
I am extremely lucky that I can honestly say I love my job! I have been able to design and implement 3 undergraduate courses at Oregon State University including (z351) Marine Ecology, (z352) Marine Ecology Laboratory, and (z461) Invertebrate Biology. I am currently teaching two courses for the winter and spring quarters here at OSU: Principles of Biology Bi21x series and Honors Principles of Biology Bi21xH. I am looking forward to working on another two courses for the Integrative Biology department!
I believe that students learn best from each other and from practical experience, so I try to limit lecture time in favor of directed learning. Students need a guide as much as a lecturer and I prefer to act as a bit of both leading them to make their own discoveries to experience the thrill of science. Therefore, I try to incorporate projects and alternative assessment into my courses. I have taught an invertebrate biology course at Hatfield Marine Science Center the last 2 years and have designed a molecular phylogenetics component to provide students with hands-on molecular biology training working with an animal group of their choice. One student chose to sequence DNA from the hydramedusan Polyorchis penicillatus, and created a novel sequence not found in international databases. She was then able to submit the sequence so that it can be used by the scientific community at large. Well done Kaelie!
I also believe in incorporating the scientific method in all my classes to encourage critical thinking of the resulting data presented in class and text books. I designed in class group work assignments examining and building upon the primary literature (see example at bottom of the page. This example accompanies a paper from Joseph Pawlik's group).
This last summer I also organized scientists from multiple government agencies and aquariums to come talk to students about their career paths and educations. These professionals provided candid and refreshing takes on what you can do with a biology degree outside of academia.
I believe that students learn best from each other and from practical experience, so I try to limit lecture time in favor of directed learning. Students need a guide as much as a lecturer and I prefer to act as a bit of both leading them to make their own discoveries to experience the thrill of science. Therefore, I try to incorporate projects and alternative assessment into my courses. I have taught an invertebrate biology course at Hatfield Marine Science Center the last 2 years and have designed a molecular phylogenetics component to provide students with hands-on molecular biology training working with an animal group of their choice. One student chose to sequence DNA from the hydramedusan Polyorchis penicillatus, and created a novel sequence not found in international databases. She was then able to submit the sequence so that it can be used by the scientific community at large. Well done Kaelie!
I also believe in incorporating the scientific method in all my classes to encourage critical thinking of the resulting data presented in class and text books. I designed in class group work assignments examining and building upon the primary literature (see example at bottom of the page. This example accompanies a paper from Joseph Pawlik's group).
This last summer I also organized scientists from multiple government agencies and aquariums to come talk to students about their career paths and educations. These professionals provided candid and refreshing takes on what you can do with a biology degree outside of academia.

howtoreadscipaper.pdf | |
File Size: | 270 kb |
File Type: |