As a scientist, I feel that my discipline is perhaps one of the least accessible and most poorly understood fields in academia. Science seems to strike fear into the hearts of the general public, which I feel is due to a great failure in the United States to provide a strong scientific education. Many students do not encounter biology or chemistry courses until high school, I know I did not, and whether or not that class is taught well is questionable. As an educator, one encounters not only fear and prejudice about science, but also wildly variable degrees of familiarity with the material.
Science is more than just facts and memorization; it is a battle against the unknown. In my classes, while I aim to give my students a firm foundation in the former, I hope to instill a sense of excitement and interest in the latter. In my experience the most successful and compelling instructors are unconventional. In their lectures they use engaging anecdotes and examples, and their enthusiasm and energy keep students’ attention. If anything, these professors could be likened to stage performers: storytellers, comedians or loose cannon rock stars. These classes were challenging, and you worked hard because you were wrapped up in the material and also because you hope to make your professor proud. In my teaching, I try to bring this level of energy and devotion to work each day.
As a teacher, my goal is to portray the facts in a clear, uncluttered way. The material should be taught in a streamlined, sequential manner, as it is hard enough to learn without the added confusion of an unclear lecturer. I understand that many students learn differently, indeed, I employ many methods to learn. Because I feel it is important to make the material accessible to a variety of different types of learners, I aim to present the material in varied forms. If I use PowerPoint slides, they will be accessible online, along with supplemental material that aims to get the point across. Indeed, minute long visual demonstrations of ideas and principles can be clearer than an hour’s worth of lecturing. Similarly, problem sets are often critical in order to learn how to directly apply material learned in lectures, as well as to prepare students for tests and guide their studying. I believe conferences in which students meet in a classroom setting to discuss problem set questions and work through sample problems encourages students to learn together, and from each other.
Clear guidelines and expectations are crucial in forming a good learning environment. I aim to make it clear that I expect honest, hard working students. I understand that science is not for everyone, and I respect students who try even if they feel they lack aptitude. I will do my best to provide a nurturing learning environment, and will always have my door open to help any student. However, I will stress that the bulk of the learning will happen on the student’s own time, when they engage the material in problem sets and studying. If problems arise with the material, I expect the students to have the initiative to ask questions or seek help from me or through other avenues.
To become a great teacher, I aim to teach in a diverse range of activities. As a teaching assistant in Biochemistry 302 at Duke, I single handedly graded homework assignments and tests, and led two conferences a week. Further, I crafted several structural biology lectures and paper discussions that paired with the course material. Alongside my teaching assistantships I participated in the MGM outreach program to go out into the Durham community and teach younger students about genetics. This experience was amazing and incredibly informative, it helped me seek clear and short explanations, and also took me out of the science bubble and reminds me how much the general public knows about science. Ultimately, I will work to be the best teacher I am capable of being, and that will take time, effort and experience.
Specifically, as a trained biochemist with a strong background in chemistry and biology, I am well equipped to teach general chemistry, introductory biology and biochemistry courses. My particular experiences would allow me to teach a course in structural biology, and contribute to courses on gene regulation and bacterial pathogenesis.