Some Thoughts about Teaching
Education is one of the most complex of our cultural endeavors. Each student receives and processes
information in ways that are subtly, or not so subtly, different from
others. Some are linear thinkers, and
need to have information presented in a set of logical steps. Others need to see the whole subject at once,
and then to place each bit of new information into the framework. Some can learn as material is presented, and
others prefer to review after the initial exposure. Some benefit from the give-and take of
discussion, but others may feel intimidated.
There are those who need to take notes during a presentation, and those
who prefer to concentrate on the discussion without the “distraction” of
writing. We need to consider these
differences as we construct courses.
Furthermore, as students progress through their academic experience, their
needs change. Initially, they may be
presented with large lecture courses, to develop the background that is
necessary for deeper study. They then
take smaller courses in which they need to be able to discuss and analyze
advanced material. Finally, they move
towards independent scholarship, as they take on individual research projects,
and some proceed to graduate school, with growing independence.
The task of an educator is to
probe each of the pathways and find the ones that are most effective for the students
and subject at hand. In the sciences
this is particularly challenging, because some courses must, by their very
nature, convey large amounts of information, and others may be more concerned with
the methods of investigation –the analysis of experimental data, the value of
skepticism, critical thinking.
My approach to lecture
courses, then, is to use as many of the different ways of presenting
information as possible. I offer a
detailed syllabus in advance, with topics and recommended readings. In the syllabus, I stress that the readings
are a guide, and not specific assignments, so that those students who wish can
look further. My lectures are
constructed as a mixture of humor, anecdote, and serious data. I generally start with a cartoon that is
relevant to the subject under discussion.
The cartoon is put up as the class assembles so that they have something
to think about while waiting for the lecture to begin. I often use a historical approach to
illustrate the progress of science.
Experimental rationales are offered, along with the errors that were
made along they way. Since science is a
philosophy as well as a collection of data, I feel that it is important for
students to understand the process as
well as the final results. The materials
are illustrated with images from the text and other sources, as well as
animations and videos when appropriate.
As I present the data, I also introduce some information about the
people who were responsible for the work.
The students seem to appreciate understanding that there is a real world
that impinges even on the “pure” scientist.
My hope is that each of the different bits I provide as ancillary
information serves as a mnemonic to help the students order the complex
topics. I have also taken advantage of
various technological approaches to enrich the lectures. This approach leads to lectures that are for
some students less linear than they would like, and I try to accommodate them
by summarizing the main points of the lecture at the end, or at the beginning
of the succeeding lecture.
I try to establish a
relationship during the lectures in which students
feel that they are respected colleagues, and that they have the right to ask
questions at any point. This can be
difficult in a large class, so I make sure that I spend time after each lecture
to talk to the groups that remain afterwards.
I also make it clear that my office is open at any time for students to
come for discussions. Students can send
me messages at any time. At times, they
are surprised to receive answers at 1 am.
I carry similar approaches
into the smaller advanced courses as well, with an increasing emphasis on
student participation.
I believe that at the
advanced level, graduate students need to be exposed to a broad array of
techniques to allow them to conduct their research. For that reason, I have offered a series of
courses that address specific research approaches. When I first arrived at
More recently, I have offered
a course in Advanced Techniques of Microscopy, a subject that has complex theoretical
as well as practical aspects. This
course is divided into lectures and laboratory portions, and the students are
given their choice of a project for completion.
The course ends with a class presentation by the participants.
I have taken great satisfaction
from my work on an individual basis with undergraduate honors students and
graduate students. Over the years, I
have guided more than 30 undergraduate students through independent research
projects. Two of them, Russell Buono and Bashar Hanna continued
in my laboratory as graduate students, and now have successful academic careers
of their own. For all of these students,
my goal is to allow them to find what interests them, and then to help them
find the solutions that they need. I try
to develop their creativity and investigative skills by initially assigning
them to ongoing projects in the laboratory, and then, when they have become familiar
with the system, allow them to follow their own questions. This
has resulted in a set of Ph.D. theses that have topics that range from cells in
culture, to oxygen metabolism, to monoclonal antibodies, and apoptosis. Each one of these is a complex area, and the
students have become masters of their fields.
To my mind, the highest goal
of education is to provide the stimulus and opportunity for students to extend
beyond the material. It is necessary to
be sensitive to differences in learning style, and to attempt to reach as many
of the students as possible, so that they can become excited by the subject. This includes experimentation with different
modes of presentation, developing a balance between the theatrical and the
subject content, and using technology when appropriate. Equally important is to establish a rapport
with the students based on respect for their efforts.