Jason E Duncan

My pedagogical philosophy in undergraduate science education advocates for the immersion of students in the practice of investigative, hypothesis driven science as a way to learn the scientific process, to acquire and develop science process skills, to understand the reality and challenges of science, and to be given the opportunity to become creators of knowledge. In short, I believe that science should be taught as it is practiced. Therefore, my goal as a teacher, beyond teaching students fundamental concepts in molecular biology and genetics, is to engage students in the process of science. Partnering with students in rigorous, authentic experimental research is central to many careers in biology and is critical in providing students the opportunity to acquire and develop science process competencies that include writing research proposals, formulating hypotheses, designing and performing experiments, troubleshooting problems, interpreting data, reading and synthesizing the scientific literature, and effectively communicating their scientific results. Participation in investigative research also has the added benefit of assisting students in developing general life skills that includes; enhancing their ability to work and collaborate with others, promoting effective time-­management strategies, strengthening organizational skills, increasing proficiency in prioritizing and planning, and improving critical thinking and interpretation of information. In essence, my aim is not teach students biology, but rather to train students to become biologists.