Field work matters!

Biodiversity can be uncovered in even the most mundane places.

Biodiversity can be uncovered in even the most mundane places.

Check out this article (initially posted on the UK’s TImes Higher Education). It bemoans the lack of field biologists matriculating from undergraduate institutions in the UK. I think the author’s description of the “molecular biology vs. ecology” war is a bit overstated, he does do a nice job of explaining how learning how to analyze and interpret body plans and life forms, and how being able to differentiate between extremely small differences, is a great way to learn. He also claims (correctly, in my opinion), that these abilities exemplify great ways of thinking and knowing. This new-found knowledge and skill development can be transfered to any field of science or other professional activity.

I resisted reading this article for a couple of weeks, because I though it would be the same old-same old. That was stupid. This article reignited one of my big ideas/pie-in-the-sky plans…I’d like to start a center for ecological genetics here at my school. I want my students to learn how to do sustainable agriculture on our small campus, learn how a farm works, learn how the biota in and above the soil interact with the soil (what we call biogeochemistry), and I want to use the tools of molecular biology to better understand the biodiversity we harbor on campus.

Reading this article also reminded me a conversation I had with a geologist from The University of West Alabama at the Alabama Academy of Science meeting last week. He asked, “Do you take your kids (read: students) outside?”

“Yes,” I replied, and went on to describe our milk crate succession experiments inspired by David Haskell’s  “The Forest Unseen”, and I described the milk crate garden we started last Fall. These efforts take time, and that’s the real limiting reagent in my classroom. Ideally, I will continue to get more organized, understand my learning objectives even better, and continue to focus on these types of activities…the ones that engage students mentally and physically, and teach them to make multiple connections within a biology class.

Eventually, I’ll make a list of the things we do outside at JCIB, refine the existing activities, and cut the ones that don’t work as well.

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