Colorado State University

My current research is directed at the development of a Learning Outcomes Assessment Instrument for a single semester biochemistry course. Outcome assessments are an educational instrument designed to assess whether a student has an accurate understanding/working knowledge of a set of defined and specific concepts within an academic discipline. Instruments like these are currently being used in biology, physics, and chemistry to evaluate the effectiveness of new teaching methodologies within these disciplines. The purpose of the current research is to develop such a tool to:

1. Measure learning gains of students in a single semester biochemistry course. 2. Evaluate whether new and innovative teaching strategies can increase learning gains for students in a single semester biochemistry course.

In addition to this work, I have also developed two inquiry-based laboratories. The first is BC404. In this course I have developed an inquiry-based project in which students get to clone, mutate, and characterize lactate dehydrogenase (an enzyme they learn about in metabolism, BC403). Each student is required to come up with their own mutation and a hypothesis for how their mutation will impact enzymatic activity. They are then given the tools to make that mutation and test their hypothesis. The second is BC406. This lab is currently under development and its goal is to allow student to work on research projects and ideas supported by PI's within our department as well as the BASIL (Biochemistry Authentic Scientific Inquiry Lab) project. This lab will give further research experience to students at CSU training them to transition from being a student to a scientist.

My teaching Philosophy consists of three primary elements:

1. My students need to see me as a human being and to connect with me as a person. The foundation of a good learning environment is one in which the learner feels connected to and trusts the one instructing them.

2. My students come from wonderfully diverse educational, cultural, and personal backgrounds. The truth of this cannot, however, change the fact that each student will be placed under the same set of expectations. Learning objectives cannot, and should not, be tailored to each individual student. Given this I must provide a multiplicity of resources for the multiplicity of learning styles, preferences, and educational backgrounds found in my students. I want the truth to be accessible to them all!

3. Myself and my students must be challenged. Students need an environment that exposes previously held misconceptions and encourages them to think and the freedom and forum to ask questions and seek for answers. Additionally, I must challenge myself and rigorously evaluate the effectiveness of my pedagogy. When deficiencies are found, adjustment must be made.