Statement of Teaching Philosophy
Growing up I knew that I loved science and biology, however as I learned more about biology, my desire to share this love grew. Science is often seen as a difficult discipline to study by both science majors and non-majors. What I see in biology is the wonder and complexity of life and the tools to observe and study life in greater depth. As a teacher, I hope to inspire students of all walks in life to see the wonder of life around them and ask questions with the appropriate tools in hand to help them figure out the answers.
Biology is the study of life – from the workings of the smallest cells to the interactions of vast ecological networks. There is something in biology that everyone can get excited about. Therefore, I try to cultivate this excitement for biology in the classroom. Having an enthusiastic professor can be catching, but I find it more inspiring to help students find their own enthusiasm. One way that I foster this is by letting students have a hand in what they study in the course. For example, in my advanced cell biology course we go over simple protein transport and then students have the opportunity to either study this in more depth, looking specifically at an unanswered question that sparked their interest in class, or to broaden the topic to look at different types of protein transport or protein transport in different cells or situations. Students were asked to post what they discovered in an online class forum, and through this means, students shared, discussed, and learned new protein transport pathways and diseases, and gained skills communicating complex ideas. I also try to adapt the topic to the students’ interests. With many pre-med students in my advanced cell biology course, I was able to link protein transport with cystic fibrosis patients being on a continuum of disease severity. Students then worked in groups to identify CFTR protein mutations, which lead to cystic fibrosis in patients, and determine potential levels of disease severity by defining which steps in protein transport might be affected. My students were amazed as they figured out for themselves the molecular basis of systemic diseases. Bringing student interests to the classroom can sometimes feel daunting as you give the students more control over the material, but I have found it immensely rewarding as students connect their enthusiasm and excitement to their interests. However, being excited about the world is not enough for scientists. Scientists also question what they see and how it works.
I like to tell my students that when they graduate college, they will know more things but should also have more questions than when they started. Asking questions is one of the foundations of science – if we didn’t have a question why would scientists want to find the answer? However, many students do not question material in classes due to cultural norms, fear of sounding silly, or other personal restraints. In my classrooms I foster a supportive and collaborative learning environment. I let students have time to think about a topic and discuss in small groups before answering questions to relieve the fear of answering “wrong”. One method I use to help support students in taking on an “expert” role in a course is a modified group discussion called a jigsaw activity. In my embryology course, students are organized into “expert” groups where they discuss a topic such as one of six specific congenital heart defects. After this discussion, students rearrange into “home” groups in which each “home” group is comprised of one member from each of the six previous “expert” groups. The “home” group works together to determine the range of severity among the six congenital heart defects, find similarities and differences, and propose corrections that need to be implemented at birth to allow survival of patients with these defects. This method lets students talk though a topic and then present their topic to peers in a low risk environment. In a safe, collaborative atmosphere, students know they have the freedom to question and figure out what is going on with their peers, instead of being expected to show up to class with the correct answers in hand. Supporting students as they ask questions and often find their own answers empowers them to learn study skills, engage with their peers, and ask questions that interest them rather than out of fear of what will be on the test. However, it is very frustrating for students when they have questions but are not given the tools to be able to answer them.
One of the best tools that science has for figuring out the answers to our questions is the scientific method. Students of all walks of life can use careful observation, experimental design, and data analysis to answer questions. Therefore, it is important to give students the practice and training they need to use these tools effectively. Depending on the course, the specific tools students use might be as different as wet lab skills such as learning how to use a pipet, to in silico skills such as doing literature searches and reviews. For example, in a science literacy course I designed, students practice reading and understanding science journal articles as well as practicing communicating scientific findings to scientists, non-scientists, and through a hands-on children’s project which could be presented at a local middle school. Throughout this course, students also explore what it means to be “literate” in science by researching national and local science standards, and policy. This empowers students to understand the context of science literacy for scientists and non-scientists and gives a foundation and tools to implement change in their own lives, and in their neighborhoods. Using personal reflection practices (free writes, prompted essays, and discussions) throughout the term, students can observe their growth and development as scientists throughout the course.
