TEACHING

Courses Taught

Dr. Peterson currently teaches the graduate courses Genomes and Genomics and Topics in Genomics in alternating fall semesters.

Teaching Philosophy

Students benefit from being taught by instructors actively involved in scientific research. Research professors tend to be more familiar with the scientific literature as well as the latest scientific developments. Also they provide students with insight into the actual activities involved in research. Instructors involved in research give science a "human face." In a world where scientists are often portrayed as egotistical nerds bent on "playing God," it is important that students see that most scientists are caring individuals who are driven less by a desire to manipulate nature than a desire to explore and understand the world around them. In addition, research professors can offer talented and enthusiastic undergraduates the chance to contribute to actual research projects. My decision to go to graduate school was based largely on the positive experiences I had doing a special research project in the lab of one of my professors, and I hope to give deserving undergraduate students similar opportunities.

Conversely, researchers benefit from teaching. Scientists that teach tend to be better public speakers. This is probably because they are more experienced using metaphor and visual aids to help people grasp complex concepts, and they are accustomed to fielding a diverse array of questions. Additionally, teaching keeps researchers in touch with the basic biological concepts and historical details that they might otherwise forget (or never learn). Perhaps the greatest benefit of teaching is that it exposes scientists to people with different ways of looking at the world. Students ask questions and make comments that are often useful, insightful, and sometimes brilliant. They let their professors know what is going on in their minds, what their concerns are, etc. In grant proposals we (scientists) are always explaining how our research will make some aspect of the world better. However, we leave this world to a new generation. Are these things we do to "make the world a better place" what our students would have us do to help them and their posterity?

Evolution should lie at the heart of every biology course. Students should learn the basic principles involved in evolution and should be provided with an overview of the overwhelming molecular, genetic, cytological, anatomical, systematic, ecological, developmental, and fossil evidence that has shown evolution to be as close as any concept comes to "scientific fact."

Instructors who are sincerely interested in what they teach have a clear advantage over those without a vested interest in the subject matter they are presenting. With regard to my own teaching, I am extremely passionate about biology and I believe it shows in the way I teach.

Creativity is a key feature of both good teachers and good scientists. Presenting information creatively can be very effective in gaining students' attention as well as helping them retain what they have been taught.

Professors benefit from teaching both upper-division and lower-division classes (though not necessarily in the same semester). Lower- and upper-division courses provide different challenges and different rewards.

Instructors need to be accessible to students outside of the classroom. In addition to traditional “office hours,” I have an open door policy. Students are welcome to drop by my office at any time. If possible, I will help the student immediately. It is worthwhile to try and help students with special needs. In my teaching I have dealt with students who have learning disabilities. Some of these students have such severe comprehension/retention skills that they can not make it through college. Others, if given a little extra consideration, are able to demonstrate knowledge and abilities that otherwise may have remained hidden.

Writing is the primary means by which professionals present information, ideas, and discoveries to the world. However, writing is a skill that requires continual fine-tuning and practice. It always has been my policy to give students as much practice writing as is feasible. Likewise, I try and give students as much constructive feedback as I can.

I do not believe that professors should disparage the belief systems of their students. Nor is it the job of science teachers to "convert" students into scientific thinkers. However, it is the responsibility of science teachers to introduce their students to the principles of scientific thought and demonstrate the usefulness of scientific thinking in every day life. Likewise, students should be required to apply critical thinking skills on tests, essays, etc. I do think that it is appropriate for science teachers to point out the difference between what is scientific and what is not scientific. Students are welcome to believe in creationism or any other philosophy for that matter. However, creationism is not supported by scientific evidence, and it is appropriate for an instructor to point this out.

Because graduate students require a lot of time and support, it is important that faculty members be highly selective in whom they accept as graduate students. Graduate students should be viewed as future colleagues and current collaborators. They are the "life blood" of academic research, and as such, they should be exposed to as many aspects of academic life as possible. They should be encouraged to attend seminars, scientific meetings, departmental parties, etc. Graduate students should give seminars on their research or on their research plans and be given opportunities to teach. If at all possible, graduate students should be involved in writing grant proposals with their major professors. Most importantly, graduate students need individual attention, sage advice, and friendly support from their major professor.

With regard to their students (or students in general), it is essential that teachers behave professionally both in and out of the classroom. Such behavior includes treating all students with respect regardless of their abilities, personalities, or appearance. Likewise, instructors should be as fair as possible in evaluating student progress and in assigning grades. Exhibition of any type of favoritism (overt or not) is improper.

Teaching is hard work. It carries with it considerable responsibilities. However, it can be a most rewarding enterprise.