I believe that experiential learning is an absolutely necessary part of instruction in the biological sciences. I have seen the impacts on students when they personally experience real organisms and environments. Abstract or difficult concepts are quickly clarified when students encounter real animals, plants, or other organisms in a laboratory or field setting. I believe that classroom learning is an integral part of the learning experience, providing a framework and background information for students; it is a context for the laboratory, field trip, and everyday experiences that complement and complete classroom instruction. Biology, the study of life, especially lends itself to this interdigitated approach, as the study subjects are necessarily animate and dynamic but are often difficult to interpret or appreciate without the background provided by classroom-based academic instruction.

I think lecture periods should be interactive and open, as opposed to one-sided and regimented. This is the reason that I want to teach at a smaller college or university that specializes in small class sizes. The opportunity for students to ask and answer questions during lectures, to have class be interactive instead of passive, encourages student interest and involvement in the subject matter. This interaction results in more learning and dedication to the material. I have been involved in both small and large universities during the course of my education and teaching career, and have seen the difficulties professors often have when trying to intellectually engage very large classes. The more conducive learning atmosphere inherent in small classes is obvious to me when I reflect on my undergraduate education and consider the interactions that I have had with small lab and lecture classes that I have taught over my career. I personally benefited from small-class instruction and I value the opportunity to instruct the next generation of students in a similar manner.

I think the final key to successfully educating students is to convince them that the subject matter is important and interesting. I have seen students become more interested in specific subjects when I displayed my enthusiasm and excitement in teaching situations. While effective methods of delivering information and explaining concepts are necessities for education to occur, I believe that an educator has failed if no effort has been made to convince the students of the viability and relevance of the subject matter. This is another instance where education in the biological sciences is especially important, as the concepts learned are applicable to many aspects of everyday life. Conservation has come to the forefront when considering the natural world; the classes that biology instructors have the opportunity to teach can play an integral part in informing the opinions and future decisions of these young adults.