However, I think Teacher Learner brought up an excellent point in his blog post. He mentions that these philosophies should be mentioned earlier in the course. As a bench research scientist, I often feel like I am ill-equipped to take part in these discussions. Mainly from the stance that I do not know all of these different philosophies of learning and teaching. Now put me in a debate on B cells, redox biology, and models for infective endocarditis and I will speak up! But, these types of discussions are hard for a scientist to engage in especially when context and background information are lacking. These discussions got me thinking about my future students. Oftentimes, first-year faculty are forced to teach general biology courses to non-majors. Therefore, the students often lack context and background information. It is my responsibility as the course instructor to try to engage all students. Maybe that takes an overhaul in the way in which the course is designed and taught, much like Craft felt like he had to do for the classes he taught. It seems that if I can engage more students it is well worth the extra work and effort.
Thanks for the link to my blog in your post :) This class certainly takes us into unfamiliar territory...but that's good, it means we are learning. I like you just feel as there's not alot I can contribute to some of the discussions as I didn't know some of the terminology being thrown around...I guess I know how a non-scientist feels if they were to sit in on some of our seminars or heck even how I feel when I sit in on a seminar outside of my specialty. It sounds like class is headed towards the hows of teaching and the research behind teaching and learning...so I am very much looking forward to that.
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