My teaching approach incorporates methods to effectively teach science to both science and non-science majors. I believe strongly in making science accessible to everyone and in cultivating both future scientists and informed citizens/citizen scientists. My approach focuses on developing quantitative and scientific literacy. To cultivate this in the classroom I rely on collaboration, evidence-based design, and creating a safe learning environment.​

​

I developed this approach through experience in the classroom and continued education that focuses on the science behind teaching and teaching best practices. The methods I focus on to help students develop quantitative and scientific literacy play a large role in my current teaching practice and will help guide my approach for future teaching opportunities. 

​

Download a PDF: Teaching Philosophy

​

Or Continue Reading....

​

Statement of Teaching Philosophy

​

     My teaching approach focuses on current research and practices in science and interactive teaching. I have committed ample time and energy towards my continued education and development as a teacher, gaining valuable practice in interactive teaching methods and in course development. I work to create a learning environment where students gain both scientific and technical knowledge and skills while also improving their professional skills throughout the class during group work. I aim to provide scientific content in real-world contexts to prepare future scientists in their field of study and to provide a basis for the non-scientist to understand changes in the world around them. In order to accomplish this my teaching practice focuses on (1) quantitative and scientific literacy, (2) collaboration, (3) evidence-based design, and (4) a safe learning environment.

     During my teaching career thus far, I have taught classes that teach science to non-scientists and non-major scientists in a related field. One challenge related to this is figuring out how to meet the different needs of the scientist and non-scientist within the same class while still covering primary course topics. One way to do this is to work on fostering quantitative and scientific literacy. This can be accomplished by incorporating group work, case studies, presentations, and data analysis into class work. These kinds of activities teach students how to analyze data and think about complex multi-faceted problems from a variety of perspectives (i.e. as a scientist, policy maker, business person, citizen), while still covering core course topics. Not only does this provide students with basic knowledge and quantitative skills, but it gives students a better understanding of scientific content, the relevance of science to society, and the necessary skills to effectively analyze and interpret scientific data. During the hydrogeology unit in the Introductory Geology Lab that I teach students work with “ant-farm” hydrogeology models and consider a case study where dye that is injected into the models serves as a visualization of a contaminant moving through a groundwater system. Students still learn the basic terminology, concepts, and math needed for the hydrogeology unit, but this provides an interactive activity that is related to many students’ interests, showcases the complexity of these issues, and allows for students to collect data and interpret what processes are occurring in real-time. This sort of activity provides the knowledge base for a future hydrogeologist, a better understanding of the science behind contaminants in the subsurface for a future environmental policy maker, and relevant information for a future concerned citizen who reads a news article about contaminated groundwater in their home state. These activities are further supported by assessment methods that require students to work with data and think about scientific concepts in more than one context. This encourages students to not only memorize facts and theories, but to instead learn how to apply them in different situations, demonstrating their scientific knowledge and literacy. Teaching science in a way that provides perspectives which are important to students from a variety of backgrounds is extremely important to make science more accessible to everyone and to improve learning outcomes.

     Collaboration between students plays a large role in my approach. When students work together, they teach each other, problem solve together, and cultivate valuable skills such as accountability, patience, and cooperation. Group work helps keep students on task in class, there is often only one instructor in the classroom, and by working together students can use each other’s strengths to work through roadblocks together and make progress without being stuck until they can get help from an instructor. This provides the added benefit of keeping students engaged and actively thinking and working with the material during class. During the Geology and the Human Environment Lab I teach, students regularly go out to the Red Cedar River on Michigan State’s campus to collect water, soils, and other samples for the lab. Within their group, students would each be responsible for a certain task such as sample collection, sample characterization, recording data, and equipment and time management. Each student must successfully complete their role in order for the group to succeed. By the end of the class students have worked together to interpret their data and answer some basic questions and are prepared to complete their final write-up that is due during the next week’s class period. Student collaboration during group work allows for students to work through complex tasks they likely could not complete on their own during class time and to gain valuable experience with the course material and working with others.

     Evidence-based design plays a role in my teaching in two different ways. First, I work to incorporate scientific data that provides evidence for the concepts we are studying. Second, I utilize formative and summative assessments, and formal and informal surveys to determine student progress, areas where I can improve, and areas where activity design needs to be reconsidered to help students better understand concepts. During the Introductory Geology lab that I teach, students work with maps, rock and mineral samples, and other geological data to make conclusions about geological processes. By analyzing data and samples, students can see geological concepts in action and make better sense of them. During the lab I use formative and summative assessments to gauge whether students understand the lab material. Formative assessments allow me to gauge student understanding during each lab period, and summative assessments address their overall understanding of the topic covered each week. Twice over the course of the semester students completed informal surveys that addressed how pre-lab activities and lectures aided in their preparation and ability to complete each lab. Feedback from students let me assess areas where the course design was working well and areas where it needed improvement. I use evidence-based design to provide my students with a more authentic scientific experience and to evaluate areas where students need more instruction, or the material needs to be presented another way.

     Creating a safe learning environment is the final aspect of my teaching practice that is vital to success in creating an interactive and dynamic classroom. For students to have the best learning experience they need to be comfortable and willing to make mistakes and ask questions. This is often not the case, as students often only feel comfortable answering questions if they feel certain that they know the right answer. While we certainly want students to learn the right answer, it cannot be expected that they will do so right away. Personal experience has taught many of us that some of the best learning moments are the result of making a mistake. It is my responsibility to make students feel comfortable in the classroom, and to help students with different backgrounds and experiences feel confident that they will be treated respectfully and fairly by myself and their peers. Successfully doing so will create an environment where students are willing to bounce ideas off each other and myself, and to gradually edit their understanding of a topic as they work through misconceptions and other challenges along the way. If students are comfortable in the classroom, they will be more involved with their group work and class materials, and they will be more willing to provide honest feedback about the course. Creating a safe learning environment results in a setting that allows the other core aspects of my teaching practice to be successful.

     My teaching approach focuses on quantitative and scientific literacy, collaboration, evidence-based design, and a safe learning environment. I have developed this approach through experiences as both a student and instructor, and as a participant in workshops and continued education on the subject. My teaching reflects these practices, and my students leave my class with a better understanding of the world around them and skills and knowledge which will serve them well in their future career and life.