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Teaching Responsibilities 

I teach biology at the Uintah Basin Regional Campus (UBRC) of Utah State University.  The UBRC neighbors the Uintah and Ouray reservation in Fort Duchesne, Utah.  My own estimates of underrepresented students enrolled in biology courses at the Uintah Basin Regional Campus are approximately 5% Native American and 5% Hispanic.  We serve many students who are nontraditional and/or place-bound by career or family commitments in this rural community (see http://www.usu.edu/greats/alumni/index.cfm?article=30235 for an example).  Many courses at the UBRC are delivered via distance technology (IP video conference or online).  

I am responsible for teaching 9 credit hours per semester.  I have taught six different biology courses in the past five years, including introductory non-science majors and pre-allied health courses as well as upper-level biology courses and two courses outside of the College of Science (hiking, and a section of a special topics course in education for public school teachers). 

Table of Courses Taught  

Course Level 

Course Name 

Number of Students 

Type of Students 

Biol 2060

Elementary Biology

10-20

Pre-allied health

Biol 1610, 1620*

Biology I and Lab

10-20

Biology and wildlife science

Biol 3200

Principles of Genetics

8-12

Biology

Biol 3300

General Micro. w/lab

8-12

Biology

Biol 5210

Cell Biology

4-6

Biology

Biol 5330

Virology

4-6

Biology

Biol 1010

Biology and the Citizen

20-100

Concurrent Enrollment High School Students (Dist. Delivery)

Biol 5800

Undergrad.  Research

1-2

Biology and wildlife science

   *I will teach this course for the first time fall semester 2009.

 

Professional Development and Goals 

 My professional goal in teaching is to contribute to the improvement of undergraduate education in biology through scholarship.  In my own classroom, the most influential training that I received to increase learning was at the 2007 National Academies Summer Institute on Undergraduate Education in Biology (NASI).  My experience with the NASI profoundly influenced my teaching philosophy.  I learned about scientific teaching, in which teaching is approached with the same rigor as research.  The SI gave me a conceptual framework in education: to articulate my accomplishments; to build on the foundation of my existing program; and to reflect on and revise it in a more cohesive and effective manner.  I studied the scholarship of teaching and learning and how to evaluate teaching for the preparation of my promotion and tenure materials submitted this fall.  In the short term, my professional objectives are to: reform the introductory biology course; investigate better metrics for assessing student learning outcomes; identify challenges to recruitment and retention of majors in the biology program at the UBRC; and design studies to assess the effectiveness of my teaching efforts. In the longer term, I hope to develop a network of education research collaborators and to publish my work.  Acceptance in the Biology Scholars Research Residency Program will be invaluable in achieving these goals.

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