This program prepares graduates to work in the biotechnology industry as production technicians. A production technician operates and maintains the equipment used to manufacture protein pharmaceuticals and other products. Students will grow bacterial, yeast, and mammalian cells and recover the proteins that they produce. They will follow good manufacturing practices by maintaining records in order to comply with quality assurance procedures and government regulations. Students in the program must be able to adjust their time to a flexible schedule.

The Certificate of Achievement can be obtained upon completion of the 18-24-unit major. Each course must be completed with a minimum grade of C or a P if the course is taken on a Pass/No Pass basis.

Program Learning Outcomes

🗸 In preparation to working at a biotechnology company, a successful student should be able to construct a pathway analyzing how a drug or biologic is produced by genetically engineered cells and subsequently purified.

🗸 Understand the structure and function of protein pharmaceuticals and evaluate which protein properties a production facility can exploit to purify a particular protein from other cellular components.

🗸 Explain how the manufacture of pharmaceuticals is regulated by the Food and Drug Administration and other international regulatory agencies and how quality systems assure the safety, purity, identity, consistency, potency, and stability of a product.

This program trains students to enter the emerging fields of gene therapy (with the production of viral vectors) and cell therapy including the production of CAR-T cells as a cancer therapy and stems cells for use in regenerative medicine.

The Certificate of Achievement can be obtained by completing the 24-29-unit major. All courses within the major must be completed with a minimum grade of C or P if taken on a Pass/No Pass basis.

Program Learning Outcomes

🗸 Apply knowledge of the regulation of the Food and Drug Administration and other international regulatory agencies of cell-based therapeutic agents.

🗸 Apply knowledge of cell biology concepts to prepare and maintain cells in culture while maintaining sterility stem cells must be able to be cultured in an undifferentiated state or induced to differentiate into different cell types.

🗸 Follow the appropriate procedures to maintain controlled documents: In a research setting, students will keep a research laboratory notebook using a standard legal format. In a manufacturing setting, students will keep the appropriate controlled documents

This program serves as a Bridge to Biosciences, enabling graduates to enter the Solano College Industrial Biotechnology program or to enter an entry level position in a biotechnology company. It serves as a stackable certificate that may be followed by Industrial Biotechnology Certificate. A Laboratory Assistant may be hired by life science related companies to prepare buffers, prepare media, operate routine laboratory equipment, and to clean glassware.

The Certificate of Achievement can be obtained upon completion of the 14-unit major with a minimum grade of C or a P if the course is taken on a Pass/No Pass basis.

Program Learning Outcomes

🗸 Demonstrate the ability to perform mathematical (algebraic) operations required for calculations important in chemistry and biology

🗸 Demonstrate the ability to read and write in a range of writing style categories typical of laboratory and scholarly environments, including lab reports, expository texts, and research-based arguments.

🗸 Demonstrate the ability to perform routine laboratory techniques including buffer preparation, media preparation, and aseptic microbial culture.

The LMC English as a Second Language Department offers mirrored for-credit (Credit) and ¬not-for-credit (Non-Credit) programs and courses to best serve the needs, situations, and statuses of our diverse multilingual immigrant, refugee, and international student populations. The Credit ESL (ESL) courses lead to four General ESL and two Academic ESL College Skills Certificates. The Non-Credit ESL (ESLN) courses lead to four General ESL and two Academic ESL Certificates of Competency.

Program Learning Outcomes

1. Embrace having more to learn through reading inquiringly and critically and thinking flexibly about diverse, multi-genre college-preparatory and college texts that connect you to multicultural, social, ethical, and global ideas and issues.

2. Strive to gain increasing ability to understand and accurately and creatively use vocabulary learned from context and on the new general service list (NGSL) and the new academic word list (NAWL) in known and new situations.

3. Communicate clearly, effectively, and creatively in writing at the word, phrase, clause, sentence, paragraph, and essay levels, reviewing and reflecting on your writing and learning, and collaborating with others to support your continual development.

4. Risk responsibly and persist to accurately understand and apply a wide variety of grammatical structures – from basic to advanced - to negotiate meaning, ask questions, share and discuss ideas and opinions, solve problems, create plans, make decisions, present arguments, and apply past knowledge to achieve solid understanding and intended meaning.

