our Sri Lankan driver peers ahead
through a windshield wet with rainforest
each dip and potholed turn
throws my stomach to the butterflies
I scan the sleepy morning mist
a veil for verdant wisdom
my heart opens
to a wild, untamed touch
on foot, the terra cotta trail caresses
lined by leeches waving suckers
seeking the offspring of my marrow
our guide pulls from a magic pouch
salt to mask palpitating flesh … →
Students dress up as a Golgi apparatus for their biology presentation.
In the cell biology lab, I decided to scrap the pre-lab quiz one week and have students do brief presentations. Each partnership chose one electron micrograph to present. I gave some basic guidelines and encouraged them to be creative.
That day, our class awaited the arrival of two students. Their tardiness was quickly forgotten as they came through the door, dressed in full lab coats and covered in twisting balloons (the ones used to make balloon animals). Collectively, they embodied a living, walking Golgi apparatus.
Meanwhile in the genetics lab, students were presenting meiosis. … →
I recently took a large group of university students in first-year biology for a forest field trip. At the outset, I inquired as to how often they walked along a wooded path. A few liked to take their dogs on the trails, yet the vast majority (over 90%) had never, in their life, gone into the forest. I was astonished.
As a child, I made regular sojourns into the neighborhood wilderness. Whether it be the park or ocean down the road, the local trails by the stream, or simply the small wooded area of our backyard, I lost myself in adventures of the imagination fuelled by being outside. I found it hard to fathom that these young adults had abandoned the great gift of hiking. Or perhaps, more precisely, that their upbringing had never exposed them to this experience. … →
In my experience, students arrive for their first biology lab simmering with nervous energy, whispering excitements and elusory dreads—if they speak at all. Their pulsating uncertainty awaits the rules of the game and the freedoms the instructor allows within the confines of the classroom. Being mindful of your power, set the stage for the semester in five key ways:
1. A foundation of patience and approachability
2. Engage in multiple creative approaches
3. Strive to inspire and involve
4. Employ movement and flexibility
5. Genuine and unabashed enthusiasm
It begins with boxes. Hundreds and hundreds of cardboard boxes snatched from Safeway, Camp Kwomais, and overflowing recycle bins. We stretch them out, yank off the tape, and cover the rectangle of grass that is to become Alexandra Community Gardens.
Next the donated sawdust—in fact, everything is donated—is wheel-barrelled out, and then the wooden garden boxes placed in their rows. Eight hours and thousands of shovelfuls later, and thirty raised beds are ready for seeds to reach their verdant heights.
Of course, this did not really begin with boxes. It began with an idea, which came from the people, that germinated at a community gathering. … →
Something wonderful happened in the biology lab this past semester. Stressed students began to laugh. The shy felt comfortable asking questions. They sometimes challenged my explanations. This spurred curious debate and conversation, and a willingness for us both to explore beyond the lesson plan. I shifted from a teacher of content to a facilitator of learning.
Post-secondary teachers are trained to be experts in their field. Yet how do we provide a suitable framework for learning? Many instructors, including myself, are put before students with scant preparation, our only model the example by which we were taught. Knowing the photosynthetic chloroplast mechanism in intimate detail may be important; understanding the best method for engaging students with this complex organelle is vital.
Students complain that their classes are boring, that teachers teach from the book, that they are overwhelmed by essays and exams. They complain because they are not inspired. The central role of the educator is to provide an enriching—and perhaps transformative—learning experience. … →
Over the last several months I bought my first Mac, dived into Drupal, toyed with the Mac OS Terminal, wrestled with Radiant, coded my first CSS, and tried not to pull out my hair (good thing I have a lot).
The PC-to-Mac switch proved relatively easy, and sensible. Simple, intuitive, more stable, nearly virus-free, with quality hardware and design.
Now I want a new website. For me, web design began a long time ago in a program far, far away called Microsoft Frontpage (easy to use but impossible to follow web standards). Then I jumped ship for Adobe Dreamweaver (steeper learning curve but better-looking results). I also threw the odd blog onto Blogger (straightforward but limited in scope, and often excruciating to implement the basics).
This time around, I want my CMS (content management system) to be powerful and open-sourced. … →