SUMMARY OF TEACHING PHILOSOPHY & GOALS

 

We are more easily persuaded, in general, by the reasons we ourselves discover
than by those which are given to us by others.   Blaise Pascal

 

            This maxim of Blaise Pascal encapsulates the basic philosophy underlying my teaching at all levels –  to foster inquiry and self-discovery. In the realm of undergraduate science and mathematics education, new pedagogies have emerged that are challenging the reign of "traditional" science courses.  Traditional courses have tended to focus on historical certainty, theories and laws, facts and answers, student memorization, and a course-centered mastery of scientific techniques.  The new pedagogies promote alternative approaches to teaching science that are rich in inquiry-based activities and focus on current uncertainty, hypotheses and ideas, knowledge and process, student discovery, and the development of a foundation for life-long learning that values the scientific process in everyday living. While this kind of learning is what graduate science training is all about, I have sought to transfer it to lower division classes for non-science majors to more accurately represent what science is ‘in practice.’  In my undergraduate teaching and curriculum development activities I have attempted to encourage the self-discovery Pascal describes by providing more opportunities for active learning and collaborative learning by my students. I have also embraced a teaching style that is more sensitive to student learning styles, seeking to show them that scientific questions and answers may be approached from a variety of perspectives and that science has relevance and application in their everyday lives.  Finally, I have tried to be a pedagogical change agent on campus by involving myself in groups that promote new learning methodologies and technologies.

 

My continuing goals to improve my teaching are: (1) to better define learning objectives and outcomes in each of my courses, (2) to develop ways to more accurately assess the amount and quality of student learning, (3) to continue to educate myself about teaching philosophies and methods that are effective by participating in faculty development activities, and (4) to better develop active learning, collaborative learning, and effective technological and multimedia enhancements in both my undergraduate and graduate classrooms.

 

To better assess some aspects of student learning, I have participated in a science education assessment study that tested whether students' conception of science and their attitudes toward science changed after taking my NATS 101 Introduction to Global Change course (Science Education Assessment Project, P.I. Julie Libarkin).  I have also focused my efforts on developing computer-based, interactive learning environments for the NATS 101 course.  I redesigned the course around the WebCT (CT = "course tools") platform, which the UA began to offer for faculty use in a pilot program in summer 2000.  The WebCT tools I now use in the course -- online self tests, quizzes, discussion board, gradebook, etc. -- have been well received by the students.  WebCT provides an extremely effective way to offer a variety of learning tools outside the classroom to supplement and enhance students' in-class learning.  In Spring 2000 I also experimented with synchronous, online, virtual class meetings with the honors section students, using the "Old Pueblo Moo" dynamic learning environment and found it a fun and effective mode of student interaction.  An interactive "chat room" tool available in WebCT  will allow me to use this mode of student learning again in the future.  Probably my most successful teaching innovation this past year has been the introduction of a new kind of test form (IF-AT form) into the NATS 101 course.