Tag: course advising
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.