Maryland Community Colleges Offer Pathway to Biotech – Conduit Street

The Role of Maryland’s Community Colleges in Shaping Biotech Careers

The role of Maryland’s community colleges is shifting, with more offering students affordable educations and direct paths to careers in biotechnology.

Maryland’s community colleges are critical infrastructure to meet the state’s educational and workforce goals. The COVID-19 pandemic ushered in a shift in higher education and the role of two-year community colleges — especially in Maryland, which has the second-best community colleges in the country.

Expanding Biotech Opportunities

Community colleges across the state are offering a more diverse academic roster in the sciences, including biotechnology. A recent article from Biobuzz discusses these expanding biotech opportunities and which Maryland community colleges are offering these courses. The article opens:

The traditional path into this industry typically involves obtaining a four-year degree, a journey not everyone can afford or has the luxury of time to embark upon. However, there are cost-effective, efficient alternatives available. Community college stands out as one such option, offering practical, affordable education that can set you on the path to a rewarding career in biotechnology.

Maryland Community Colleges Offering Biotech

The article also argues several key ways Maryland’s community colleges can support a career in biotechnology:

• Affordable Education: “Cost is often a significant factor when considering higher education. Community colleges generally offer far more affordable tuition rates than four-year institutions. These savings can reduce or eliminate the need for student loans, freeing you from the burden of hefty debt upon graduation.”
• Practical, Hands-on Training: “Community college programs are typically more focused on providing practical, hands-on experience. This approach can be particularly advantageous in the field of biotechnology, where laboratory skills and real-world problem-solving are critical. In many cases, you will get to work with the same type of equipment used in industry labs.”
• Small Class Sizes: “Community colleges usually have smaller classes, providing students with more individualized attention and direct access to instructors. This can be a substantial benefit in understanding complex biotech concepts and techniques.”
• Strong Industry Connections: “Many community colleges work closely with local industries to tailor their programs, ensuring that the skills students learn match what employers need. Such relationships often provide

  SDGs, Targets, and Indicators

  1. Which SDGs are addressed or connected to the issues highlighted in the article?

  • SDG 4: Quality Education
  • SDG 8: Decent Work and Economic Growth
  • SDG 9: Industry, Innovation, and Infrastructure

  2. What specific targets under those SDGs can be identified based on the article’s content?

  • SDG 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university.
  • SDG 8.6: By 2020, substantially reduce the proportion of youth not in employment, education, or training.
  • SDG 9.5: Enhance scientific research, upgrade the technological capabilities of industrial sectors in all countries, in particular developing countries, including, by 2030, encouraging innovation and increasing the number of research and development workers per 1 million people and public and private research and development spending.

  3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

  • Indicator for SDG 4.3: Proportion of youth (aged 15-24 years) with information and communications technology (ICT) skills, by sex.
  • Indicator for SDG 8.6: Proportion of youth (aged 15-24 years) engaged in formal employment or education.
  • No specific indicator mentioned for SDG 9.5, but potential indicators could include the number of students enrolled in biotechnology programs, the number of graduates employed in the biotechnology industry, or the amount of research and development funding allocated to biotechnology.

  Table: SDGs, Targets, and Indicators

  SDGs	Targets	Indicators
  SDG 4: Quality Education	4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university.	Proportion of youth (aged 15-24 years) with information and communications technology (ICT) skills, by sex.
  SDG 8: Decent Work and Economic Growth	8.6: By 2020, substantially reduce the proportion of youth not in employment, education, or training.	Proportion of youth (aged 15-24 years) engaged in formal employment or education.
  SDG 9: Industry, Innovation, and Infrastructure	9.5: Enhance scientific research, upgrade the technological capabilities of industrial sectors in all countries, in particular developing countries, including, by 2030, encouraging innovation and increasing the number of research and development workers per 1 million people and public and private research and development spending.	No specific indicator mentioned in the article.

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  Source: conduitstreet.mdcounties.org

   

  

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