STATEMENT OF TEACHING AND PROFESSIONAL GOALS



STATEMENT OF TEACHING AND PROFESSIONAL GOALS

My teaching interests are varied and include ecology, evolution, mycology, botany, plant pathology, and medical mycology. Much of what I teach coincides and overlaps with my research interests. I enjoy teaching and sharing with students my fascination about the diversity of life contained in the natural world. I want to build awareness in students of how all living things are interdependent on one another and why intricate relationships among different species have evolved over time. I believe that biology students need to have a broad view of how all facets of biology interrelate with one another. The fields of ecology and evolutionary biology or "historical ecology" are excellent means for helping students to integrate much of what they learn in biology (e.g., morphology, anatomy, physiology, reproductive biology, genetics) into one coherent picture. For example, through careful guidance, students can come to recognize that the basic anatomical, morphological, reproductive, and physiological differences that exists between major groups of organisms (e.g., animals, plants, fungi) are a reflection of their strategies for obtaining food (e.g., autotrophism vs. heterotrophism).

A working partnership between the professor and student requires active participation in the process of learning by both parties. Students are usually receptive to knowledge if they are properly engaged by the instructor in activities that make them critically think about the subject matter. My style of teaching employs a number of strategies, in order to accomplish this task. I utilize lecturing, discussion groups, field and laboratory activities, reading assignments, research papers, handouts, experiments, films, and a lot of personal attention on my part in order to meet the educational needs of the student. When I lecture, I like to use analogies and examples, including props, to get facts, ideas and concepts across to the students. I believe that this is an effective teaching method because it makes the subject material more accessible to students by starting them off with something they are already familiar with.

I am interested in teaching students in the classroom and through example (i.e., research). Undergraduate and graduate research projects are great tools for helping students to gain a firm understanding of the "scientific method" and utilize critical thinking skills in developing conclusions based on available data and tested hypotheses rather than speculation. I believe that research is a creative process of discovery, and that the scientific method is one way that we learn more about ourselves and the natural world. I think that these experiences can be critical in helping a student develop positive attitudes towards science and motivating them to become lifelong learners.

As an Associate Professor at Arkansas State University, I want to help students develop competency in a broad range of research, laboratory and field skills, in order to foster a genuine interest in biology. By fostering this interest, I hope that students will take the lead in participating in outside activities that further develops them professionally (e.g., scientific research, biology education, wildlife or wildflower clubs, or nature photography).

The ultimate goal is to generate educated men and women. I see that this is of critical importance, because scientific knowledge, by itself, can be misused, if other aspects of a person life are not in balance and well developed. A student graduating from a biology program at a university should have an understanding of the relationships between science, technology, society, and human values. Undergraduate and graduate biology students need to understand that all major forms of life (e.g., animals, plants, fungi) exist as a diversity of species that have evolved over time to occupy a wide variety of ecological niches. Equally important, however, students need to understand how humans fit into this picture. Biologists can address this issue to a large extent, but knowledge of the arts, humanities, philosophy, and theology are also important, if we are to understand our impact and make wise choices as humans toward other forms of life on this planet.

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