A small but growing number of scientific faculty positions are focusing on the science of teaching.
As a doctoral student at the University of Washington in Seattle, biologist Michelle Smith spent a lot of time sorting fruit flies under the microscope. But she often found her mind wandering to her teaching activities: assisting with undergraduate laboratory and writing courses, and instructing schoolchildren in physics and biology.
Some researchers, such as Wieman, transitioned into education research after becoming established in their initial discipline. As the number of positions grows, early-career researchers will be able to enter education-focused positions directly. Faculty members who focus on education not only support their own students, but also help their colleagues to adopt the latest, science-based teaching methods, which in turn improves universities’ reputations with applicants.
As Mulder’s studies of bird ecology progressed, he, too, became intrigued by educational methods. “I think teaching is an absolutely natural outlet for this curiosity we all have as researchers,” says Mulder. Those interested in the science of science education can start with questions inspired by their own classrooms, Mulder says, then dig into the “rich and growing” literature. He also suggests striking up conversations with other faculty members, who might be open to collaborating on studies of their own teaching practices.
She focused on what she calls “a really extreme form of active learning”, when students invent solutions to problems before being taught the standard methods. It results in “much richer and deeper understanding”, Holmes says.
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