Matthew R. Cover
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Teaching Philosophy

Reforming Biology Education 
For the past 12 years I have worked to understand and dismantle the barriers preventing my students from achieving academic success. In interrogating our system of higher education, I’ve become convinced that the proximal challenge our students face is a deeply held belief that they are not meant to become creative and independent scientists and thinkers. The deficit mentality that pervades science education convinces students that many of them will fail, and the only hope is to memorize what the instructor has said in order to get the right answers on the test. Working against this mindset means rethinking and expanding the types of learning activities that occur in the classroom to include not just oral and written communication, authentic research, and service learning, but also self-reflection on learning, development of metacognitive skills and a growth mindset, relationship building, culturally-responsive teaching, and activities to help students develop a sense of belonging in the university and in the scientific enterprise.
           

Student-Centered + Inquiry-Based Learning
My fundamental goal as an educator is for my students to be engaged, thoughtful, and critical participants in science and society; in other words, to construct their own knowledge. To achieve this goal, I foster student-centered and equitable learning environments that allow each and every student to reach their full potential as individuals and scholars. I use two main approaches in my teaching to help students embrace their inner-scientist: (1) attention to the psychosocial environment of individuals and groups to ensure that all students feel welcome and engaged, and (2) evidence-based learning activities that develop critical thinking, communication, and research skills.
Teaching Experience at Stanislaus State
  • General Biology II Lecture (BIOL 1150): 3-unit lecture course for majors covering the diversity of life, ecology, and evolution (Sp15, Su15, Sp16, Su16, Sp18, Sp20)
  • General Biology II Laboratory (BIOL 1150): designed and revised a new 1-unit second semester general biology lab course for majors covering the diversity of life, ecology, and evolution (Sp10, F10, F11, Sp12, F12, Sp13, F15, Sp16, Su16, F16, Sp18, Sp20).
  • Freshwater Ecology (BIOL 4650): 4-unit upper division lecture/lab course (including multi-day field trips) on the ecology and biota of watershed systems (F09, F11, F12, F13, Su14, F15, F16, F17, F19).
  • Research and Technical Writing in Biology (BIOL 4010): 3-unit upper division lecture/activity course on scientific writing (F13, Su16, Su17).
  • Writing for Science and Life (BIOL 4040): 3-unit upper division lecture/activity course on scientific and creative writing. I co-developed and co-teach this course with a creative writing instructor. (Su19, Su20)
  • Restoration Ecology (BIOL 5170): 4-unit graduate level lecture/lab course on the theory and practice of restoration ecology (Sp09, Sp11, Sp13, Sp15, Sp17).
  • Environmental Biology (BIOL 2650): 3-unit lower division general education lecture course on ecology and environmental science (Sp13).
  • Graduate Seminar in Ecology and Sustainability (BIOL 5961): 1-unit graduate seminar on reading and writing journal articles (F08, F12, Sp13, Sp15, Sp16).
  • Frontiers of Biology (BIOL 3000): 3-unit upper division general education lecture course on ecology and society: the environment, democracy, and human well-being (Sp10, F10, Sp11, F11).
  • General Biology I Laboratory (BIOL 1050): 1-unit first semester general biology lab covering cell biology, metabolism, and genetics (F10)
  • World of Biology (BIOL1020): 1-unit non-majors introductory biology lab course (F09, Sp10).
  • Introduction to Zoology (ZOOL 1050): lecture (3 unit) and lab (1 unit) course on zoology for biology majors (F08, Sp09, F09).
  • Biology Colloquium (BIOL 4960): 1-unit undergraduate seminar course with invited guest speakers (Sp09, Sp19).
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