Beyond Bio 101: The Transformation of Undergraduate Biology Education.
HHMIContentsResources

Faculty Voices




If the faculty is not committed to research, if it's not a part of their life, the chances of communicating that interest to students in an effective way are minuscule. --Stephen Arch, Reed College


At 2:30 in the morning we had 217 students who were on our network. When you have an eighth of your student body on the network at 2:30 in the morning, there's teaching and learning going on, and the faculty don't have to be physically present. --Martha Crunkleton, Bates College

Even in advanced courses, students haven't been taught to think. Now we're getting accused of changing the rules. But you get past that. And sometimes, long after a course is over, you hear back from a student that that course was the best they ever took. --Paul Williams, University of Wisconsin-Madison

As department head, it's my responsibility to match the faculty with the situations where they can teach best. I don't think it's important for everyone to teach freshmen. But it's up to the department head to see that all teaching is performed with distinction. --Michael Wells, University of Arizona


We don't share enough of what we do in our teaching. We need to discuss teaching and learning and share in the same ways that we share our scientific scholarship. Each of us shouldn't have to reinvent the wheel. --Jay Labov, Colby College		  

We wouldn't consider ourselves good scientists if we didn't keep up with what's going on in science. The same should be true when it comes to education. --Sondra Lazarowitz, University of Illinois at Urbana-Champaign

There's no way you can cover all of biology, or any other field. So the important thing is to teach the skills and thinking processes that enable students to use information. --Jo Handelsman, University of Wisconsin-Madison
This Chapter...

Other Chapters...

HHMIContentsResourcesNext Page