Awards and Recognition
Graduate Teaching Assistant Awards
2007 | 2006 | 2005 | 2004 | 2003
2006-2007 GTA Winners
Teaching Philosphies
Alison M. Roark
January 2007
As an educator, my primary goal is to instill in my students a curiosity about life that will persist long after their time with me has ended. I also feel that it is my responsibility to help students develop into informed citizens capable of negotiating the many difficult decisions they will face in college and beyond. To accomplish these objectives, I strive to incorporate into my lectures as many real-life and relevant examples as possible. For example, I typically present in each lecture a snippet I call “Biology in the News”. The news stories I present cover the gamut of topics, including cancer biology, global warming, cloning, and forensics. Teaching real-world applications of topics that can otherwise seem esoteric helps to facilitate the learning and absorbing of new material. Furthermore, I recognize and embrace a diversity of different learning styles, so I rely on a variety of teaching styles to convey information. As a visual learner myself, I gravitate towards displays, photographs, and models to distill complex material into memorable experiences. I also call upon students to participate in role-play exercises. For instance, I have my students demonstrate the processes of mitosis and meiosis, in which chromosomes replicate and then separate to make new cells. Using different colors of foam noodles, students mimic the behavior of chromosomes as their classmates direct them around the stage. I also try to engage my students as often as possible by asking them for examples or answers to thought-provoking questions I pose.
Teaching, however, is not the only important component of educating. I feel strongly that teaching well is inextricably linked with testing well. For this reason, I minimize the use of multiple choice exams and instead rely on matching, fill-in-the-blank, short answer, and pictorial questions that more accurately assess my students’ understanding of course material. I have found that the extra time required to create these exams is rewarded by a higher degree of motivation and enthusiasm on the part of my students.
In an effort to continually improve my teaching abilities and to enhance the educational experience of my students, I have participated in several workshop series for educators here at the University of Florida. In the summer of 2004, I completed a five-part series on the effective use of technology in the classroom. The following spring, I participated in a breakfast discussion series sponsored by the University Center for Excellence in Teaching, in which I viewed a number of videos on pedagogical techniques and engaged in productive discussions with other faculty members and instructors from around the university. I am committed to this type of personal growth as I progress through my academic career and hope that my efforts make a difference in the lives of my students.
