Chandra D. Carpenter

Department of Microbiology
1000 Cedar St
University of Georgia
Athens, GA 30602

contact: chan2@uga.edu

Teaching Philosophy

The field of science, especially life sciences, is an ever-changing field that affects our lives daily; therefore, it is important for everyone to have a basic knowledge of science in order to be more scientifically literate in a world that inundates us with medical issues and technological advancements. While teaching general biology, I noticed that several students would come into class assuming that they were unable to learn anything scientific. This upset me because too often people believe that science is seemingly beyond their capacity to understand, and this is not the case. Showing students that science is fun and interesting is one step toward boosting the scientific literacy of the general public. To increase student interest in science I am accessible, I engage student interest in the subject, and I present the material in a way that focuses on the “big-picture” rather than memorizing facts.

I believe students should be unafraid to ask questions, as this allows for clarification on confusing topics. I have had several students that start a question by saying “This might be a stupid question, but…” I assure my students that no question is stupid, and that having a questioning mind is imperative in learning. I offer my time outside of class as well, hoping to encourage students who are reticent to speak out in class to meet with me and seek clarification. When students become more comfortable asking questions in class, I have noticed that they will begin asking for further information about a topic being discussed - information that I had not even planned on introducing. By being approachable, I help students learn even more detail about a topic than originally planned.

To increase student interest in a topic, I present the material with enthusiasm and point to its relevance in everyday life. Students respond better to learning something that impacts their lives rather than just random facts. For example, while teaching about the usefulness of bacteria, I remind my class that the yogurt they ate at lunch was actually created by bacteria. By being enthusiastic and trying to relate what we study to everyday life, students get more interested in science and start to believe that maybe it is not as difficult to understand as they once thought. Once their interest has been piqued, I strive to maintain their curiosity by continuing to relate what they are learning to its significance in their lives.

Students get overwhelmed with scientific jargon and spend too much time trying to memorize facts rather than learning processes. To alleviate this issue, I introduce terminology as it relates to the issue rather than simply expounding on definitions. When presenting a complicated scientific process, I break down the topic into several small pieces. After learning the detailed steps of a process, the students can take a step back and better understand the big picture.

For me, teaching is a wonderfully rewarding experience. I love seeing students’ eyes light up when they finally understand a topic that they once thought was impossible to learn. In order to be an effective instructor, I will continue conveying difficult subject matter in an easy-to-understand manner while indicating its relevance to students’ lives.