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What I do now
I am an academic specialist at Arizona State University. What does that mean? I spend my time advising students on coursework, collaborating with learning resource centers on campus, managing the School of Life Sciences Learning Resource Center, working on course scheduling, and helping promote the school and our undergraduate program. I've become an academic "jack of all trades." I find working with students in any capacity very rewarding. I've moved from herding 800 students through labs to a regular one on one interaction with students who are preparing their next schedule or examining their options for graduate school. Every student I meet has a story and is successful in someway, irrespective of GPA or volunteer hours. I really like my job! |
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What I did then
I was the Laboratory Coordinator for the Introductory Biology for Majors Courses at Arizona State University. At many universities there are specific classes that are required by a particular major. To major in Biology (or a related field) at ASU, you must go take 188 and 187. Generally speaking, one course covers the "macro," while the other course covers the "micro." Example topics of 187 (also called 182 at the community colleges in town) are; ecosystems, population genetics, systematics, and evolution. Example topics of 188 (also called 181 at the community colleges in town) are; human genetics, cells, macromolecules, photosynthesis, respiration. These classes usually have a lot of students in them; ASU runs labs 5 days a week, from morning to night. My position requires that I do the regular laboratory maintenance stuff, like ordering supplies and scheduling labs, but also allows me to delve into curriculum development and teaching assistant training. There is also a need to introduce and incorporate technology in the classroom. This ranges from electronic systems for pop quizzes in the classroom for evaluative purposes to grade management online and basic computer training in the laboratories. I work with students, faculty and staff members to guarantee the exceptional Biology experience students at ASU deserve. |
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Biology 181 (Introductory Biology for Majors, focus on Molecular Biology) Biology 182 (Introductory Biology for Majors, focus on Ecology) Molecular Biosciences and Biotechnology |
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I have had the pleasure of teaching introductory Biology laboratory to over 200 students during the course of my four semesters of teaching at Arizona State University and one semester at Mesa Community College. I enjoy the challenge of motivating students to a higher level of interaction with one another and with the subject of Biology. I have spent many hours designing laboratory sections that would entice students with such things as graphical interface, knowledge challenges, student presentations, and real world applications of the topic. During my first year teaching, I spent time incorporating the internet as a tool for the students to delve into a topic. Laptop computers with internet connections are available to all BIO 187/188 students at Arizona State University and Mesa Community College. Students today are internet savvy, but steering them to correct, understandable information remains the objective. The internet, if used appropriately, is the most recent and up to date information available in Biology. The information is often provided as text, graphical, and auditory interface, which appeals to the different learning styles of students. The internet also provides a way for students who think linearly and non-linearly to explore ideas in their own way. When unable to utilize technology in the classroom, I work with my students on all the levels described above to take the information learned in lab to the “next level.” I address different learning styles by incorporating the following formats into my laboratory time; lecture, demonstration, question and answer, discussion, writing on the board to emphasis points or results, and hand outs. I also have maintained a website for my classes in the past, to follow up on ideas presented in laboratory and visit specific, helpful areas of interest on the internet. The website information is supplemental and not necessary to perform well in class. My lecture assignments are designed to integrate into the laboratory experience, again using technology in an responsible way. Bringing what we learn in Biology back into our daily lives is integral in creating independent and critical students of Biology. My class writing assignments ask the student to not only apply their knowledge to the topic, but to create an opinion on the topic. I learned early on in my short career, that a personal relationship with my students not only prepares them for further interaction with professors, but increases their overall confidence in learning. I encourage all of my students to visit me during office hours, even going so far to require personal visits for participation points. I have also encouraged students who are struggling in class to spend extra time with me outside of class time. I have seen the dramatic improvement of several of my student’s grades as a result of a 10-20 minute weekly meeting. My teaching philosophy is summed up by stating that integration of technology resources, emphasis on fundamentals of learning that are directed to different styles of learning, and a personal interaction between instructor and student are key to unlocking student potential. |
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Teaching History
I am the child of two teachers. My mother is an elementary school librarian, who spent my youth torturing me by substitute teaching at my school. My father is a University lecturer and will literally die with his boots on. As a result of the youthful need to rebel, I have never imagined myself fulfilling the "Farmer" legacy. I discovered my enthusiasm for teaching while in graduate school at Arizona State University. I was a teaching assistant for all five semesters it took me to graduate. Four of those semesters were spent in a Biology Laboratory. The other was spent answering Biology questions through an outreach website at ASU. By the time of graduation I had transitioned from wanting to become a "lab rat" to "teacher". I was hired by Mesa Community College to teach Introductory Biology for Majors (BIO 181) a day after I graduated. I have never been more tired in my life. The job is exhausting. In the same breath, I had never been so emotionally fulfilled by a job. I loved it. I also had a great bunch of students who kept me on the straight and narrow. As a result of my time teaching, I have compiled some interesting packages of information that might be useful to other people who teach Biology. Follow the links below for more information. Please remember that teaching is not about "making the grade," rather it is, "have you learned something?" I have no "traditional" education in education, and my experience so far has been with students continuing in the field. As a result, my teaching philosophy tends to focus on real world application of Biology and utilizing technology in the classroom to advance knowledge. These two items boil down to 1) why do you need to know this? and 2) can you find something in the media (movies, television, internet) that you understand the meaning and implications of? |
Example Class Assignments
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Example Laboratory Exercises These exercises were developed over the summer of 2002 at Arizona State University, under the supervision of the Director of Undergraduate Research Programs. I developed the following laboratory exercises from pre-existing exercises in the Biology 187/188 curriculum. Photosynthesis and A Mountain have been modified from the original laboratories, while Human variation is a completely new laboratory. Please use the downloadable pdf files for educational purposes only. Feel free to email me with laboratory exercises you have made, modified, or want to share.
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