For the first of our Teaching Excellence Spotlight series, we interviewed Dr. Angela Google, Assistant Professor of Biological Sciences. She teaches BIO 101: Principles of Biology, an introductory class for first-year students who are just beginning their journey as student scientists. Dr. Google’s research interests are focused around biology education research. She is interested in learning about students as individuals and how to tailor scientific content in ways that everyone can understand and engage with. Below is a Q&A that CELS Communications Junior Fellow Yvonne Wingard had with Dr. Google.
Q. How would you describe your teaching philosophy?
A. I teach students, not content. I first like to get to know who I’m teaching: their background, what they’re bringing into this space, and then use that information to tailor my content to make it more relevant. I am teaching biology, and I don’t want students to walk away with the best ways to memorize steps or processes. I want them to walk away with skill sets. In this day and age, you can google just about any information you want to know. That’s not the goal. I want them to walk away with knowing how to make connections across themes and concepts; how to connect these topics we’re talking about in class to everyday life; how to use this information to inform their future career goals; or even just how to apply these concepts to their next classes. I want them to develop transferable skills–ways to connect content in class, to think critically about things, problem solve, decipher what information is useful, how to think like a scientist, and how to conduct or authentically engage in the practices of scientists and biologists. I want them to think about all these things while learning about the structure of DNA or protein synthesis. I try to craft lessons based on a concept map, also called a structural behavior function model. I give them a scenario and they map out that scenario using a model or concept map. Some students struggle with this because they’re not used to having multiple ways to do a thingto get to a right answer or working through a scenario with multiple valid explanations. We’re often taught that “this is the right answer and thus the answer you’re striving for” when in essence, there’s an organic way to come about solving a problem. We’re wanting you to think about how to make those connections. My philosophy in a nutshell is students first, learning about them, and then integrating that into the class in a way that they can develop transferable skills.
How do you incorporate hands-on learning into your courses?
In addition to trying to model effective studythe strategies in class, I do a lot of drawingshave students draw out various biological processes in class. I have students draw things out because I know that if they are working it through and having to do the step-by-step, then they can remember it more than me standing there doing it. I’ve also been able to utilize undergraduate learning assistants (ULAs) in a very effective way. I have 178 students this fall, so it’s one of me and a lot of them. I’ve been able to utilize undergraduate learning assistants (ULAs) in a very effective way. I have assign ULAs over small groups in my class. Every time I tell the students to draw or think about something or have a pause in class, they’ll go to their group and check for understanding, and while I am also I’m walking around the classroom. They’re like my eyes and ears at a more individualized level for students so they can help assess for understanding. For students, it makes a large enrollment class feel smaller. It brings a large-feeling classroom down to a smaller feel. This semester, I required my ULAs to know the student names in their groups, and that registers to the students that they’re actually here and need to engage. It gives them a sense that we care that they’re in the class.
What has been one of your memorable teaching experiences?
One time, we were learning about the inheritance of different traits and patterns and how that evolved into speciationand how this related to speciation. There was a student who sat in the front row every day in class and asked questions, and on his “get to know you” survey, he said that he collects and breeds snakes. He had about 6 or 7 snakes. Using that information, I developed a case study blending genetics and different species of snakes together, and then he brought in all of his snakes at the end of the semester for the class to see. Students got to pet them with his supervision. This was memorable because it showcased how I like to bring students into this space and he LOVED it. He was beaming and was excited to share all about the snakes he had.
What is one lesson you hope your students take away from your courses besides the content being covered?
I want this to be a space where they can see themselves in science and know they belong in this space. I want students to walk away knowing they can do this, they have knowledge that they can contribute, knowledge they can connect to this content, so they can be in this space.
Who was the most inspiring teacher in your life and why?
I have two teachers who served different purposes. The first one is my high school biology teacher. His class was where I realized that we can have conversations and talk about things in biology. He actually engaged with us and asked us questions. He was the first to show me that the students can be involved in the scientific learning process. The second one goes more to a mentor role in essence of an instructor: I have a colleague that shared with me her content, the structures of her class, etc. She really showed me about the idea of infusing authentic practices of biologists into the classroom.
Why do you think it’s important to teach about biological sciences?
There are two ways to look at this: there’s the specifics of biology and the broader sense of being a responsible citizen scientist. For us to be able to navigate this living world, we should know at least a little about the things around us. At the root of what biology is, knowing how the basic functions and systems operate, that’s applicable to so many things: food, animals, life, plants, humans, health, etc. The other way is in the broader sense of science: being a responsible citizen scientist–a citizen that understands how to think critically about the science being pumped out into this world. I want my students to think critically about what they’re reading, the knowledge they are engaged in. I want to infuse the practices of science, and I think that’s broadly important, no matter what field you go into, being able to dissect that knowledge and that data.
How has your research influenced your teaching?
My research is my teaching–they’re one and the same. Being a biology education researcher, I study how to advance the teaching and learning of biological sciences. My research looks at science identity development, and how different systems (classroom, department, institutions, society) impact students developing what we call “science identity,” their trajectory of wanting to become a part of the scientific community. My research takes undergraduate and graduate students as populations and looks at what impacts their science identity development as they matriculate through their academic careers.
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