Browsing by Author "Elcock, Leon B. III"

Now showing 1 - 5 of 5
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    1.3 Public Infrastructure for Analyzing and Assessing Beyond Biocontainment Biotechnologies
    (Rice University, 2025) Zimmerman, Elise H.; Palmer, Xavier-Lewis; Frow, Emma; Johnson, Alicia; Hodgson, Andrea; Voight, Chris; Elcock, Leon B. III
    Arising from the Biotechnologies Beyond Conventional Containment (BBCC) theme of the 2025 Spirit of Asilomar Summit, this report proposes and outlines four integrated pillars of public infrastructure for testing organisms prior to possible release into open environments. The proposed infrastructure comprises physical, digital, human and stewardship elements. It would facilitate controlled and phased experiments in a manner similar to clinical trials, allowing for the development of predictive models regarding organism dispersal, persistence, gene flow, ecological impacts and more, across various environmental scenarios. Tiered access and governance mechanisms would ideally structure testing in relation to different risk categories, and promote transparent reporting of outcomes. Such infrastructure could transform how we assess the safety and value of releasing engineered living organisms into the environment, combining real-world data and computer models to improve informed choices based on solid evidence, responsible environmental care, and public input.
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    5.2 Solidarity Bioeconomy
    (Rice University, 2025) Elcock, Leon B. III; Perez, Rolando; Chappell, Callie R.; Lardner, Casey; Camenares, Devin; Thaweechuen, Jirapat; Munoz, Diego
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    5.3 Broadening Science Education within Existing Structures
    (Rice University, 2025) Zimmerman, Elise H.; Johnson, Alicia; Elcock, Leon B. III; George, Dalton R.; Kiattisewee, Cholpisit Ice; Lardner, Casey; Palmer, Xavier-Lewis; Seah, Adeline; Silberg, Jonathan J.
    The social, ethical, and political problems we are facing are not merely an interdisciplinary exercise, but a fundamental component of biotechnology. Scientists are increasingly needed to also act in roles as policy advisors, advocates, participants in diverse conversations, and active community members. Expanding science education to meaningfully incorporate the knowledge and skills needed to effectively engage in these roles is necessary. This entreaty serves as a concrete, non-exhaustive list of some examples, resources, evaluations, and ideas for implementing interdisciplinary learning and equity-minded science into existing science education structures. This document includes five categories of educational structures with an introduction, examples, pros, cons, and ideas to expand for each category. We hope it acts as a resource for people to begin implementing interdisciplinary education at their own institutions.
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    5.4 Letter to our relatives, ancestors, and future generations: A call to establish Indigenous Biotechnology
    (Rice University, 2025) Flores, WarīNkwī; Astolfi, Maria C.T.; Perez, Rolando; Elcock, Leon B. III; Bonilla, Janeth; Rhyans, Steven; Kong, David
    At the 50th anniversary of the Asilomar Summit, the Indigenous Biotechnology Working Group share this letter as a collective call to establish Indigenous Biotechnology as a distinct and self-determined field. Grounded in Indigenous Knowledge Systems, this emerging field reimagines biotechnology through the values of reciprocity, sovereignty, stewardship, and kinship with all life. In response to centuries of extractive science and ongoing colonialism, Indigenous Biotechnology centers the rights of Peoples and the rights of Nature in the design, governance, and development of biotechnology. This letter highlights foundations of the field, calls for global alliances, and invites to build the Principles of Indigenous Biotechnology by 2026. We write to our ancestors, relatives, and future generations to shape a future in which biotechnology safeguards the biodiversity, cultures, and Peoples that sustain our scientific innovations.
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    6.2 Accessible Biotech Education
    (Rice University, 2025) Kiattisewee, Cholpisit Ice; do Nascimento, Cibele Zolnier Sousa; Elcock, Leon B. III; Seah, Adeline; Mitra, Aishwarya Sparky; Neira, Diego Muñoz; Kato, Sebunya Emmanuel; Lindner, Ariel; Thaweechuen, Jirapat; Vigar, Justin R.J.; Kong, David
    This Entreaty is developed in response to the discussion in “Essential education for the Biotechnologists of 2075” as part of “Framing Biotechnology’s Future” theme at the Spirit of Asilomar conference. This session is the only technical session with “Education” keyword ties to the secession name with 1 hour budgeted time. Even though the topic appeared much less frequent in the program, conversations centered on education had been touched as much as other topics during the meeting.