Over the next few weeks, I’ll be sharing selected portions of my Teaching Statement here as part of a development series, as I refine my philosophies for the submission of my second-year review this fall. I welcome feedback! Feel free to comment on the post (note, all comments require my approval before appearing publicly on the site), or contact me directly if you have more substantial edits.
*Please note, these are selected portions of my Statement which have been edited to remove sensitive information. These are early drafts, and may not reflect my final version. Tenure materials that I generate are mine to share, but my department chair, committee, and union representative were consulted prior to posting these. Each tenure-granting institution is unique, and departments weigh criteria differently, thus Statements can’t really be directly compared between faculty.*
Integrating research and teaching
AVS 454/554 DNA Sequencing Analysis Lab encourages students to bring their own microbial community data, or allows them to work on unpublished data donated by my research collaborators. By working with unpublished data, and connecting to active research projects, students have the opportunity to develop real-world skills in a lifelike research context. While I teach them how to perform statistics or create figures, as well as when they are contextually appropriate, the development of their research narrative and results presentation is somewhat-student led. They learn to explain their data, not only to me or to other students during peer-review, but to researchers who typically have expertise in fields other than microbial ecology. And, the use of unpublished data creates the possibility to pursue submission of their manuscripts, generated for class assignments, for scientific publication along with cooperating researchers, which engages students in research beyond the scope of the class.
There is a critical need in the research community for analysis of small projects like the ones used in this class; often these data are from low-priority small projects, or researchers simply do not have the time or expertise to train students in data analysis and interpretation. The special topics version (AVS 590) in spring 2020 was composed of 7 students, with 2 additional graduate students informally attending the class as they were graduating that semester. The work in class resulted in 3 scientific manuscripts submitted for review in fall 2020, all with student authors and some with student first-authors. In particular, the extended interactions of students through internal and external review offers them an opportunity for guidance through what can be a challenging process for new researchers. For the spring 2020 class, I was presented with two unpublished datasets from collaborators at UMaine and across the US, and I view this class as an opportunity to assist UMaine students in networking to improve their career trajectory. I anticipate more enrolled students, and more collaborative projects, in future offerings of this course.
Beginning in the 2020/2021 academic year, I began teaching AVS 401 (fall) and 402 ( spring), Senior Paper in Animal Science I and II, respectively. Together, they form the Capstone Experience for AVS seniors. The scope of this class was and remains student involvement in a research project, for which students develop a research proposal in written and oral presentation formats, and then develop a research report in written and oral presentation formats. Animal and Veterinary Science is heavily focused on professional development for animal science, production, and veterinary careers, which most accurately serves the interest of the majority of our students. The final component of their education with us is to learn to apply that knowledge in an informational-seeking capacity, i.e. research. Most students in the department and on campus, in general, have no prior experience participating in research. Or, their participation extends to sample collection and processing, and data analysis. It is difficult to incorporate the aspects of experimental design conceptualization and project management, despite being critical aspects of scientific research and development. Thus, in fall 2020 I began with an academic approach to applying these aspects of research in education, through the use of lectures. Feedback from students early on in the fall semester indicated that many of the concepts I included in my lectures (see Developing curricula section) were almost or completely new to them.
To provide a more comprehensive experience in conceptualizing research questions and developing plans to test them, I required students to include other components in their research proposals in addition to the background information, hypothesis, objectives/aims, and experimental design or project description. These additional components include a project timeline, a list of project personnel and their responsibilities or contributions, a statement on data management and sharing, and a statement on information dissemination and sharing, with specific outcomes or outputs listed (if applicable). The infection-preventative measures enacted to contain the SARS-CoV-2 pandemic has shifted the amount and type of research on campus, and the way that students are able to engage in active research. Thus, for fall 2020 I did not require students to consider some aspects while writing their research proposal in the fall for AVS 401, such as budgets and justification, whether they had available equipment, and a description of their available facilities, but these will likely become small written components in future years. For the research proposal, I do not consider any of the materials that students generate to be binding, as projects evolve during their course and many student projects are redirected by advisors, and I clarified this point to students. As long as a research proposal was well-thought out, it could be materially different from the research report they generate by the end of the spring semester.