As an educator, it is my primary goal to foster the development of science-literate citizens.

Today, it takes
only minutes to obtain the information necessary to answer a question. Instead of simply teaching content,
its my goal to help students learn to critically evaluate the source of the information, to apply it to new
contexts, to use it to synthesize novel ideas, and to be able to communicate to others. As a science
educator, I instruct future scientists, K-12 teachers, legislators, entrepreneurs, parents, healthcare workers,
voters, and more. Each of these individuals will need to be able to make decisions that require scientific
understanding as well as critical thinking and communication skills.

Im a biologist. Thus, when I heard learning framed as a biological process, it resonated with me.
Learning is physically the creation of new synaptic connections, connecting new dendrites to the existing
neural network. Within five minutes of learning new information, a dendrite begins budding and, with
use, will connect with the existing network of neurons in the brain. The more it is called upon, the better
myelinated the axon becomes and the faster repeated firings will be. If it is neglected, it will be lost. For
me, this clarified why learning strategies such as concept mapping, reflection, and case study are so
effective. These methods require students to identify the relationships between newly acquired
information and their current understanding. Because learning occurs in the context of a students existing
understanding existing neural network and no two students have precisely the same understanding, it
is vital that I provide opportunities for students to explore what they know, identify misconceptions,
synthesize connections, and strengthen them by use and application. It is my goal that my students
develop the ability to continue this process after they have left, to become life-long learners able to
obtain, contextualize and utilize knowledge from all their formal and informal learning experiences.

Research has shown that when students encounter information that conflicts with their current beliefs,
rather than addressing misconceptions, they often disregard the new information or alter it to align with
their current understanding. To remedy this, I identify pre-existing misconceptions, either directly with
pretests or leading questions at the beginning of class or indirectly by consulting the literature about
common misconceptions on a given subject. With this information, I can demonstrate a pertinent example
that contradicts their current understanding and allow them to develop an alternative explanation by
analyzing evidence. In this way the students are actively involved in identifying misconceptions and
revising their own understanding.

As a young undergraduate student, I thought that learning was a passive process. However, I learned
quickly that meaningful learning does not occur by osmosis. In contrast, the inquiry-based nature of my
graduate education was far more effective. Using the scientific process as a model, learning is most
effective when the students actively engage in identifying a question or problem, recognize a lack of
understanding, pursue the information, formulate hypotheses, explore these hypotheses, and communicate
the findings. I aim to replicate this process in the classroom. The value of the learning experience is
enhanced when the questions and motivation originate with the students rather than the instructor. As a
biology instructor, my learning outcomes for any course will obviously include some content
goals. However, other learning outcomes include skills such as identifying and using appropriate
resources, collaboration, communication through a variety of platforms, using reflection to solidify
learning, and using relevant technology. As a student myself, I have found that creating something is the
best way to learn. This can be achieved by allowing students to produce any number of products: a
website, blog post, tweet, video, image, song, portfolio or a number of other products. Each requires that
the student reflect on the knowledge, assess understanding, make connections and synthesize new content
from those connections. I will integrate these sorts of synthesis projects as outcomes. However, as no two
students are identical, I believe it is important to provide options through a homework menu, allowing
the student to feel empowered and in charge of their education by placing the onus on each student to
choose which product theyd prefer to create. Each option will require the student to reflect, integrate,
synthesize, and communicate, but allows for the student to choose the option they think works best for
their learning style.
The learning outcomes I have for my students involve the development of active, higher-order thinking
skills. For this reason, a traditional lecture approach would be ineffective in developing these skills.
Rather, I will utilize a flipped classroom. As a teaching assistant, I was able to flip the discussion section
of a cell biology course. I provided the material in the form of a worksheet with both content and
reflection questions, which they went through in advance, reserving class time for interactive activities
and discussion on difficult topics. In class, we first split into small groups of 3 to 5, because students tend
to be more comfortable participating in small groups, and then opened up the discussion as a whole
class. When we covered a chapter on genetics, the students reviewed the basic material from the book
guided by the worksheet prior to class. In class, we discussed genetic testing for Alzheimers disease: why
a person might or might not want to be tested, the likelihood of the individual having the disease based
on family history, what information the test provides, and what the implications and concerns might be.
This activity met three course outcomes: they had to have content comprehension, they had to
communicate with one another effectively, and they had to apply the content to a novel scenario.

The purpose of assessment is more than determining how to award grades in a course. Good assessment
should facilitate additional learning as well as informing both the student and instructor as to what
learning has occurred. I do not think that long exams are the best way to assess learning in a biology
course, as they do not contribute to the learning process, are unduly stressful and often too long for the
time frame. Assessment must align with the goals of the course and as the goals I have for my students
involve applying, synthesizing, evaluating and communicating, assessments such as writing, creating
products, group discussions and homework that demonstrate critical thinking skills are better suited for
my goals. All of these assessments would contribute to further learning, rather than simply determine a
grade. In addition, shorter, more frequent exams or quizzes will allow for assessment of content
understanding, both for me as the instructor and the students. Since I want to facilitate a positive
classroom environment where students are comfortable collaborating with one another and form
relationships, a curved grading style would not be conducive to creating such an environment. Grading
on a curve promotes competition, distrust or dislike amongst classmates, while providing a well-
communicated set of standards at the beginning of the course allows students to dictate their own success
and gain a sense of ownership of their education. Just as I value my students assessments of my teaching,
feedback for the students is very important. I would like to give feedback on all assessment, but
depending on class size that may not be possible. One way to make it easier is to do things electronically,
as the logistics of handing back hundreds of assignments with feedback is itself daunting. When work is
done in groups, I will give feedback to the group as a whole to reduce the amount of time necessary.

In order to assess the effectiveness of my own teaching and course activities, I will receive regular
feedback from my students. At the beginning of the semester, I ask my students to share their
expectations of the course and of me as an instructor and we compare those to my goals for the course so
that we are all on the same page and can manage expectations. This is a time where we can both lay out
our goals, see where they align and consider solutions for where they dont. At least twice during the
semester, Id like their feedback in an anonymous evaluation of the course and my teaching, so that I can
address student concerns. Additionally, Id like to receive more formal critiques and feedback from a
colleague at least once per semester.

As a current postdoctoral fellow, my formal teaching experiences are limited to a four-year teaching
assistantship during graduate school, guest lecturing for Cell Biology and Cancer Biology, and public
outreach events. I seek additional opportunities to stay abreast of current research in teaching and learning
in a variety of ways: primary literature, a monthly teaching meeting, teaching conferences, and online
courses and workshops through the Center for the Integration of Teaching and Learning. Years ago, I
learned that teaching invigorated me; rejuvenated my scientific curiosity. Connecting with students and
sharing something I care about deeply keeps me inspired in the laboratory. I will spend my career
seeking novel findings in the laboratory and new methods to better serve my students.