<p>It starts with very small things I think. I, for example just try to mentor and also keep in close contact with key faculty members to give them suggestions on how to at least make the experience in their departments better (For example, Dr. Spell and Eisen, for example once asked me for advice to give freshman considering taking bio and chemistry and also asked me what could be done in the case they had AP credits. Or what advice should be given to people in terms of math courses needed for the major). If you’re close to certain faculty members and tell them how you feel about certain issues based on experiences you have had and observed, some of them will listen and pass on and perhaps even implement the suggestions. Faculty who actually care are receptive to constructive criticism/ideas (and not just whining about how hard a class is). </p>
<p>I also once contacted a person that was involved in biology curriculum development (this was after I took the course) and told them that the nature of the lecture courses needed to change some (I specifically said that more teachers should maybe at least attempt to integrate things like case studies, and pbl into their course and should also rely at least a little less on MC. I cited examples from institutions with larger sections of intro. biology who relied less heavily on it). I imagine that I didn’t really had an effect myself, but maybe others were dissatisfied with the course as well. Today, I do notice that a lot more sections are integrating active learning elements into the teaching and even people like Spell have added short answer and problem solving to their midterms. In addition, Passalaucqua is a permanent case-based option. I think folks in these depts are aware of what works, but they may fear how they are received. Apparently such pedagogical methods are received well when implemented properly (as people like Passalaucqua and Gilson have recently won Crystal Apples). </p>
<p>Another small movement came about in chemistry when some of the freshman who recently took Soria’s class started a petition (to be honest, these people, who I mentored, told me about it, and I was very cynical given the inertia in the chemistry department. I was for the concept, but feared the trouble it could start.) to get him reinstated as the freshman orgo. teacher. They either wanted that or to at least ensure that some of the integrity and reputation of the course remains in tact. It actually spurred a series of meetings with regard to the way the course should be run by the profs. currently teaching it. In addition, these same students are attempting to do a feasibility study on a biochem option. Their concerns on both issues is being entertained. </p>
<p>Grassroot efforts and honesty on our part can begin to make changes, even if it seems impossible. </p>
<p>I could mention more, but as you can tell, I am biased toward improving things like science education. Basically, if students were actually demanding certain things beyond better grades and you established relationships with certain folks, you can get somewhere. You must offer solutions and do more than just whine. You have to go beyond accepting the status quo and thinking that “it’s like this everywhere else”. Even if it is, doesn’t mean it’s right.</p>