ASM events
This conference is managed by the American Society for Microbiology
Table of contents
  1. 1. Background



Teaching responsibilies:


Teaching at Trinity has provided me with the opportunity to teach Introductory Genetics (BIOL 241), General Microbiology (BIOL 441), Cell and Molecular Biology (BIOL 341), and Ecology (BIOL 351) to biology majors, and Microbiology for the Health Professions (BIOL 130) to students intending to declare a nursing major. For each course I work to tailor the pedagogy to meet the needs and interests of the students. One example of this is that I use different strategies to facilitate learning when teaching General Microbiology (BIOL 441) to students majoring in biology, compared to teaching Microbiology for the Health Professions (BIOL 130) to students intending to declare a nursing major. For instance, in teaching Microbiology for the Health Professions, I emphasize the impact of microorganisms on health and disease more heavily and introduce microorganisms based on the diseases they cause. In contrast, when teaching General Microbiology (BIOL 441), I expand the discussion of the significance of microorganisms beyond health and disease to highlight even greater diversity and environmental impact, and I introduce microorganisms based on taxonomic relationships. Teaching microbiology to both groups of students also gives me an opportunity to compare using specific pedagogy for each student population. In the fall, I will teach Biology of Women (BIOL 219) for the first time.






Teaching challenges: 

Implementing meaningful assessments to measure student learning and identifying the most effective teaching strategies is one challenge I face. Small class sizes make it difficult to achieve statistically relevant data. Another challenge is balancing teaching a breadth of topics and still achieving adequate depth. Given the vast amount of topics relevant within each course and the limited time, it is difficult to teach both a large range of topics and achieve the necessary depth for each. Furthermore, using strategies such as case studies also increases the amount of time spent on any given topic. It is therefore critical to determine whether spending increased amount of time for topics in a way that is designed to “engage students” is improving student learning. 

Professional development goals: 



One of my short term professional develop goals is to develop clearer, more detailed methodologies for collecting assessment data relevant to answering pedagogical questions. Developing such strategies will help me achieve my goals of conducting research in biology education.   

Tag page
You must login to post a comment.