In my courses I want students to not only learn material, but also be inspired to question the world around them and have the tools they need to ask the right questions and discover the answers through the scientific method, literature review skills, application of course concepts and techniques, and personal reflection and change. Working together to present material, make connections, and work through real life problems and case scenarios allows students to learn, practice, and engage in biology. This active engagement leaves them prepared for seeing and studying biology, and any discipline, wherever their life takes them.
back to Teaching home page
Biology is the study of life – from the workings of the smallest cells to the interactions of vast ecological networks. There is something in biology that everyone can get excited about. Therefore, I try to cultivate this excitement for biology in the classroom. Having an enthusiastic professor can be catching, but I find it more inspiring to help students find their own enthusiasm. One way that I foster this is by letting students have a hand in what they study in the course. For example, in my advanced cell biology course we go over simple protein transport and then students have the opportunity to either study this in more depth, looking specifically at an unanswered question that sparked their interest in class, or to broaden the topic to look at different types of protein transport or protein transport in different cells or situations. Students were asked to post what they discovered in an online class forum, and through this means, students shared, discussed, and learned new protein transport pathways and diseases, and gained skills communicating complex ideas. I also try to adapt the topic to the students’ interests. With many pre-med students in my advanced cell biology course, I was able to link protein transport with cystic fibrosis patients being on a continuum of disease severity. Students then worked in groups to identify CFTR protein mutations, which lead to cystic fibrosis in patients, and determine potential levels of disease severity by defining which steps in protein transport might be affected. My students were amazed as they figured out for themselves the molecular basis of systemic diseases. Bringing student interests to the classroom can sometimes feel daunting as you give the students more control over the material, but I have found it immensely rewarding as students connect their enthusiasm and excitement to their interests. However, being excited about the world is not enough for scientists. Scientists also question what they see and how it works.
I like to tell my students that when they graduate college, they will know more things but should also have more questions than when they started. Asking questions is one of the foundations of science – if we didn’t have a question why would scientists want to find the answer? However, many students do not question material in classes due to cultural norms, fear of sounding silly, or other personal restraints. In my classrooms I foster a supportive and collaborative learning environment. I let students have time to think about a topic and discuss in small groups before answering questions to relieve the fear of answering “wrong”. One method I use to help support students in taking on an “expert” role in a course is a modified group discussion called a jigsaw activity. In my embryology course, students are organized into “expert” groups where they discuss a topic such as one of six specific congenital heart defects. After this discussion, students rearrange into “home” groups in which each “home” group is comprised of one member from each of the six previous “expert” groups. The “home” group works together to determine the range of severity among the six congenital heart defects, find similarities and differences, and propose corrections that need to be implemented at birth to allow survival of patients with these defects. This method lets students talk though a topic and then present their topic to peers in a low risk environment. In a safe, collaborative atmosphere, students know they have the freedom to question and figure out what is going on with their peers, instead of being expected to show up to class with the correct answers in hand. Supporting students as they ask questions and often find their own answers empowers them to learn study skills, engage with their peers, and ask questions that interest them rather than out of fear of what will be on the test. However, it is very frustrating for students when they have questions but are not given the tools to be able to answer them.
One of the best tools that science has for figuring out the answers to our questions is the scientific method. Students of all walks of life can use careful observation, experimental design, and data analysis to answer questions. Therefore, it is important to give students the practice and training they need to use these tools effectively. Depending on the course, the specific tools students use might be as different as wet lab skills such as learning how to use a pipet, to in silico skills such as doing literature searches and reviews. For example, in a science literacy course I designed, students practice reading and understanding science journal articles as well as practicing communicating scientific findings to scientists, non-scientists, and through a hands-on children’s project which could be presented at a local middle school. Throughout this course, students also explore what it means to be “literate” in science by researching national and local science standards, and policy. This empowers students to understand the context of science literacy for scientists and non-scientists and gives a foundation and tools to implement change in their own lives, and in their neighborhoods. Using personal reflection practices (free writes, prompted essays, and discussions) throughout the term, students can observe their growth and development as scientists throughout the course.
In my courses I want students to not only learn material, but also be inspired to question the world around them and have the tools they need to ask the right questions and discover the answers through the scientific method, literature review skills, application of course concepts and techniques, and personal reflection and change. Working together to present material, make connections, and work through real life problems and case scenarios allows students to learn, practice, and engage in biology. This active engagement leaves them prepared for seeing and studying biology, and any discipline, wherever their life takes them.
back to Teaching home page