Teaching is an important part of being a scientist. A lifetime of research will not matter to the world if no one knows about it or understands its importance. Science courses can and should be challenging, but I strive to teach in a way that draws students into the science. By developing connections between students and course content, creating student-centered learning communities, and constantly improving my teaching practice, I build students’ abilities to engage with chemistry and environmental science inside and outside the classroom. While not all students go on to scientific careers, all students should develop an understanding of scientific thinking as a part of becoming educated global citizens.
Learning is most effective within an environment of trust and respect.
All classrooms can benefit from an environment where students are not afraid to start out with the wrong answer and build on it until they get to the right one. My role as an instructor or research mentor is to challenge students to think critically and learn new things, and students are most successful when they are comfortable in their environment. Building an effective learning community starts before the first day; course syllabi and research contracts should include my approach to teaching, clear rules for course discussions, information about how to discuss accommodations for disabilities, and information about what to do if a student feels uncomfortable. Students come to college with diverse perspectives and experiences, and part of my job as an educator is to listen to students and create a culture where everyone is on the same page about expectations for behavior, acceptance of other students, as well as academic standards. Additionally, I make myself available throughout the semester to consult with individual students. It is important to me to make the point that all types or people can become scientists, and I take steps to emphasize that such as using diverse examples of scientists who have made important contributions and encouraging students to find role models share their background, beliefs, and passions.
Scientific thinking is important for everyone.
Not all students in my classes will go on to science based careers, but my courses can still be relevant to their future. Science is often construed as a collection of facts that need to be memorized, but in reality is a messy process of using experiments and critical thinking to acquire new information about the world. I work to convey this process and teach principles that are important for any career. When possible, I include independent projects in my courses that give students the opportunity to collect evidence about a scientific question and present their findings with a paper, presentation, or other creative method. Students learn best in different ways; some are auditory or visual learners, while others need hands-on experience. Immersive projects especially help experiential learners engage with the course material and require all students to engage in critical thinking and time management, and produce a polished final product. Exams are also an important part of many courses. I prefer to use a combination of formative and summative assessment, with periodic smaller exams focusing on progress through the course and a final exam that emphasizes the connections between all of the material covered. I de-emphasize memorization as important for exam performance by providing formula sheets, allowing students to bring in a specifically prepared note sheet, or in select cases, designating exams as open book. In the age of the internet, nearly anything can be looked up in an instant and students’ ability to apply knowledge and solve problems is more important than basic factual recall.
Students learn best when they care about the content.
As an undergraduate, I spent many seemingly endless nights working on projects. It was awful. However, the thing that kept me going was my interest in the material – there was always one more cool thing to read or a better way to state my argument in a paper. I was not motivated simply by getting a good grade or pleasing my professors, and I don’t want my students to be either. I strive to teach in a way that encourages students to draw their motivation from the course content itself.
I find that backwards design helps me create interesting and effective course content. By starting my class plans by listing learning goals, I can go through and ensure I am covering all mandatory topics, and then look for ways to incorporate activities and real-world examples that will increase student engagement. One strategy I use is including elements of student choice in assignments and research projects. Not all students care about the same things, and making a decision about the topic for an assignment or project encourages a sense of ownership of the work. For example, a chemistry problem set incorporating student choice may include a set of questions to be answered about one out of a selection of organic molecules – including medications, environmental contaminants, and food preservatives. A student working in my lab may start out assigned to a specific ongoing project, but would have choices about which aspect they want to focus on and how to structure each experiment. Additionally, allowing some amount of student choice creates opportunities for inclusivity in a diverse classroom.
Another strategy that I use to increase engagement is to incorporate interdisciplinary real-world examples into courses. By including primary literature, scenarios encountered in the workplace, and current events in my teaching, I help students see connections between things they learn in the classroom and things that they care about. An example of this is the new lab that I developed for the College Chemistry 1 course at Madison College, where the students performed titrations to measure chloride in water samples from a local lake and in effluent from the Madison Metropolitan Sewerage District. Drawing connections between lecture and lab material and the local environment is a great strategy to encourage student engagement. Additionally, I think that research experience is a vital part of science education and can help students improve skills such as time management, teamwork, and problem solving.
Teaching is a process that can be evaluated and improved.
I believe in my ability to improve as a teacher and in my ability to improve course content. By soliciting feedback from students and peers, I can engage in self-reflection and try new strategies when I do something that doesn’t work as well as I wanted it to. I look forward to a career where I can constantly find ways to improve.