Teaching Philosophy

Over the last ten years, I have developed a teaching philosophy that is predicated on a deep investment in my students.  I view teaching as a partnership aimed at helping students appreciate and understand science, articulate questions, and use critical-thinking and investigation to seek answers.  I strive to create an open and tolerant classroom environment that fosters diversity, engagement, and creativity; as well as critical evaluation of concepts and scientific professionalism.  I appreciate variation in learning strategies, and I recognize how students are able to express their understanding of material in different ways.  I am deeply committed to the success of my students, and I expect them to work hard.  However, I respect my students as adults, and the degree to which they take responsibility for their learning is their choice (as are the consequences).  At the same time, I am sensitive to the demands and expectations placed on my students.  As such, I insist that my course material be well organized, clear, and of a manageable quantity; and that methods of student evaluation be fair and transparent.

I believe there is a natural cycle of learning, illustrated as:

Wonder → Engagement → Discovery → Innovation → Wonder

Pedagogical methods should awake and sustain a sense of wonder in students.  Biological sciences such as evolution and behavior are innately fascinating topics.  Yet, teachers must still actively precipitate a sense of wonder.  A principle characteristic of skilled teachers is an ability share in that sense with their students.  Effective teachers communicate concepts with enthusiasm; connect students to material in imaginative ways; and help students to appreciate rather than fear complexity.  A classroom environment that is steeped in awe makes learning infectious.

Teachers can continue to promote the advance of this cycle by engaging students through close working relationships, group discussions, peer-peer collaborations, and peer reviews.  Teachers can enhance discovery by allowing students to reach meaningful conclusions on their own with field research projects, laboratory exercises, and library research projects.  Aiding innovation is more complex.  Successful innovation in science requires a mastery of scientific concepts, solid critical-thinking skills, and practice as a scientist.  Mastery of concepts can best be achieved through a synergistic effect of educational progressivism (i.e., student-centered, hands-on learning) and educational essentialism (i.e., traditional, direct learning).  Critical-thinking skills can be developed through thought-provoking tests, challenging discussions, and independent-research projects.  Lastly, students must know how to “do” professional science.  Students “become” scientists through learning research methods (e.g., statistics, experimental design), developing writing skills (e.g., research papers, reading primary literature), and by communicating findings to their peer scientists (e.g., presentations, publications).

As students achieve this last step, when they understand how to be innovative in science, when they have created a novel scientific product, and when begin to self-identify as a scientist, the inherent cycle of learning becomes self-perpetuating.  The inner life-long learner is awoken, now possessing the appreciation, skill, and confidence to ask, “What’s next?”