Browsing by Author "Zimmerman, Elise H."

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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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    5.3 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.