A Look into Methodology of Science - Biology: An Interview with Dr. Beattie
Q. What is your favorite thing about teaching MSB (Methodology of Science: Biology)?
Dr. Beattie:
The reason I like teaching MSB, in particular, is that it's a truly unique course and an extremely important course. It tries to cultivate an understanding of how the science we hear about these days really works. It also helps people to approach science in a really positive way, to have a critical eye on studies, and to understand the questions that can be asked about those studies. It feels good to teach MSB because it starts kids off at an early stage on a really important path.
Q. Why do you think MSB is a core class instead of a science class?
Dr. Beattie:
There is a lot of science in MSB, no doubt about that. I think that the emphasis is shifted in MSB so that there is less material covering a certain amount of established scientific fact and more emphasis on the process of reasoning in science. That process of reasoning is really the thread that runs through the core curriculum. MSB gets students to back up and think about the reasoning processes that are usually not emphasized in most science classes.
Also, the interesting thing about core classes is that they always count as another kind of class, so MSB does count as a science class too. Core classes are meant to be interdisciplinary and not completely separated from other subjects. Core and science are just two categories, and this core class counts as a science class as well.
Q. What challenges students the most in MSB? How would you recommend that students overcome these challenges?
Dr. Beattie:
I would say that there are two main challenges that students face. One has to do with writing; it's a matter of getting used to what the expectations are and also a matter of improving the ability to explain things very thoroughly and effectively. Something that comes very naturally to most people is writing in a way that shows a good level of understanding, but what doesn't come naturally is being able to explain it to someone else. Explaining concepts requires being more specific and anticipating questions. Working on that is the main thing this course does; it helps students to write clearly and explain thoroughly.
The other thing is that this class is a class where the challenge is meant to be there. It is not a bad thing if a student is challenged. The class is not really asking people to repeat something a bunch of times and then be able to reproduce that same thing on a test. Instead, this class teaches students to try and learn how to think flexibly about things and how to apply something to a new case. Often, people are confronted with a topic on a writing assignment or exam that we haven't really discussed in class, and it makes them figure out how a concept they've already learned relates to the new topic.
Q. What does the average workload for each week look like?
Dr. Beattie:
We generally have, in addition to class time, 45 minutes to an hour and a half in pre-recorded lectures, which are very important to watch before class. The lectures are usually split up between the two meetings. Ideally, part of watching those lectures involves jotting down things, including questions and things that you aren't totally sure you understand. There is usually a bit of reading that goes with it but we treat that as optional.
At the end of the week, you ideally spend a half hour to an hour looking over the material and getting yourself ready to take a weekly quiz. The quiz should take about a half hour to an hour and is supposed to reinforce the ideas from the week. The amount of work per week really depends on the assignment cycle; some weeks will have writing assignments or exams. Exams take about three or more hours and happen a couple times over the semester. Students can also come to office hours, which I tend to have near the end of the week.
Q. How do you recommend that students prepare for exams in MSB?
Dr. Beattie:
I recommend that students don't over-stress about them. We keep the exams at relatively low stakes; the overall course grade is really a gradual build-up of things instead of some assignments dominating over the others. It's better to stay on track with the material instead of having to catch up at the end of the semester. Exams are not meant to measure what you should have learned; you should see them as a chance to practice your skills. Other than mental preparation, it is good to come up with questions that could be on the exam and give them to each other to answer. Trying to recreate the exam experience is better than looking through your notes and just trying to memorize them.
Q. How is a student's overall grade in MSB determined? What percentage of a student's overall grade is determined by exams, homework, quizzes, participation, etc.?
Dr. Beattie:
It's pretty evenly distributed. In MSB, we put a high value on participation relative to different classes. Participation is a full 20% of the total grade in both semesters. So the total grade is pretty much 20% participation, 20% quizzes, 20% exams, and 40% writing assignments. Each writing assignment and exam is worth 10%.
Q. How is the participation grade for MSB determined?
Dr. Beattie:
There are basically five components to the participation grade. First is being on camera, which is part of showing that you are listening. Second is interacting on microphone in a consistent and productive way. Coming on microphone is not a mere matter of quantity; there must be some consistency to it, and it does not have to be a ton. Coming on microphone is especially helpful when you are asking or responding to questions that others have asked since this shows that you have been listening.
Third is using text chat efficiently. This is again not quantitative. If anything, it is the opposite; the danger here is using text chat too frequently instead of not enough. It is impossible to be listening intently and to be typing, and it can have a distracting effect on somebody who is trying to speak. However, text chat is a good way to get quick feedback at once or for an occasional non-distracting interjection when people are finished speaking. Fourth is being active in breakouts, both within breakout rooms and later when we come back and share what we did. Finally, being active in polls and in private messages when they are needed is also determined in the participation grade.
Q. What materials do students use in the course (textbooks, lectures, online resources, etc.)?
Dr. Beattie:
We have recorded lectures as well as two textbooks for optional reading. We also make use of some online calculators for some statistical stuff to make people's lives easier, allowing us to focus on the thinking involved rather than the execution of the mathematics.
Q. Are students expected to be on camera for the entire class?
Dr. Beattie:
For my classes, I expect my students to be on camera the entire class. The same is true for Dr. Wallhagen's classes.
Q. Have you had any experiences with students in MSB that could encourage those who think they cannot learn MSB to take the class?
Dr. Beattie:
First of all, I suppose that it is not so much about learning content in MSB; it's about improving your own ability to reason about certain situations and to explain your thinking. Everybody can improve that, which is important to remember. Even if the material is more difficult to grasp or remember for certain people, or if they aren't comfortable with mathematics, that is not the main goal of the course.
Everyone can improve in some way, but I would say that I've had some cases of people who find the class more challenging or who do a lot better in classes other than this one. Sometimes, people will show appreciation at the end of the course and mention that they are better at the statistical aspect of science. There have been some occasions where people will tell me they got something out of the class even if they feel it was a struggle.
Q. What about MSB interests so many students?
Dr. Beattie:
I think students pretty quickly recognize that MSB is distinctive from other classes. Many students might come into MSB thinking that it is just going to be a biology class and they discover that it is not. So that's interesting and almost challenging in some ways for all students, including people who used to breeze through classes. They get challenged in a way that they have not encountered before, and some students think the challenges are very interesting. I've heard people say that they weren't really interested in biology but that they loved this class. It presents science in a different way and relates it to things that actually affect our lives.
