Overview
I currently teach a writing-intensive course (titled Biomedical Explorations through Narrative) for senior college pre-med students at Texas A&M University. This course not only improves students’ writing and revising skills, but also emphasizes science concepts. When discussing reading assignments, I ask students to analyze both the content (the science) and the crafting (the writing).
As an educator, I try to create a motivating, engaging environment that encourages students to be independent, motivated learners.
As an educator, I try to create a motivating, engaging environment that encourages students to be independent, motivated learners.
Teaching Science
Science is a process, not a series of right answers. However, courses often present science as a collection of facts to be memorized. Thus, students are not prepared to apply science concepts to new contexts, evaluate scientific claims, or understand the practice of scientific inquiry. Instead, students are subjected to the “mile wide and an inch deep” phenomenon in which depth of knowledge is sacrificed for breadth. As a consequence, college graduates aren’t able to apply their science education in a meaningful setting; nor are they able to communicate science effectively to the public. This lack of true knowledge mastery can be especially detrimental to pre-medical students, who not only need to be prepared for their continuing medical education, but also need effective communication skills when discussing medicine with both peers and patients.
To truly understand science, students need to experience authentic, real-world applications of biomedical science—to imagine science in the contexts of their future careers. I help students strengthen their understanding of science by presenting meaningful problems (that mirror real-world applications) and encouraging scientific discourse (arguing, discussing, and defending one’s ideas).
To truly understand science, students need to experience authentic, real-world applications of biomedical science—to imagine science in the contexts of their future careers. I help students strengthen their understanding of science by presenting meaningful problems (that mirror real-world applications) and encouraging scientific discourse (arguing, discussing, and defending one’s ideas).
Teaching Writing
Good writing informs and engages the reader—but it can also be a transformative learning experience for the author. Through writing, the author organizes ideas, formulates arguments and hypotheses, and critically analyzes information and concepts. Importantly, the act of writing can force authors to reflect on their own understanding, which improves metacognition (the self-appraisal of learning). Dr. James Pipkin, professor of English at the University of Houston, makes this point simply: “If you can’t write it, you don’t understand it.”
Unfortunately, students commonly lack motivation to improve their writing skills. One reason is that students believe that writing is not a useful skill in the workforce. Another reason is that many students believe that writing well is an inherent talent—not something they can learn. As a consequence, students are unwilling to commit the time and effort to improving their writing.
In my classroom, I emphasize that writing is a process, and that not every writer uses the same process. I present clear, practical writing strategies and tips to help students write more clearly and effectively. I ask my students to try new strategies in class before discounting it and to modify strategies to suit their writing preferences and styles.
Unfortunately, students commonly lack motivation to improve their writing skills. One reason is that students believe that writing is not a useful skill in the workforce. Another reason is that many students believe that writing well is an inherent talent—not something they can learn. As a consequence, students are unwilling to commit the time and effort to improving their writing.
In my classroom, I emphasize that writing is a process, and that not every writer uses the same process. I present clear, practical writing strategies and tips to help students write more clearly and effectively. I ask my students to try new strategies in class before discounting it and to modify strategies to suit their writing preferences and styles.