My goal as a teacher is to motivate an interest on the part of the student in the subject matter such that the student will take the initiative leading to further discovery. Though I realize that most students may be in a class to simply learn the course requirements, there will be some that if inspired, will want to pursue the subject further. It is to reach those students and successfully inspire them that I hope to design my courses. I believe the best way to inspire these potential “majors” is to show my own enthusiasm for my subject. If they can see my work as a fascinating journey they will want to follow or create their own adventure. As geologists and scientists researching the questions of our time we are on such a journey.

I enjoy explaining material to students. It reminds me of my own learning process and the questions and misconceptions that I had. Identifying common misconceptions held by students is a critical first step toward teaching the correct concept especially in the physical sciences. I recall the sense of accomplishment gained after mastering a difficult subject and I enjoy relating the story of how the necessary pieces fell into place. Keeping in mind my own struggle helps me appreciate what the students are encountering. I take pleasure in explaining how this piece of knowledge fits into the larger picture and why it is important to take the time to understand it.

When material is very new and foreign it can be like learning another language. Very often the subject matter in the physical sciences is challenging and non-intuitive, requiring practice in order to develop skill at applying the problem-solving techniques being presented. Many times it is challenging for students to determine precisely what is being asked of them on homework and test problems. I feel it is very important to avoid ambiguity when communicating and testing new ideas. I favor assessment techniques that require the student to apply principles and concepts learned to new situations. 

I would like to relate classroom instruction to real world applications of the knowledge being taught and I especially look forward to field trips. Often more can be learned in one afternoon than in several weeks of lecture. Subjects such as sedimentary structures that can seem very dry in textbooks come alive when students gain first hand experience. Preferably, students will be required to collect information in the field and to process and analyze the results for a semester project and a grade.

I study teaching techniques because I have realized as I venture deeper into my research that publishing and presenting my results is also a form of teaching. I have taken courses on teaching science and I participate in Vanderbilt University’s “Teaching Certificate Program” which I will complete in spring of 2007. I have studied student classroom participation techniques and currently I am engaged in a reading group covering current literature on teaching.

I cherish the process of discovery encountered in answering geochemical questions that no one has answered before which then give rise to new questions. The excitement that I have for this process stems from a deep curiosity and I hope that I can convey that excitement to students. I look forward to working with graduate and undergraduate students on an individual basis and in groups while trying to solve problems that are critical for the sustainability of our way of life. Interacting with students while teaching them the principles of research and observing their growth makes discovery doubly rewarding. Being able to answer new questions and simultaneously contribute to the development of future scientists is why I wish to carry on in an academic environment.