Statement of Teaching Philosophy

My teaching philosophy combines all of my roles at Illinois State University; teaching, scholarship, and service. I believe that all of these roles are intertwined and should be thought of as a whole. Thus, my teaching philosophy applies to all aspects of my University life as well as life outside the University, as I will demonstrate in this portfolio. Teaching is an activity I thoroughly enjoy and find nothing more rewarding than to see a student assemble some basic knowledge I have provided and apply it to a new problem. I see my primary function as preparing students to leave ISU and become successful in their future careers. As biological science is a very large field with many diverse opportunities, I have focused on three areas which I believe serve students well no matter what specialty they choose to pursue. These areas are: problem-based learning and critical thinking; technology; and communications skills.

Critical thinking: In order to succeed in science, students must be able to identify and solve new problems on a daily basis. Part of what I teach is that problem solving not only means using what they know, but also how to find what they don't know. Perhaps they will need to contact an expert in the field or search a literature data base for journal articles. Another part of what I teach is directed at assembling a base of knowledge and applying it in a new manner.

Technology: Many fields in biology, mine included, are constantly producing new technologies. To be successful, students not only need to know how to use existing technologies, but not be apprehensive to learn new ones. Introduction to and experience with technology, whether using WebCT for the first time or learning how to run the fluorescent microscope, builds confidence and makes students more comfortable.

Communications skills: Writing grants, journal articles, maybe even newspaper reports are just some of the tasks my students may face in their futures. Communication of scientific data is particularly difficult, often due to the technical nature of the material. Oral communication skills are also important whether one is a physician discussing treatment options with a patient or the CEO of a major pharmaceutical company talking with potential investors. I believe one of the best ways to encourage students to develop good communications skills is by giving them ample opportunities for practicing and constructive feedback.

As a teacher, one of my roles is to provide an appropriate learning environment for all of my students. I teach students to have confidence in their own ideas, while at the same time to respect the ideas of others. As a member of the graduate faculty, I have the additional challenge of many instances where I am teaching both undergraduates and graduate students with a large diversity in educational levels. I must cover the basics for the less advanced students and also keep the interest of the more advanced students.

I have divided the next part of my narrative into three sections based on the ways I interact with and teach students on a day to day basis. The subdivisions are Classroom Activities, Research Laboratory Activities, and Extracurricular Activities.