The world of science is ever changing as new discoveries expose unforeseen facets of the world or alter existing perceptions. However, this investigative dimension of science is rarely exposed to the undergraduate student. I believe this discrepancy prevents students from developing into scientists. Consequently, my ambition as a teacher of microbiology is to change the students’ perception of their role in learning so they too become investigators of science.

Students in microbiology classes are third- and fourth-year college students who have had several years of chemistry, biology, biochemistry, and genetics. While many students can define the study of microbiology, few understand just how intimately their lives are shaped by the discipline. “Do you know that there are more bacterial cells in your body than human cells?” When I ask this question of my students, I usually get many shocked and disgusted faces, but behind the initial response is intrigue. I believe my ability to captivate students with the true inquisitive nature of science and to share with them my passion for the discipline is essential for my success as a teacher.

Beyond fostering an environment of interest, I strive to provide a structured and organized classroom that stands as an example for each student. I believe college is a place to challenge students and force them to achieve their potential, while providing all of the tools necessary to do so. Therefore, I strive to ensure my students understand the concepts of the course and work with them both one on one and within group settings. As a means to gauge progress, I incorporate assignments that test the boundaries of students’ knowledge. I also integrate projects that further students understanding of science as a profession, and I teach the scientific method so that students can learn to question their surroundings. Many students are used to passive scientific learning, but to become a scientist, they must become active. While this quest is personal in nature, academia is a community. By encouraging a classroom open to discussion, students can learn that collaboration is essential for the advancement of scientific understanding.

All students have been taught by teachers, but few have learned how to teach themselves or their peers. I believe that by showing students how to answer their own questions about science through experimentation, they are shown how to continue a lifetime of learning.