I have at least anecdotal evidence that this is effective. On my latest test, students did exceptionally well on the question about counter-current exchange, despite the fact that it required more than just a regurgitated, descriptive answer. In addition to focusing on concepts in my lectures, I also borrow a page from my graduate advisor Harald Esch by placing discoveries and advances in biology into an historical context. This allows me to present biology, and science in general, as a human endeavor that is full of amazing stories. Telling students that the definitive experiment to prove the existence of chemical neurotransmitters came to Otto Loewi in a dream or that Luigi Galvani s experiments on animal electricity inspired Mary Shelly s Frankenstein not only adds context, but the human drama acts as a hook to catch a student s interest for the subject matter.
Practical experience is also an essential element of a biologist s training.
My role as a research biologist is essential to my role as an instructor. Ultimately, I am just another student pursuing an advanced independent project. Through my research program I continue my scholarly development and play a more vital role in the scholarly development of undergraduates. Remaining current with research in my field and presenting work at meetings with students keeps me engaged. It also fuels my enthusiasm about teaching, giving my lectures a connection with the leading edge in science.