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Allegheny Women's Biotechnology Workforce Collaborative: Investing in Disadvantaged Populations with Technology

Allegheny Women's Biotechnology Workforce Collaborative: Investing in Disadvantaged Populations with Technology

Michelle Zuckerman-Parker, Christine Compliment, Megan Rodella, Garth Ehrlich, J. Christopher Post
Copyright: © 2010 |Pages: 27
ISBN13: 9781605668529|ISBN10: 1605668524|EISBN13: 9781605668536
DOI: 10.4018/978-1-60566-852-9.ch011
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MLA

Zuckerman-Parker, Michelle, et al. "Allegheny Women's Biotechnology Workforce Collaborative: Investing in Disadvantaged Populations with Technology." Comparative Blended Learning Practices and Environments, edited by Eugenia M. W. Ng, IGI Global, 2010, pp. 204-230. https://doi.org/10.4018/978-1-60566-852-9.ch011

APA

Zuckerman-Parker, M., Compliment, C., Rodella, M., Ehrlich, G., & Post, J. C. (2010). Allegheny Women's Biotechnology Workforce Collaborative: Investing in Disadvantaged Populations with Technology. In E. Ng (Ed.), Comparative Blended Learning Practices and Environments (pp. 204-230). IGI Global. https://doi.org/10.4018/978-1-60566-852-9.ch011

Chicago

Zuckerman-Parker, Michelle, et al. "Allegheny Women's Biotechnology Workforce Collaborative: Investing in Disadvantaged Populations with Technology." In Comparative Blended Learning Practices and Environments, edited by Eugenia M. W. Ng, 204-230. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-60566-852-9.ch011

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Abstract

The Allegheny Women’s Biotechnology Workforce Collaborative (AWBWC) is a research based educational intervention designed to support participants with “lifelines” using blended learning as they further their education and enter the biotechnology workforce. This holistic educational approach provides didactic instruction with a focus on individualized learning using technology to foster personal skill development and mentoring from industry professionals. The AWBWC participants live at 60% below the poverty level and 90% have been victimized. This comparative study is based on a new model and its impact upon achievement. The quantitative data includes participant grade point average (GPA), technology usage, and rate of attrition. The qualitative data includes emails, text messages, focus group and face-to-face interviews. Additionally, anecdotal evidence indicates the children of participants have increased selfesteem, perform better in school as measured by GPA, and desire to pursue higher education.

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