Teaching Pages
Science Education and Quantitative Literacy (SEQL) – external link
Teaching Philosophy
The key to successful teaching is effective communication. Being clear about expectations for the students and understanding the student’s expectations is a critical aspect of this communication. I use several methods to facilitate communication with students.
My teaching philosophy is centered around Chickering and Gamson’s Seven Principles of Good Teaching Practice so I will use those principles to outline my approach to teaching.
1. Encourage contact between students and faculty. Other than courses for first-year students it is not unusual for me to know most students in my course before they take my classes. I am very involved with student organizations and try to get to know most students to try and build a sense of community and a collegial atmosphere. In my classes I use various tools available to provide opportunities for engaging students so that I get to know them and they get to know me.
2. Develop reciprocity and cooperation among students. Students in my courses are encouraged to work in small groups and share what they have learned through the use of technology (discussion boards and blogs) and tools for classroom engagement such as think-pair-share and clicker questions that require discussion.
3. Encourage active learning. In most of my courses I used various activities to encourage students to use the material they learn. For example, I use a “Microbe of the Week” project in microbiology to encourage students to learn about diverse microorganisms and human genetic disorder projects in general genetics for students to apply what they have learned to discover more about genetic disorders of their choice. I also use short presentations, hands-on activities and active demonstrations to learn course concepts.
4. Give prompt feedback. Through the use of technology, students get immediate feedback on online quizzes and homework assignments. Using clickers in the classroom enable me to recognize student misconceptions and address them immediately.
5. Emphasize time on task. As part of my emphasis on communication of expectations, students are given clear deadlines and expected to adhere to requirements. Students are given regular reminders and I hold myself to the same expectations.
6. Communicate high expectations. As part of the emphasis of time on task, students are held to high standards for completing tasks on time and given reasonable time to complete tasks.
7. Respect diverse talents and ways of learning. In all my courses, students are given a variety of ways to engage the material which emphasize different strengths and abilities. Students are introduced to diversity and other cultures through assignments and opportunities to discuss diverse viewpoints. For example, in microbiology, students are introduced to how microbes are used in different cultures to produce and preserve foods and beverages. In general genetics, students are presented various ethical scenarios and encouraged to discuss various options available.
Through my involvement with the American Society for Microbiology Biology Scholars Program and participation in various Vision and Change functions I have taken a more scholarly approach to my teaching. I have focused on assessment of learning outcomes as I reorganize my courses to better align with the desired learning outcomes. I have implemented new strategies to develop a more student centered learning environment in each course. Many of these strategies take advantage of new learning technologies to facilitate student-student and student-faculty interactions. I am particularly interested in the blended classroom as a tool to make better use of limited class time.