5. Speak and listen with empathy and increasing confidence, fluency, and self-regulation, exploring diverse and alternative perspectives, within a range of formal and informal social, academic, and career communication settings.

6. Pay attention to recognize and self-improve pronunciation difficulties, speech challenges, writing complexities, listening obstacles, and reading issues that may impede successful engagement and interaction, finding humor and seeking out and responding with wonderment and awe to support your doing so.

English as a Second Language Noncredit (ESLN) CERTIFICATES OF COMPETENCY
Academic ESL for Educational and Professional Advancement

• Intermediate English for College and Career Success

• Advanced English for Academic and Professional Advancement

The LMC English as a Second Language Department offers mirrored for-credit (Credit) and not-for-credit (Non-Credit) programs and courses to best serve the needs,situations, and statuses of our diverse multilingual immigrant, refugee, and international student populations. The Credit ESL (ESL) courses lead to four General ESL and two Academic ESL College Skills Certificates. The Non-Credit ESL (ESLN) courses lead to four General ESL and two Academic ESL Certificates of Competency.

The Academic ESL for Educational and Professional Advancement Program serves and supports non-native English-speaking students who are seeking and ready to acquire intermediate and advanced academic language proficiencies and competencies. Our Academic ESL Program supports these students’ college and career advancement by intentionally infusing two key components into our second language acquisition oriented program student learning outcomes (PSLOs): 1) the LMC Institutional/General Education student learning outcomes, which exist and function to prepare students to succeed in general and career education courses as well as students’ chosen major coursework, and 2) the thinking dispositions (i.e., the Habits of Mind) that research has shown most significantly support student success, and which are equivalent to the very “soft skills” that industry has called upon higher education to help students attain. Additionally, our instruction takes an appreciative, strengths-based approach to teaching our multilingual immigrant, refugee, and international student populations by valuing the rich diversity they bring to our college classrooms, respecting their language learning goals as additive and commendable, and empowering them toward academic and career engagement and success.

Program Learning Outcomes

1. Embrace having more to learn through reading inquiringly and critically and thinking flexibly about diverse, multi-genre college-preparatory and college texts that connect you to multicultural, social, ethical, and global ideas and issues.

2. Strive to gain increasing ability to understand and accurately and creatively use vocabulary learned from context and on the new general service list (NGSL) and the new academic word list (NAWL) in known and new situations.

3. Communicate clearly, effectively, and creatively in writing at the word, phrase, clause, sentence, paragraph, and essay levels, reviewing and reflecting on your writing and learning, and collaborating with others to support your continual development.

4. Risk responsibly and persist to accurately understand and apply a wide variety of grammatical structures – from basic to advanced - to negotiate meaning, ask questions, share and discuss ideas and opinions, solve problems, create plans, make decisions, present arguments, and apply past knowledge to achieve solid understanding and intended meaning.

5. Speak and listen with empathy and increasing confidence, fluency, and self-regulation, exploring diverse and alternative perspectives, within a range of formal and informal social, academic, and career communication settings.

6. Pay attention to recognize and self-improve pronunciation difficulties, speech challenges, writing complexities, listening obstacles, and reading issues that may impede successful engagement and interaction, finding humor and seeking out and responding with wonderment and awe to support your doing so.

The LMC English as a Second Language Department offers mirrored for-credit (Credit) and ¬not-for-credit (Non-Credit) programs and courses to best serve the needs, situations, and statuses of our diverse multilingual immigrant, refugee, and international student populations. The Credit ESL (ESL) courses lead to four General ESL and two Academic ESL College Skills Certificates. The Non-Credit ESL (ESLN) courses lead to four General ESL and two Academic ESL Certificates of Competency.

Program Learning Outcomes

1. Embrace having more to learn through reading inquiringly and critically and thinking flexibly about diverse, multi-genre college-preparatory and college texts that connect you to multicultural, social, ethical, and global ideas and issues.

2. Strive to gain increasing ability to understand and accurately and creatively use vocabulary learned from context and on the new general service list (NGSL) and the new academic word list (NAWL) in known and new situations.

3. Communicate clearly, effectively, and creatively in writing at the word, phrase, clause, sentence, paragraph, and essay levels, reviewing and reflecting on your writing and learning, and collaborating with others to support your continual development.

