"Teaching effectively involves a dedication, a sound knowledge base, experience, and enthusiasm. These are the ideal traits of a prolific instructor.

In the past, I have sought to consistently keep abreast of the latest research studies in microbiology and medicine. In addition, I have attended conferences and webinars in order to update that knowledge (including reading journals). This has not been, however, restricted to science knowledge. It also includes the science of education itself. New methods of teaching, both online and face-to-face, are crucial to learn. For example, via LinkedIn I can view suggested webinars for the college instructor. These can vary in subject matter from flipped classrooms to the security of lockdown browsers for online testing.

In addition, I believe that a highly effective instructor must seek out, to the utmost, commitment to the following goals and values: Customer service; seeing the teaching process as an unfolding, changing sequence between the student and instructor; and respect for the student’s unique strengths.

Customer service and treating the student as number one are vital. For instance, I post several feedback surveys (beginning, midterm, and end of term) for the students to anonymously submit at their option regarding the teaching itself and the content presented in the course. In previous labs, a ‘suggestion box’ was placed in the lab room for students to anonymously submit their own suggestions about how to improve the lab room design and the course structure itself.

The learning process tends to become less teacher-centered and more student-centered as the student advances. This second goal merits consideration of the student as an active controller of their own learning. However, the instructor must adapt his or her style to the average level of the students in the classroom. For example, I use Bloom’s Taxonomy when posing questions to students. If I sense that they are still in need of basic knowledge review, I utilize lower-order questions both in-class or on Discussion Boards. The same applies to exam/assessment question types. Higher-order questions and group assignments about applications and evaluating a real-life example will be used when, and if, the students are ready.

Last but not least, the student has his or her own strengths that can be used towards an advantage. For example, if a particular student tends to answer most questions during a class session, I will then‘re-assign’ that student or students as ‘facilitators’ or spokespersons of group assignments. They are subject to grading by their peers and yet, will feel recognized as

Having been heard in their own style. For online courses, some students might comment more on other student’s blogs and discussions. Then, I like to have those individuals organize study groups, or possibly ask other students for input to make study guides and then post those results online for everyone to use. One more thing—I do like the Socratic style of teaching. I utilize it only when appropriate and there is time for it.

Overall, teaching is a dynamic, ever-changing career. The instructor must always be eager to also be a student; lifelong learning is inevitable. The belief that a teacher learns more from their students than the students do from their instructors is true for dedicated educators and professors.

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