Teaching Statement
As a Biochemistry professor, my goal is to give students an appreciation for the complex chemical processes that transpire in each of our cells every day. By the end of the course, students should have an in-depth understanding of proteins, the machines that carry out these processes. This includes how cells code for and create proteins, the mechanism by which proteins are able to catalyze chemical reactions, the delicate balance of protein folding, and how disrupted proteins can lead to disease.
Teaching and Learning
While most of this information can be found simply by reading a text book, my course strives to allow students opportunities to integrate these facts through higher order problem solving, since a career in science will require such skills. Students will remember and be excited about the material when they are actively involved. Lectures include the students copying down structures and reactions as they are written on the board to enhance their comprehension; only a topic outline will be provided before class to encourage students to take contol over their learning. In addition, each of my lectures involves some type of activity in which the students participate. These activities keep their attention as well as allowing the students to take an active role. Minute papers and PRS questions, for example, give students a chance to reflect on the material as well as provide me with some instant evaluation of their understanding.
Learning through Interaction
Students must be engaged in multiple settings to truly integrate the material. The use of groups, both on specific projects and to answer pop questions during class, allows students to gain confidence in their understanding through discussion with their peers. Being able to teach the material to another allows a deeper understanding of the material.
Progress Assessment
Individual progress is measured by weekly online quizzes covering the basics from lecture. Students must therefore review the material on a weekly basis, helping them to retain critical facts. Comprehensive exams will also be administered several times during the semester. Free response questions challenge students to process and apply the basic concepts to relevant problems. In addition, students will have the opportunity to participate in projects that require them to analyze a specific protein and produce a work combining structural, physiological, and biochemical data. These will be evaluated based on an available rubric.
Teacher and Student
The Japanese word for teacher, "sensei," literally means "one who has gone before." As a teacher, my goal is to act as a guide for students to become professionals in the field. An important aspect of this approach is letting the students explore the topics for themselves. I provide them with the tools to explore the topic on their own, and leave myself available for questions.
Teaching and Technology
The recent increase in available technology provides exciting avenues for engaging students. Websites provide an excellent method for posting assignments, providing handouts, administering brief quizzes, and allowing students to discuss concepts and ask for help. Personal response systems (PRS) allow students to participate and get feedback even in a large classroom setting. Web tools such as the wiki can help students coordinate during their group projects. Protein-specific web tools, such as KiNG, assist students in visualizing relevant three-dimensional structures. Even recreational web tools, such as YouTube, may be used as plaforms for projects to engage students. The modern-day student uses technology constantly, allowing us to easily incorporate useful tools into the classroom and beyond.