4. Risk responsibly and persist to accurately understand and apply a wide variety of grammatical structures – from basic to advanced - to negotiate meaning, ask questions, share and discuss ideas and opinions, solve problems, create plans, make decisions, present arguments, and apply past knowledge to achieve solid understanding and intended meaning.

5. Speak and listen with empathy and increasing confidence, fluency, and self-regulation, exploring diverse and alternative perspectives, within a range of formal and informal social, academic, and career communication settings.

6. Pay attention to recognize and self-improve pronunciation difficulties, speech challenges, writing complexities, listening obstacles, and reading issues that may impede successful engagement and interaction, finding humor and seeking out and responding with wonderment and awe to support your doing so.
 

The LMC English as a Second Language Department offers mirrored for-credit (Credit) and ¬not-for-credit (Non-Credit) programs and courses to best serve the needs, situations, and statuses of our diverse multilingual immigrant, refugee, and international student populations. The Credit ESL (ESL) courses lead to four General ESL and two Academic ESL College Skills Certificates. The Non-Credit ESL (ESLN) courses lead to four General ESL and two Academic ESL Certificates of Competency

Program Learning Outcomes

1. Embrace having more to learn through reading inquiringly and critically and thinking flexibly about diverse, multi-genre college-preparatory and college texts that connect you to multicultural, social, ethical, and global ideas and issues.

2. Strive to gain increasing ability to understand and accurately and creatively use vocabulary learned from context and on the new general service list (NGSL) and the new academic word list (NAWL) in known and new situations.

3. Communicate clearly, effectively, and creatively in writing at the word, phrase, clause, sentence, paragraph, and essay levels, reviewing and reflecting on your writing and learning, and collaborating with others to support your continual development.

4. Risk responsibly and persist to accurately understand and apply a wide variety of grammatical structures – from basic to advanced - to negotiate meaning, ask questions, share and discuss ideas and opinions, solve problems, create plans, make decisions, present arguments, and apply past knowledge to achieve solid understanding and intended meaning.

5. Speak and listen with empathy and increasing confidence, fluency, and self-regulation, exploring diverse and alternative perspectives, within a range of formal and informal social, academic, and career communication settings.

6. Pay attention to recognize and self-improve pronunciation difficulties, speech challenges, writing complexities, listening obstacles, and reading issues that may impede successful engagement and interaction, finding humor and seeking out and responding with wonderment and awe to support your doing so.

The Academic ESL for Educational and Professional Advancement Program serves and supports non-native English-speaking students who are seeking and ready to acquire intermediate and advanced academic language proficiencies and competencies.

Our Academic ESL Program supports these students’ college and career advancement by intentionally infusing two key components into our second language acquisition oriented program student learning outcomes (PSLOs):

1) theLMC Institutional/General Education student learning outcomes, which exist and function to prepare students to succeed in general and career education courses as well as students’ chosen major coursework; and

2) the thinking dispositions (i.e., the Habits of Mind) that research has shown most significantly support student success, and which are equivalent to the very “soft skills” that industry has called upon higher education to help students attain. Additionally, our instruction takes an appreciative, strengths-based approach to teaching our multilingual immigrant, refugee, and international student populations by valuing the rich diversity they bring to our college classrooms, respecting their language learning goals as additive and commendable, and empowering them toward academic and career engagement and success.

Program Learning Outcomes

1. Embrace having more to learn through reading inquiringly and critically and thinking flexibly about diverse, multi-genre college-preparatory and college texts that connect you to multicultural, social, ethical, and global ideas and issues.

2. Strive to gain increasing ability to understand and accurately and creatively use vocabulary learned from context and on the new general service list (NGSL) and the new academic word list (NAWL) in known and new situations.

3. Communicate clearly, effectively, and creatively in writing at the word, phrase, clause, sentence, paragraph, and essay levels, reviewing and reflecting on your writing and learning, and collaborating with others to support your continual development.

4. Risk responsibly and persist to accurately understand and apply a wide variety of grammatical structures – from basic to advanced - to negotiate meaning, ask questions, share and discuss ideas and opinions, solve problems, create plans, make decisions, present arguments, and apply past knowledge to achieve solid understanding and intended meaning.

