Archive for July, 2012
Our second guiding principle is really simple: ”Just because we can, doesn’t mean we should”. We believe it is important to teach our students to dream big but to dream with an ethical and moral anchor. With every big dream should come the question “Why are we doing this?”, and if we cannot answer that with something honorable and true and right, then we should consider why it should be done at all. Let our conscience guide our decision-making, rather than checking that at the door to our laboratories! This same ethical and moral gut-check goes for our career guidance, our course advising, and our options for capstone research. Every car needs an accelerator to move forward and accomplish amazing things. But it also needs a brake pedal and a steering wheel to turn that movement into productive action.
An example of how “Just because we can, doesn’t mean we should” works can be seen in some recent capstone projects. In recent years we have implemented systems for testing environmental estrogen-like compounds, germination assays for bacterial spores, and fermentation physiology for beer production. In each case, the project was tailored to the skills and abilities and career goals of the student. In each case we had to scale back the scope of the project to help students find success in the limited amount of time available. One recent group of students in Advanced Microbiology was studying resistance and germination of various mutant strains of Bacillus thuringiensis and Bacillus cereus. As the students in the course brainstormed about directions this could take, we continually brought the discussion back to manageable parameters with the phrase, “Just because we can, doesn’t mean we should”. We ended up with a limited project that could be completed in one semester and which resulted in posters for the students that were entered in (and won) an undergraduate research competition at another university. Good research is more about depth of thought and analysis than breadth of work with shallow analysis and interpretation.
Even beyond the practical limitations for what we should do in research, we need to be teaching our students self-restraint when it comes to what is moral and ethical, keeping their efforts centered on what is honorable, true and right – and not just on what is possible. If we don’t ingrain in our students the importance of using that filter to rein in big dreams for the sake of fostering edifying dreams, we are failing in McMurry’s mission to build a better leader for tomorrow.
So those who know about the BIMS program fall into two camps – those who “get it” – understand our philosophy and approach to education – and those who “don’t get it” - can’t see how our approach can possibly create an educated and skilled graduate. I thought I’d take some time this summer to explain our guiding principles and how they provide the context for why we do what we do and why we believe the outcome is superior to that obtained by an historic and typical college biology program.
For some perspective on how our program differs from the expected college biology degree program, we invite you to review our “About BIMS” page and the program structure found on the “Downloads” page. You will see that our approach is skills-based, experience-laden, and “just-in-time” rather than “just-in-case” as to content. In our archives for this page are articles written concerning the way technology has forever changed education – content, delivery, and expectations – and why we believe our approach works in concert with “the new student” rather than in opposition. In our labs we approach teaching by engaging students in research, expecting them to apply what they learn to solve real problems. Student and faculty engage in a master and apprentice relationship to learn and explore together. Education should be a joint effort, not a battle of wills between student and faculty. And so with this in mind, I’d like to explore in greater depth some of the guiding principles for how projects are selected for students to work on as they learn and prepare for a life of productive and rewarding employment.
In this first installment, we’ll look at the first guiding principle:
“Good enough isn’t good enough”.
We live in a society where some believe half the effort is “just showing up”. We are in many ways, as Francis Schaeffer states, “addicted to mediocrity”. Our society often equates casual familiarity with expertise, sort of like taking a tour of Europe and professing to be an expert on the area. That mindset permeates incoming college students, who too often believe a desire to be a doctor or scientist trumps the need for hard work, specific training, and sweat equity.
BIMS is fighting that tendency by pushing our students to do more than “show up”. We expect their very best effort to become citizens of science, to have a working knowledge and passion for learning that translates into excellence and proficiency. To equip our students for significance in science, we can expect nothing less. That is why our program is more than facts and dates and exposure to wetlab experience. It is experience-laden, research-rich, content in context for the purpose of building excitement and excellence in our next generation of world-changers.