Will Duncan
Ph.D. Candidate
Institute of Ecology
University of Georgia
Teaching Philosophy
Students often come to science classes to get a science credit. Fewer are driven to learn. My responsibility and goal as a teacher is to inspire all students to develop the desire to learn and an ability to think analytically. I challenge my students to think by creating an atmosphere conducive to interaction with their environment, their peers, and with me.
Most students demonstrate learning by fact memorization and fact regurgitation on exams. This is not unlike bluefish consuming minnows until they must disgorge the undigested contents of their stomachs. It requires relatively little thinking (digestion) and is not learning. To ensure learning, I place heavy emphasis on integrating classroom activities with real-world experience. The lectures and discussions provide the necessary "tools" for understanding their environment. Whenever possible, I take classes to the field so they may directly apply their new set of tools. My strategy is such that students not only learn about the science, but they actually do the science while there. This not only guarantees the student’s engagement with the environment and me, it ensures learning.
I make every effort to know each student’s interests, abilities, and background. By doing so, I let the students know that I am interested in their well-being and their academic performance. Ultimately, this promotes an atmosphere favorable to conversation and sets the stage for free and constructive discussion and debate of hot topics. Opportunities for this type of communication are rare for most undergraduates, and I firmly believe that students learn analytical thinking skills through this form of interaction.
Of the many learning tools that I provide my students, one of the most valuable is the evaluation process. I challenge my students to submit well-written reports, prepare conference quality research posters, and draft research proposals that synthesize the lecture material and fieldwork. This provides them the opportunity to develop a vested interest in the project and demonstrate their understanding within a larger environmental context. Throughout this process, the constructive, thoughtful feedback that I provide ultimately empowers students to write well and think analytically. I know this to be an effective formula, as students often evaluate my approach as challenging, yet rewarding.
Students are continually adapting to a changing environment, changing technology, and new ways of learning. As such, professors carry the responsibility of evaluating their effectiveness and updating their teaching methods. I often solicit verbal feedback and anonymous critiques from students regarding the lecture and lab content, my teaching approach, and alternative uses of technology. Student input is taken very seriously and their input is used often to revise my teaching methods. It is through these interactions with my students that I stay engaged in their learning process and that I continually update my teaching formula.
To summarize, my goals as a teacher are to empower students to develop a desire to learn, think analytically, and be engaged community citizens. I want the tools and experiences that I provide my students to enable them to be good environmental stewards. I want to empower them with the ability to effect change within their communities long after their college years.