A Peek Behind the Scenes at BioBuilder
Here we are in 2025, and things are approaching a boil here at BioBuilder with three exciting new initiatives! Let’s begin with a behind-the-scenes look at what’s happening and what you can look forward to seeing in-full in the near future!
New Learning Lab
BioBuilder’s new learning lab is nearing its launch date and we couldn’t be more excited!
The Learning Lab @Allston is located on the ground floor of the new Allston LabWorks building at 250 Western Avenue in Boston, MA.
This exciting new learning lab includes a 1500 sf2 laboratory equipped with state-of-the-art equipment, and a 1000 sf2 classroom. A recent celebratory gathering of BioBuilder staff at the new lab revealed how far the space has come:
The Learning Lab @Allston will join the Learning Lab @Ginkgo in Boston’s Seaport District and the Learning Lab @LabCentral in Cambridge to provide even more state-of-the-art teaching and training for the scientists of tomorrow!
Stay tuned to BioBuilder’s Instagram, Facebook, and YouTube feeds for more information on the grand opening of the new Learning Lab @Allston!
New BioTechBuilder Teacher Training
BioBuilder has been building out a teacher training program for the new BioTechBuilder curriculum. The program offers three ways for teachers to learn the curriculum and perform the hands-on skills that are the heart of BioTechBuilder:
Training option 1 is self-guided using BioTechBuilder training videos on a dedicated YouTube channel. New videos are posted quarterly so teachers can continue to build their skills and confidence.
Training option 2 uses asynchronous online training with BioBuilder instructors while trainees conduct BioTechBuilder lessons in their school labs. Participants can test for micro-credentials upon completion of skill-specific lessons.
Option 3 is in-person training at one of BioBuilder’s Learning Labs. Teachers can earn a BioTechBuilder Master Teacher micro-credential upon completion of the training.
Each of these training options helps teachers familiarize themselves with the BioTechBuilder curriculum and lab skills so they can increase their confidence in teaching their own students.
For more information about BioTechBuilder training, go to our website (linked here) or reach out to Chloe at biobuilder.org.
New BioBuilder Website
We’re working hard to inspire the next generation of life scientists to pursue meaningful careers and create innovative biotechnology solutions to address some of the world’s most pressing challenges.
If you haven’t done it yet, please find a way to join our growing community of BioBuilders. You can visit our new Learning Lab, participate in our new BioTechBuilder training, or find even more news and opportunities on our new website!
BioBuilder Co-authors Research Article with East Tennessee State University
In 2024, BioBuilder’s Dr. Natalie Kuldell and Chloe Franklin collaborated with East Tennessee State University’s Dr. Pamela Mims and Dr. Lindsay E. Lee to investigate the impact of BioBuilderClub’s project-based science education approach on high school students’ science identity, self-beliefs, and content knowledge in synthetic biology. The team documented their research methods and findings and submitted the article to the peer-reviewed journal Frontiers in Education.
BioBuilder is thrilled to announce that the article was accepted and is being published in the journal’s STEM Education!
A summary of their study methods and results is best described in the published abstract:
“This study investigates the impact of a project-based science education intervention, BioBuilderClub, on high school students’ science identity, self-beliefs, and content knowledge in synthetic biology. Addressing the critical “leaky pipeline” issue in biotechnology education, this intervention focused on fostering scientific engagement and competency through hands-on, interdisciplinary projects. Using descriptive and correlational statistics (i.e., paired t-tests, residual change regression), we found that the project-based intervention resulted in significant improvements in students’ self-perceived scientific engagement, competency, and content knowledge regardless of gender, locale, and first-generation status. Across expert raters, we also found an improvement in the understanding of synthetic biology and students reported an increased interest in biotechnology and related fields. These findings underscore the potential of project-based learning to enhance STEM retention by building strong science identities, particularly among underrepresented groups. Future research should explore the long-term impacts of such interventions and their integration into standard curricula to further bolster the biotechnology pipeline.”
It is so exciting to see our anecdotal observations of the positive impact of BioBuilderClub and other BioBuilder programs on students being quantitatively confirmed via scientific research and data analysis!