My Teaching Philosophy
I intend to create an environment that encourages both openness and critical thinking while still introducing students to the core concepts of biology and ecology. I wish to be a teacher that acts more as a facilitator between students and knowledge rather than a professor that dictates to students what they need to learn (or what they need to think). I would like my students to develop their critical thinking skills through an inquiry-based approach that involves them interacting with other students (discussions, problem solving, peer instruction), and also reflecting on their own thoughts (journaling, writing practice, outdoor labs).
While I’m very fond of doing research, I also believe being a good ecologist means being able to easily share what you’ve learned with others – colleagues, the general public, and students.
Student Goals
As someone who has spent more time being a student than a teacher, I remember the goals that I had when taking biology and ecology-related classes: I wanted to increase my understanding of the subject, but also be able to apply it to the real world and be able to ‘see’ the natural world from a new perspective – a perspective that has been broadened from new knowledge and understanding.
I also learned to question assumptions that made when reading science papers and in my own research; exposure to this way of thinking has not only helped me in science field but in my day-to-day life as well. I hope to keep this student perspective as my attention shifts from more from learning to instructing (though I believe one should never stop learning) so that the students can accomplish the same goals I aspired to as a student.
Enactment of Student Goals
Regardless of whether they are majors (biology/ecology/natural resources) or not, I hope that all students I work with will gain experience in critical thinking, writing, and scientific literacy during their time with me. I plan to begin each course with an introduction to critical thinking to show not only its role in advancing science, but how they can use it in all facets of their life. For non-majors I would also emphasize the interdisciplinary aspects of biology and show “real-world” examples of biology in action to show them how biology plays a role in their life. As part of a course for these students, I would require them to write a paper on an aspect of biology related to their field of study or in an area that interests them.
While in a college science as a graduate student, I was learned about inquiry (engage, explore, explain, elaborate, & evaluate) and this method of instruction resonated with me. As a teacher I would encourage periods of paired or small group discussion during class to have students talk to each other about their understanding of a concept, solve a problem, or discuss the relevance of the concept to the “real world”.
However, as someone who is an introvert I also know that interactions can sometimes be uncomfortable and create stress, which doesn’t help create a good learning environment. I’ve found that journaling or writing out my thoughts is a useful tool for organizing one’s thoughts and generating understanding, specially prior to a discussion. In my courses this would occur in the form of short thought or writing exercises in class, encouraging students to reflect or write questions prior to a class discussion, short essays as an assessment method, and making notes. In labs this would include requiring students to journal - not only the usual lab methods, results, and notes, but also observations and their thoughts about the lab and how it connects to lecture and the real world.
By using both interactive and reflective methods of learning I believe I can help students learn in a way that best suits them while exposing them to a different method of understanding that they may be less familiar with. Using both methods also allows me to assess their progress throughout the course to determine their progress and spot misconceptions when they occur.
Summary
I hope my teaching environment reflects my two main goals as a teacher – to share my love of wildlife and science with others, and to encourage students to be critical thinkers in all aspects of their life. This will be accomplished by encouraging inquiry, reflection, and discussion in the classroom and having an open, caring professor willing to foster understanding in her students.
I intend to create an environment that encourages both openness and critical thinking while still introducing students to the core concepts of biology and ecology. I wish to be a teacher that acts more as a facilitator between students and knowledge rather than a professor that dictates to students what they need to learn (or what they need to think). I would like my students to develop their critical thinking skills through an inquiry-based approach that involves them interacting with other students (discussions, problem solving, peer instruction), and also reflecting on their own thoughts (journaling, writing practice, outdoor labs).
While I’m very fond of doing research, I also believe being a good ecologist means being able to easily share what you’ve learned with others – colleagues, the general public, and students.
Student Goals
As someone who has spent more time being a student than a teacher, I remember the goals that I had when taking biology and ecology-related classes: I wanted to increase my understanding of the subject, but also be able to apply it to the real world and be able to ‘see’ the natural world from a new perspective – a perspective that has been broadened from new knowledge and understanding.
I also learned to question assumptions that made when reading science papers and in my own research; exposure to this way of thinking has not only helped me in science field but in my day-to-day life as well. I hope to keep this student perspective as my attention shifts from more from learning to instructing (though I believe one should never stop learning) so that the students can accomplish the same goals I aspired to as a student.
Enactment of Student Goals
Regardless of whether they are majors (biology/ecology/natural resources) or not, I hope that all students I work with will gain experience in critical thinking, writing, and scientific literacy during their time with me. I plan to begin each course with an introduction to critical thinking to show not only its role in advancing science, but how they can use it in all facets of their life. For non-majors I would also emphasize the interdisciplinary aspects of biology and show “real-world” examples of biology in action to show them how biology plays a role in their life. As part of a course for these students, I would require them to write a paper on an aspect of biology related to their field of study or in an area that interests them.
While in a college science as a graduate student, I was learned about inquiry (engage, explore, explain, elaborate, & evaluate) and this method of instruction resonated with me. As a teacher I would encourage periods of paired or small group discussion during class to have students talk to each other about their understanding of a concept, solve a problem, or discuss the relevance of the concept to the “real world”.
However, as someone who is an introvert I also know that interactions can sometimes be uncomfortable and create stress, which doesn’t help create a good learning environment. I’ve found that journaling or writing out my thoughts is a useful tool for organizing one’s thoughts and generating understanding, specially prior to a discussion. In my courses this would occur in the form of short thought or writing exercises in class, encouraging students to reflect or write questions prior to a class discussion, short essays as an assessment method, and making notes. In labs this would include requiring students to journal - not only the usual lab methods, results, and notes, but also observations and their thoughts about the lab and how it connects to lecture and the real world.
By using both interactive and reflective methods of learning I believe I can help students learn in a way that best suits them while exposing them to a different method of understanding that they may be less familiar with. Using both methods also allows me to assess their progress throughout the course to determine their progress and spot misconceptions when they occur.
Summary
I hope my teaching environment reflects my two main goals as a teacher – to share my love of wildlife and science with others, and to encourage students to be critical thinkers in all aspects of their life. This will be accomplished by encouraging inquiry, reflection, and discussion in the classroom and having an open, caring professor willing to foster understanding in her students.
Teaching Experience
- Hampton University
- Senior Seminar (Guest Lecture)
- Tutoring Lab Manager
- Christopher Newport University
- Mammalogy Lab
- Zoology Lab
- Mammalogy (Guest Lecture)
- Ornithology (Guest Lecture)
- University of Missouri
- Mammalogy Lab
- Zoology Lab
- Urban Wildlife Conservation (Guest Lecture)