The Biotechnology Program in MIT is designed to offer quality education and R&D. It is envisaged to be one of the steppingstones to making MIT a center of excellence in education, R&D, and innovation in science and technology within a decade, in such a way that it plays a profound role in promoting the local economy. Apparently, higher education and research institutions all over the world play significant roles in stimulating local economies.
The Biotech Program, in particular, will host highly educated, skilled, experienced, and innovative R&D workforce. The concentration of well-qualified and experienced resident researchers will attract outsourced researches and promote R&D partnerships. Moreover, it will attract other researchers from various companies all over the world who desire to tap into MIT’s available knowledge and expertise. R&D researchers in the Institute will also attract entrepreneurs to jointly establish new firms using the knowledge and expertise gained here. Moreover, the potential of using the outcomes of the R&D programs to solve local problems is extensive. Local entrepreneurs can easily and quickly adapt innovative products and practices of the Institute. Likewise, local industrial and manufacturing firms will have more opportunities to work with R&D researchers in MIT to upgrade their manufacturing practices. All these endeavors will create more employment opportunities, bring more consumers and taxpayers, and encourage investment, stimulating the local economy.
Become a leading center of education and R&D in modern biotechnology in Ethiopia.
Offer high quality education, and undertake advanced R&D programs in modern biotechnology.
The national need for knowledge and expertise in modern biotechnology is becoming over-whelming. The 2002 FDRE Biotechnology Policy and Strategy considers modern biotechnology as an important tool in overcoming the social, economic, and environmental problems, thus improving the quality of life of Ethiopians. It strives to building national biotechnology capacity, promoting management and sustainable utilization of biological resources, enhancing the agricultural, industrial, and health sectors, and placing appropriate ethical and safety standards in using biotechnology. The Policy and Strategy document calls for human development at all levels in various disciplines along with development of graduate programs in biotechnology. The Under Graduate Biological and Chemical Engineering Program in MIT is, thus, designed to: (a) produce bioscience/chemical engineers who would be engaged in helping the nation exploit the potential of modern biotechnology in the various economic sectors, and (b) serve as a foundation for future, full-fledged graduate biotechnology education programs and high quality R&D works.
Selection criteria considers:
- (a) scores achieved on the Ethiopian General Secondary Education Examination (20%),
- (b) the Ethiopian Higher Education Entrance Qualification Examination (EHEEQE) (40%), and
- (c) the Institute’s Entrance Exam (40%). Applicants with a minimum of 275 points on the EHEEQE will be allowed to sit for the Institute’s Entrance Exam.
Instructional methods that engage students in a lot of minds-on and hands-on activities will be employed. Moreover, lesson activities will be designed to keep all students at work all the time. Ideas, concepts, principles, and theories as well as procedures, protocols, techniques, and tools learned in these courses will be supported with extensive practical education to help graduates take career jobs in various industries employing knowledge, skills, techniques, and tools in biology, chemistry, biotechnology, bioengineering, and chemical engineering.
Assessment and Evaluation
Under Graduate courses are placed in two categories: (a) lecture courses and (b) lecture/lab courses. Thus, assessment and evaluation approaches have to be selected accordingly.
(a) Lecture courses: Every lesson of a ‘lecture only’ course includes several activities to be scored and counted into the final grading. The assessment and evaluation methods, and the values of each method are given as follows: Class works/Occasional quizzes (four or more) (10 points), Homework assignments (four or more) (10 points), one Midterm exam (30 points each), one Project (10 points), and Final comprehensive exam (40 points), totaling 100 points.
(b) Lecture/lab courses: Lecture/lab courses carry 3- or 4-credit hours. A 3-credit hour lecture/lab course is divided into two hours lecture and three hours lab (practical) session a week. Similarly, a 4-credit hour lecture/lab course is offered as three hours lecture and three hours lab (practical) session a week. In a 3-credit hour lecture/lab course, the lecture and lab lessons carry 65% and 35% values into the total grade, respectively. Whereas, in a 4-credit hour lecture/lab course, the lecture and lab lessons carry 70% and 30% values into the total grade, respectively. The assessment and evaluation methods for the lecture component are similar to that of ‘lecture only’ courses above. On the other hand, the assessment of the lab part is based on: Class works/Occasional quizzes (four or more) (15 points), Lab reports (50 points), Project (10 points), & End-of-course written exam (25 points), totaling 100 points.
Prospective graduates of the UG Biological and Chemical Engineering Program should take a minimum of 174 credit hours, securing a minimum CGPA of 2.00 with no ‘F’ grades.