College,
NC
• Aus=n
Community
College,
TX
15. Available
Class
materials
on
Bio-‐Link
Clearinghouse
• Student
manual
• Instructor’s
manual
• Quizzes
and
exams
• Prac=ce
problem
sets
• Lectures
16.
17. Challenges:
1. Equal
opportunity
for
students
at
partner
high
schools
(11
high
schools,
8
ISDs)
2. Poli=cal
climate
toward
human
ES
cells
3. Student
transporta=on
to
campus
18. Challenge:
Picking
par=cipants
Solu=on:
• Created
a
panel
to
address
logis=cs
:
ACC
representa=ves
and
high
school
teachers
• Designed
and
implemented
an
applica=on
process
to
select
par=cipants
from
interested
students
Results:
•
Class
of
10
students
and
a
high
school
teacher-‐
represen=ng
three
high
schools
and
2
ISDs
19. Challenge:
Poten=ally
conten=ous
poli=cs
Solu=on:
• Used
mouse
iPS
cells
rather
than
human
ES
cells
Results:
• Protocols
are
having
to
be
developed
for
the
course
using
this
alterna=ve
cell
line.
20. Challenge:
Transporta=on
Solu=on:
• Required
students
to
provide
their
own
means
of
transporta=on.
Results:
•
Many
of
the
students
from
lower
socioeconomic
areas
or
from
areas
far
from
the
campus
were
not
able
to
par=cipate.
21. Current/Future
work:
1. Begin
offering
in
the
summer
to
increase
availability.
2. Develop
an
ebook
for
the
course
to
make
it
more
interac=ve
and
accessible
to
other
schools.
3. Adapt
the
course
to
be
taught
in
the
high
school
with
a
corresponding
stem
cell
workshop
at
ACC.
22.
23.
24.
25. First
Year
• Recruited
from
5
high
schools
and
the
middle
college
on
ACC
campus
• 11
fall
semester,
8
spring
semester
• Mix
of
juniors
and
seniors
• Background
of
basic
algebra
&
biology
26.
27. Things
That
Didn’t
Work
• Extracurricular,
no
school
credit
– Selling
point:
what
makes
you
stand
out
in
the
field
of
applicants
to
your
school
of
choice
• Resolu=on:
students
get
a
Cer=ficate
of
Comple=on
• Future
direc=on:
extend
the
program
to
full
semester
with
more
microbiology,
sterility
basics
– Becomes
dual
enrollment
with
credit
28.
29. Things
That
Didn’t
Work
• Working
around
two
different
school
schedules,
breaks,
holidays,
etc.
– Some=mes
2
weeks
between
mee=ngs
– Cells
need
care
• Arranged
ac=vi=es
to
allow
for
=me
to
complete
experiments
without
long
breaks
30. Things
That
Didn’t
Work
• Not
able
to
get
ESC
for
the
first
semester
–
numerous
technical
difficul=es
– Obtained
for
the
second
semester
– Not
the
same
as
the
mESC
line
used
at
CCSF,
some
results
were
slightly
different
• No
bea=ng
cardiomyocytes,
did
get
neuron
differen=a=on
31. What
Worked
• Started
with
basics
of
bacteria
(ubiquity),
sterility
and
contamina=on
• Surprisingly
adept
with
cell
cultures
(CHO-‐K)
• Able
to
develop
asep=c
techniques
quickly
• Successful
ac=vi=es
included:
– All
but
the
bea=ng
cells
•
Added
a
tour
of
the
Wake
Forest
Ins=tute
for
Regenera=ve
Medicine
– Mega
hit
with
the
students
