Teaching Philosophy
Biology is an exciting and dynamic field. Our knowledge of biology is continually advanced as discoveries are made and ideas are challenged, making it is important for emerging concepts to be considered and evaluated. As a result, educators of biology must enjoy learning and regard it as a lifelong pursuit. I love trying to understand new ideas and I hope to evoke similar feelings in my students. The study of biology allows students to learn principles that apply directly to their lives and their world. Biology also provides students an opportunity to critically examine information, consider varying viewpoints, and synthesize new knowledge. I believe these skills will serve them in any discipline and are fundamental for lifelong learning.
As a teacher I strive to engage my students in the study of biology. One of the best ways to do this is by showing my enthusiasm for the material. I continually reveal my own curiosity and fascination not only in lectures, but also during individual meetings. I further encourage student interest in biology by sharing examples or articles that directly relate to their daily lives. Their motivation to understand the material naturally increases when they can personally identify with the information. For example, before covering cellular respiration, I ask my students a simple question, “Why do we need to breathe?”. The significance of a metabolic pathway can be lost in the details of each reaction, but often a familiar process (e.g.,breathing) is clearly connected to an important biological concept (e.g., the need for oxygen to serve as the final electron acceptor in the electron transport chain).
Another way to facilitate student involvement is by utilizing cooperative learning techniques. Last semester I team-taught a genetics course of approximately 250 students. I broke each period into two parts by including a short lecture activity in the middle. These ten minute sessions were designed for students to review and discuss course material in pairs or small groups. For example, I would pose a question that required students to synthesize what they had just learned. They were asked to write down their own thoughts on a piece of paper to be turned in, and then they were allowed to talk briefly with a partner before sharing their answers with the entire group. This helped the students monitor their understanding of the material and allowed me to identify areas of confusion. On anonymous course evaluations, many students reported that they appreciated the chance to process information through lecture activities, and that they enjoyed the opportunity to interact in a large class. I believe that when students are fully engaged in the study of biology, they will be more successful at mastering and applying biological information.
The interactive nature of my classroom requires that I quickly build a good rapport with my students. One way I earn their trust is by expressing my interest in them as individuals. To that end, even in large lecture courses I strive to learn my students’ names by asking for them and using them each time they participate in lecture. I come to class at least 15 minutes early so that I can meet my students and talk about the course with them. I also utilize information sheets distributed on the first day of class to learn about their career goals and interests in biology. This enables me to relate course material to those areas when appropriate. For example, a number of genetics students were interested in pursuing forensic science, so I talked about how the power of PCR allows very small samples (such as a few skin cells left on a can of soda) to be used to identifying individuals at a crime scene. I feel it is important to recognize the abilities my students possess and to encourage the honest efforts they make in my courses. By caring for students, a teacher can become a mentor and have a profound impact on their intellectual growth.
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