5. Speak and listen with empathy and increasing confidence, fluency, and self-regulation, exploring diverse and alternative perspectives, within a range of formal and informal social, academic, and career communication settings.

6. Pay attention to recognize and self-improve pronunciation difficulties, speech challenges, writing complexities, listening obstacles, and reading issues that may impede successful engagement and interaction, finding humor and seeking out and responding with wonderment and awe to support your doing so.

The LMC English as a Second Language Department offers mirrored for-credit (Credit) and not-for-credit (Non-Credit) programs and courses to best serve the needs, situations, and statuses of our diverse multilingual immigrant, refugee, and international student populations. The Credit ESL (ESL) courses lead to four General ESL and two Academic ESL College Skills Certificates. The Non-Credit ESL (ESLN) courses lead to four General ESL and two Academic ESL Certificates of Competency

Program Learning Outcomes

1. Embrace having more to learn through reading inquiringly and critically and thinking flexibly about diverse, multi-genre college-preparatory and college texts that connect you to multicultural, social, ethical, and global ideas and issues.

2. Strive to gain increasing ability to understand and accurately and creatively use vocabulary learned from context and on the new general service list (NGSL) and the new academic word list (NAWL) in known and new situations.

3. Communicate clearly, effectively, and creatively in writing at the word, phrase, clause, sentence, paragraph, and essay levels, reviewing and reflecting on your writing and learning, and collaborating with others to support your continual development.

4. Risk responsibly and persist to accurately understand and apply a wide variety of grammatical structures – from basic to advanced - to negotiate meaning, ask questions, share and discuss ideas and opinions, solve problems, create plans, make decisions, present arguments, and apply past knowledge to achieve solid understanding and intended meaning.

5. Speak and listen with empathy and increasing confidence, fluency, and self-regulation, exploring diverse and alternative perspectives, within a range of formal and informal social, academic, and career communication settings.

6. Pay attention to recognize and self-improve pronunciation difficulties, speech challenges, writing complexities, listening obstacles, and reading issues that may impede successful engagement and interaction, finding humor and seeking out and responding with wonderment and awe to support your doing so.
.

The Academic ESL for Educational and Professional Advancement Program serves and supports non-native English-speaking students who are seeking and ready to acquire intermediate and advanced academic language proficiencies and competencies. Our Academic ESL Program supports these students’ college and career advancement by intentionally infusing two key components into our second language acquisition oriented program student learning outcomes (PSLOs): 1) the LMC Institutional/General Education student learning outcomes, which exist and function to prepare students to succeed in general and career education courses as well as students’ chosen major coursework; and 2) the thinking dispositions (i.e., the Habits of Mind) that research has shown most significantly support student success, and which are equivalent to the very “soft skills” that industry has called upon higher education to help students attain. Additionally, our instruction takes an appreciative, strengths-based approach to teaching our multilingual immigrant, refugee, and international student populations by valuing the rich diversity they bring to our college classrooms, respecting their language learning goals as additive and commendable, and empowering them toward academic and career engagement and success.

Program Learning Outcomes

1. Embrace having more to learn through reading inquiringly and critically and thinking flexibly about diverse, multi-genre college-preparatory and college texts that connect you to multicultural, social, ethical, and global ideas and issues.

2. Strive to gain increasing ability to understand and accurately and creatively use vocabulary learned from context and on the new general service list (NGSL) and the new academic word list (NAWL) in known and new situations.

3. Communicate clearly, effectively, and creatively in writing at the word, phrase, clause, sentence, paragraph, and essay levels, reviewing and reflecting on your writing and learning, and collaborating with others to support your continual development.

4. Risk responsibly and persist to accurately understand and apply a wide variety of grammatical structures – from basic to advanced - to negotiate meaning, ask questions, share and discuss ideas and opinions, solve problems, create plans, make decisions, present arguments, and apply past knowledge to achieve solid understanding and intended meaning.

5. Speak and listen with empathy and increasing confidence, fluency, and self-regulation, exploring diverse and alternative perspectives, within a range of formal and informal social, academic, and career communication settings.

6. Pay attention to recognize and self-improve pronunciation difficulties, speech challenges, writing complexities, listening obstacles, and reading issues that may impede successful engagement and interaction, finding humor and seeking out and responding with wonderment and awe to support your doing so.