Creating a Life Sciences Program Using Industry-Relevant Topics

Many biology programs are structured around content that was relevant decades ago. It raises an important question: why are we teaching modern science using frameworks from another era?

Editor's note: The following thought leadership piece was written by Timur Yusufzai, Executive Director, Center for Life Sciences at Massachusetts College of Pharmacy and Health Sciences (MCPHS)

The biology and life sciences fields have evolved at a remarkable pace. So, why haven’t degree programs kept up?

In computer science, for example, students aren’t taught using outdated frameworks from the 1970s. Instead, they learn fundamentals using modern tools and contemporary programming languages. The principles remain the same, but the context reflects the world they’re entering.

Biology and life sciences education, in theory, should work the same way. Oftentimes, it doesn’t. Many programs are still structured around content that was relevant decades ago. It raises an important question: why are we teaching modern science using frameworks from another era?

That gap between education and real-world practice is one of the biggest challenges facing life sciences education today. Closing that gap is exactly what the new BS in Life Sciences program at the School of Professional Studies (SPS) at Massachusetts College of Pharmacy and Health Sciences aims to accomplish.

As a biochemist by training, I earned my PhD and postdoc in biochemistry and epigenetics. I later held a faculty position at Harvard Medical School and ran a research lab at Dana Farber Cancer Institute working with cancer epigenetics. I’m a lifelong believer in what’s possible in biotech, and I believe that the soft and hard skills we’re looking for in the field are emphasized in this new degree.

We set out to design a new kind of degree at SPS, one where students could learn the foundational skills that matter most. There are 34 courses in total; 24 of which were created from scratch, while the others were made to reflect the needs of the industry today. The part-time nature of the degree gives students an incredible opportunity to implement what they’re learning directly into their roles at work.

Through the BS in Life Sciences curriculum, they’ll develop competencies such as how to ask meaningful scientific questions and how to think critically about evidence. These are the capabilities that drive decision-making in today’s life sciences field and are some of the skills that matter most in modern biotech environments.

Another gap in traditional science education is the lack of preparation for working within organizations. Scientific work rarely happens in isolation. Whether in biotech startups or large pharmaceutical companies, progress happens in collaboration: on teams and through strong leadership.

To address this, the BS in Life Sciences includes coursework in leadership and team dynamics. Students also have access to business-oriented courses that introduce them to how biotech and life sciences companies operate.

At the same time, we’re re-imaging the concept of hands-on education. Several programs prioritize traditional laboratory work, but mastering techniques is only one part of scientific training. Understanding data, framing the right questions, and interpreting outcomes are often far more valuable skills.

The degree program also emphasizes analytical thinking alongside optional hands-on experiences. Laboratory-intensive workshops and bootcamp-style sessions are offered as electives, allowing students to gain practical experience without making it the centerpiece of the curriculum.

If we want students to succeed in life sciences and biotech, it’s our responsibility to provide them with tools, critical thinking skills, and perspectives that define modern science.