Teaching Philosophy

Teaching Philosophy

I love teaching about biology because I love to learn. Teaching biology gives me the opportunity to expand my knowledge of physiological systems, study organisms, and analytical techniques outside my direct expertise. Teaching not only allows me to continue learning, but also improving my understanding of concepts and techniques that are used within my area of expertise (e.g., using organic chemistry to measure reproductive hormones). Drawing important connections between scientific topics enhances understanding for myself and the students I teach. Not only does it broaden my knowledge as a scientist but is also an excellent way to help students see the importance of biology to society. In my classroom, a few of the key things I strive to promote are:

Inclusive Classroom: First and foremost, I want my classroom to be a constructive learning environment for everyone. I place an inclusive classroom statement and contact information for the university disability services office on the front page of my syllabus, so it is one of the first things my students read. In the past I have worked closely with disability services to ensure my course materials could accommodate a deaf student, which included learning to teach with a translator attending lectures. I have also worked to make my courses as accessible as possible to students with children, returning education, and those working full time or multiple jobs. I make sure my expectations are clear at the beginning of the course, but also have empathy and provide flexibility for my students as they navigate higher education (Joshi et al. 2020). I believe reasonable accommodations should be provided for any student who needs them.

‘Thank you so much for the semester and being so flexible and understanding with life stuff. This class was honestly so good and I learned a lot’ – Cell Biology student, Fall 2020

Active Learning: Students from underrepresented and disadvantaged backgrounds are more likely to be underprepared compared to other students (Alexander et al. 2009). Research on active learning has shown improved performance for all students while also reducing the achievement gap between students from advantaged and disadvantaged backgrounds (Haak et al. 2011). I keep my students active and involved in the classroom by including exercises between short lectures. In my online course, I utilize the discussion board by providing prompts that ask students to think critically, formulate hypotheses, and pursue information beyond the textbook. Bi-weekly feedback from Cell Biology students has supported the continued use of this method.

‘Last week and into this week, I really enjoyed the discussion post about enzyme disorders. I even chose to respond to one extra person this past week because I was so interested in learning more about these diseases. I really liked the posts where people would ask about what treatment options if any are available to these people. I would then look-up current research to help these individuals. The one I enjoyed most was Krabbe disease, and the research they are conducting on dogs! It looks very promising!’ – Cell Biology student, Spring 2021

Inquiry-based Learning and the Scientific Process: All Introductory Biology labs I taught were inquiry-based using standardized methodology like the Kirby-Bauer antibiotic resistance protocol. In this way, materials can be provided to run multi-week experiments while still giving students the opportunity to work through the scientific process and explore their interests. They developed their own hypotheses, ran experiments, statistically analyzed their data, and wrote a scientific report on their results. Grading of these reports was based on ability to develop a clear hypothesis, correct interpretation of p-values, and their ability to explain possible relevance of their findings.

‘One thing I enjoyed about the class was how we could make the experiment our own. I think it made me think more in depth about the experiment and made me more interested in the lab itself’ – Intro Biology Lab student, Fall 2015

Real World Data and Application: I believe one of the best things an instructor can do is help students connect with the course material. Students within a classroom represent numerous career goals and may question how the material being covered applies to them. I try to include information important to multiple future careers. For example, 8% of my biology lecture students were crop and weed science majors. To break up the photosynthesis lecture, I provided students with real data from a scientific paper (Shimabukuro et al. 1969, Journal of Agricultural and Food Chemistry). In the assignment, I asked students to interpret the data and then draw a diagram showing where Atrazine (a common herbicide) binds to disrupt photosynthesis and produce the data provided. I further asked them to use their knowledge of chemistry and cell membrane structures to explain how resistant plants may be able to detoxify Atrazine in the cytosol of the cell by changing its polarity. I was able to show students real world data and provide an example of how industry can utilize scientific findings.

‘This class had a lot of tough content to understand, but because the class was organized and the information was explained so well, it made the class much easier’ – Intro Biology Lecture student, Fall 2016

Scientific Outreach: One of the best things we can do in science is share information with the public. In the past, I have helped run a bird banding station in collaboration with Minnesota State University Moorhead (MSUM), a primarily undergraduate institution. Classes from the biology department at MSUM visited the state park science center where I was able to show them how we trap, measure, and band birds; talk about why we research birds; and answer student questions. Using my previous outreach experience, I would be interested in starting a similar program on or near the Black Hills State University campus. I will use this as an opportunity to explain how and why we research birds, while also collecting data to contribute to inquiry-based learning opportunities in the classroom. I would make all data collected at the banding station available for student use and collaborate with students to collect additional data for independently developed projects they may be interested in.

‘I really enjoyed how Jessica was able to help us instead of tell us. She made us think for ourselves when she just as easily could have told us what to do or know.’ – Intro Biology Lab student, Fall 2015