When I was a student, my interest in general chemistry was lacking, but the electric
pickle experiment sparked the mad scientist within me. As a demo to teach the concept of ions
and electricity, my group ran an electric current through a pickle for several minutes causing it
to glow yellow and emit a terrible odor. Every other week, a different group would perform a
similar experiment that would elucidate a particular basic principle of chemistry. These concrete
applications helped me understand the theoretical concepts presented by the professor and
books. One of the best things about being a teacher is witnessing this Ah ha! moment in my
own students. Teachers that can produce these moments will be the driving force that sets
colleges apart from the massive online courses that will be available.
Students are often challenged with learning a large amount of scientific theories and
facts and they struggle with trying to place how science relates to everyday life. I feel hands on
experiments are one of the best tools of active learning, as a way to show the importance of
science. This allows students to experience science themselves and make a connection. Students
will be able to propose experiments that further the studies performed in primary literature.
When I was co-instructor of a summer research course, we utilized a combination of both lab
and lecture. Through the lab, the students could visualize the genetic markers that were passed
down through the generations of flies. Coupling lab with lecture also allows students to get
experience with research by having their own independent projects.
With my teaching, students will discuss journal articles/current events and perform
experiments relevant to the current topic as a way to encourage class participation and
interactive learning. The Ebola outbreak was a hot topic during the time I was teaching anatomy
and physiology at Norco College, and I integrated a presentation on the event. Tying in current
events with the lecture material holds students accountable for understanding what they learn.
A teacher, like a good mentor, inspires students and takes an active role in the critical
thinking process. When I have one-on-one sessions with students I try to emphasize the scientific
method and what hypothesis-driven research means, so that students will understand why
experiments were done in addition to what was done. It is not enough to simply present
concepts to students. They must be able to interpret results and question whether conclusions
drawn from the data are well supported. In doing so, they will appreciate how science is a
process, not just facts.
In order to personally engage with students, I like to integrate humor into the lecture.
For example when discussing the structure of hemogloblin, which uses iron to carry oxygen, the
introductory slide had a diagram of a ferrous wheel. Jokes help students remember
information as well as bridge the gap between professor and student. This is particularly helpful
she enjoyed the class. These teaching methods have allowed me to witness many Ah ha
moments of my own students. My desire is for students to not only learn biology, but also
appreciate its complexity and beauty.