In order to build a sturdy house, you must start with a strong foundation. Likewise, I believe that a good teacher should start with a solid framework of concepts onto which the details can be placed. My philosophy is that if a student can understand the main idea, then the fine points are more easily mastered by putting them into the context of the larger concept. Just as a builder chooses good materials to construct the house, students should learn to use critical thinking skills in order to build their knowledge. As teachers, we can encourage students to constantly evaluate what s/he is learning. Consequently, these students are much more likely to remember and interrelate the ideas to other information.

Builders of houses must make an inventory of the needs of the family which will occupy the house. Similarly, when teaching, it is very important to keep the needs of the learners in mind. As tempting as it is to believe that students are "blank slates", we teachers must remember that by the time a young person enters college, their thoughts and opinions (on everything, including biology) have been shaped by many experiences. Therefore, it is important to identify their misconceptions and biases in order to best educate them. Their life experiences can also be useful. By relating tough biological concepts to something that the student already understands, we help the student to grasp complex ideas. For example, a student may be lost the first time s/he learns the intricacies of the mitochondria’s electron transport chain but comparing it to a game of "hot potato" might help a student to visualize the proteins (players) passing electrons (hot potato) that are losing energy with each pass (a hot potato cools as it is passed).

I like to use interactive methods to challenge students. I often ask the students questions during class not only to make sure that they keep up but to attempt to get them interested in the lecture material. If the group is small enough, I might have them "act out" biological pathways, or I may pose a problem for students to work out in small groups. Although sometimes it is necessary to lecture, I foster an atmosphere in which questions are encouraged. When possible, I try to incorporate new technology into the lectures. In a cell biology course in which I taught, we presented and made available to the students a computer program (written by one of the professors) that diagrammed protein synthesis in a cartoon format. In addition, I am familiar with several of the learning packages distributed by Bioquest which are computer programs that promote problem solving in such subjects as Mendelian genetics, evolution, cell biology and molecular biology. Finally, I often surf the net for interesting ideas to use in classes.

Just as building a house requires a blueprint, so does the teaching of laboratory courses. My experience with laboratory courses has taught me that preparation (by doing all of the labs ahead of time) is the best way to avoid disaster. In addition, the entire experiment should be outlined in detail for the students while stressing the theory behind the experiment. Students often get bogged down into believing that there is a "right" answer and will consequently do whatever it takes to get the correct result. I prefer to focus instead on the thought process behind the planning out the experiment and the interpretation(s) of the "actual" results.

Finally, like the architect or engineer designing the house solicits feedback from the prospective home owners, so too should a teacher welcome evaluation. I generally, make it known to students that I place a high value on the comments that I receive, especially constructive suggestions. As with any group of people, there are some students that are never happy, but my students know that if they have a legitimate complaint or suggestion I will at least consider it. By making the students know that I am willing to listen to them, I believe that I gain some respect from them. And by constantly trying out new ideas, I can find out what ideas work well and what approaches do not work.

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