Jo
AG
we

oe

 

VOLUME XIV, NUMBER 23

INNOVATION ABSTRACTS

PUBLISHED BY THE NATIONAL INSTITUTE FOR STAFF AND ORGANIZATIONAL DEVELOPMENT (NISOD), COLLEGE OF EDUCATION,

 

THE UNIVERSITY OF TEXAS AT AUSTIN + WITH SUPPORT FROM THE W. K. KELLOGG FOUNDATION AND THE SID W. RICHARDSON FOUNDATION

 

An Open Letter of Confession to My Scientific Colleagues

Dear Colleagues,

O.K., I’ll admit it. I’ve avoided discussions with
some of my colleagues in the humanities and social
sciences about innovative teaching techniques. And
yes, like some of you, I have felt some guilt about not
employing the most recent, hot instructional techniques
like collaborative learning. And I'll admit that I’ve
wondered what the heck issues such as “cultural
diversity,” “political correctness,” and “critical think-
ing” have to do with me and my “pure discipline” of
science. In my guilty confusion, I’ve retreated to the
sanctity of my discipline in the firm belief that the laws
of gravity do not discriminate on the basis of age, sex,
race, physical ability, national origin, or lifestyle. I’m
firm in my belief that DNA is always politically correct
and that the application of gas laws is the essence of
critical thinking. Asa faculty member trained in the
methods of science, I have found comfort in knowing
that, indeed, my discipline is exempt from these issues
and that I need not worry about them in the comfort-
able surroundings of my science laboratory.

One day, in a moment of weakness, no doubt, I
allowed guilt to creep into my thinking about teaching
methodologies. I had a momentary bit of insight I
thought might be worthy enough to share with those of
you who might have had similar feelings of inadequacy.
Science is not exempt from the discussion, nor are we in
science behind the curve on these issues. On the
contrary, science has always been on the cutting edge of
pedayogy! For a moment, let me share with you some
of the examples of applications I’ve used for years in the
life sciences that address these matters. My biggest
problem was not recognizing the inherent innovative
value in methods which Id been using all along.

ae oe

Innovative Teaching Methods. We in science call
collaborative learning experiences “laboratories”—you
know, the things that happen in often smelly places late
in the afternoon after all the rest of the folks have left
campus for the day. I ask you, what is more collabora-
tive than a pair of lab partners quizzing each other over

‘= _ body parts and using discovery methods when their

teacher is not immediately available to answer a ques-
tion? Collaboration and the scientific method are two of
the most powerful tools that we in science have always
used. And what better example of writing across the
curriculum can you find than a student struggling to
make a laboratory report comprehensible.

Gender. Gender is a basic teaching tool in the life
sciences. Beyond the mere differences in plumbing,
there are a host of issues that address the question of
differences and similarities between the sexes. Basic
genetic issues such as sex-linked and sex-influenced
inheritance patterns are perhaps the most obvious
examples. But we also address these issues when
comparing behavioral adaptations among species,
skeletal differences, hormonal influence on fat distribu-
tion in males and females.

Of course, one should never overlook the opportu-
nity to highlight the scientific achievements of women
such as Rosalind Franklin and her important contribu-
tions to the description of the structure of DNA. Nor
should we ignore the achievements of Lavosier, Curie,
and Agassiz who have made significant contributions to
the world of science, both in their own right and as
contributors to the work of their husbands.

Age. Developmental biology is a foundation for us
in the biological sciences. The aging process is a
continuation of that idea. Wrinkling skin, skeletal
degeneration, or sagging body parts do not always
captivate the mind of a 20-year-old. But those facts of
life clearly sensitize students to the personal issue of
aging. Noting that gravity affects anyone who manages
to live long enough and that varicose veins are part of
the price we pay for being bipedal in a gravitationally
unforgiving environment provides us with the opportu-
nity to demonstrate our “interdisciplinary” roots.

Ethnicity. Indeed, gravity is color-blind, but there
are good reasons to discuss matters of biological
differences in ethnicity. A classical application such as
sickle cell trait is a perfect link to concepts such as
natural selection and adaptation. Another favorite in
anatomy is a discussion of how melanocyte distribution
in skin is similar despite definite differences in skin
color. But we can also use science to highlight the
contributions of scientists of color whenever we present

 

(CS) THE NATIONAL INSTITUTE FOR STAFF AND ORGANIZATIONAL DEVELOPMENT (NISOO)

 

Community College Leadership Program, Department of Educational Administration

College of Education, The University of Texas at Austin, EDB 348. Austin, Texas 78712