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The U.S. bioeconomy has been estimated to be $950 billion and growing [1]. Sustaining this growth requires a skilled workforce who can manufacture goods developed through biotechnology. Scaling the biotechnology workforce to the needed level requires the ability to measure its size. The National Center for Education Statistics (NCES) is the federal agency responsible for gathering education data in the U.S. Colleges that receive federal funding are mandated by law to report data every year to the NCES. Given the comprehensive nature of these data, we sought to determine whether it could be used to measure the number of certificates and degrees in biotechnology awarded by two-year colleges. An unexpected challenge was the requirement by the NCES data retrieval page for Classification of Instructional Program (CIP) codes and the inconsistent use of CIP codes by college biotechnology programs. We were able to circumvent these challenges by using data from the InnovATEBIO National Center for Biotechnology Education. InnovATEBIO data allowed us to identify two-year colleges with biotechnology programs and use those results to learn which CIP codes were being assigned. Knowing the CIP codes and their use in different states supplied the information we needed to obtain certificate and degree completion data from the NCES. These data provided insights into the changing numbers and demographics of biotech students during the past twenty years. Not only are these data important for understanding trends in biotechnology education, they are imperative for guiding the initiation, development, and sustainability of biotechnology education programs at two-year colleges. 

Antibodies are proteins that can protect against disease using a variety of mechanisms, including binding to pathogens and targeting them for destruction. Structural modeling of antibody binding to the SARS-Cov-2 spike protein and how mutations might allow viruses to escape antibody neutralization has been previously investigated in Antibody Engineering Hackathons. The procedure for investigating immune escape can be used for students in affordable and accessible Course-Based Undergraduate Research Experiences (CUREs). In this work, we adapted and expanded the SARS-Cov-2 protocol to address new pathogens, including hookworms, Respiratory Syncytial Virus (RSV), Influenza, and Enterovirus D68. We found each presented unique challenges; however, these challenges present opportunities for student research. We describe how modifications to the SARS-Cov-2 protocol designed for SARS-CoV-2 could allow students to investigate the impact of mutations in each of these pathogens when binding to antibodies. 

Undergraduate research experiences are increasingly important in biology education with efforts underway to provide more projects by embedded them in a course. The shift to online learning at the beginning of the pandemic presented a challenge. How could biology instructors provide research experiences to students who were unable to attend in-person labs? During the 2021 ISMB (Intelligent Systems for Molecular Biology) iCn3D Hackathon–Collaborative Tools for Protein Analysis–we learned about new capabilities in iCn3D for analyzing the interactions between amino acids in the paratopes of antibodies with amino acids in the epitopes of antigens and predicting the effects of mutations on binding. Additionally, new sequence alignment tools in iCn3D support aligning protein sequences with sequences in structure models. We used these methods to create a new undergraduate research project, that students could perform online as part of a course, by combining the use of new features in iCn3D with analysis tools in NextStrain, and a data set of anti-SARS-CoV-2 antibodies. We present results from an example project to illustrate how students would investigate the likelihood of SARS-CoV-2 variants escaping from commercial antibodies and use chemical interaction data to support their hypotheses. We also demonstrate that online tools (iCn3D, NextStrain, and the NCBI databases) can be used to carry out the necessary steps and that this work satisfies the requirements for course-based undergraduate research. This project reinforces major concepts in undergraduate biology–evolution and the relationship between the sequence of a protein, its three-dimensional structure, and its function. 

Biotech-Careers.org is a comprehensive career information resource used in college and high school classrooms nationwide. The site combines education materials and job search capabilities with an extensive employer database. We describe four paths for exploring Biotech-Careers.org–People, Places, Things, and Jobs and describe the impacts of using the site on multiple cohorts of college students. The students reported an increased interest in pursuing biotechnology-related careers and an increase in cognitive factors (awareness, belonging, self-efficacy, and identity) known to be important in career choice. 

Life science organizations are increasingly using hackathons to bring communities together to tackle shared problems, teach skills, and develop new resources. In this study, we explored the potential benefits of hackathons for the biotechnology workforce education community by organizing two hackathons centered around developing research projects in antibody engineering—a practice widely employed in the biotechnology industry but uncommon in biotechnology education. To integrate antibody engineering into courses, instructors need protocols for both computational and laboratory methods. Developing and testing these protocols provides rich opportunities for undergraduate research, allowing students to learn industry-relevant skills and contribute to creating materials for the community. During the hackathons, teams of faculty, students, and industry partners collaborated to generate several new research projects. Each hackathon was only a few days, yet student participants reported benefits similar to those attributed to traditional undergraduate research experiences. We share lessons learned from these hackathons and provide insights for the workforce education community for hosting similar events.