Comments on: 09-11-18

By: Suzanne Zeitz

Suzanne Zeitz — Sat, 21 Nov 2009 01:25:26 +0000

My son, a sophomore at Grinnell College, decided to change his major to biology (from a probable psych or French major) after experiencing Biology 150. I’m not sure what his section was called, but it introduced biology through a study of bacteria. He and his lab partner designed and carried out an experiment investigating the presence of e coli in produce as part of their course work.

Prior to this course, he had not given serious consideration to a science major. Now he is happily enrolled in introductory chemistry and looks forward to more chemistry and bio in the spring.

Just another reason it is hard to beat a quality small college experience.

By: Elizabeth

Elizabeth — Fri, 20 Nov 2009 17:33:04 +0000

In fall of 2004 I entered Grinnell College and enrolled in Biology 150, planning to be a biologist but not knowing the nature of Biology 150. I found out on the first day of class that the topic of my Biology 150 class was ecology, the one area of biology that I absolutely hated.
Over the course of the semester, I learned more about the scientific process, how to read and evaluate scientific papers and most importantly, how to think like a scientist than I learned in any of my upper level biology classes. I also learned that ecology isn’t nearly as boring as I had thought.
After graduation I got a job at a top research hospital where I found that the skills I learned in Bio 150 were useful to me as a scientist in the “real” world. In fact, the most useful biology classes I took at Grinnell were Biology 150 and a special topic class on evolutionary biology. Both classes focused on the process of science- designing experiment, reading and writing papers and even writing a grant proposal instead of memorizing minute details.
At the bench, you can always look up a fact in a textbook but no reference book has a section about thinking.

By: Clark Lindgren

Clark Lindgren — Thu, 19 Nov 2009 21:11:50 +0000

Drew, You raise an interesting point. Might we get better scientists by making it harder for them to get real science experience, just like the musician who has to fight and claw his way to get a good gig. I am not sure. I am pretty sure the successful ones will come with other traits we may not like so much, like being overly competitive, too independent, uncreative, single-minded. It is quite clear that the status quo has not produced a population of scientists who are very diverse in terms of gender (males > females), race (whites > everyone else), economic status (rich > poor). Darwinian selection is good to a point, but sometimes you need to be careful what you select for.
Clark

By: Michael Lewinger

Michael Lewinger — Thu, 19 Nov 2009 08:58:02 +0000

This is absurdly true! I actually have an M.Sc. in biology until I found out I don’t like bench work. And the rhythm of research. I have been a proficient computer expert in all kinds of practical fields where insight and immediate action is required.

I want to stress out that the student that dropped Biology after Biology 150 is actually a rare type: the one that can change behavior and rejects determinism. She’d probably fare very well in any field she chose…

By: Drew

Drew — Wed, 18 Nov 2009 18:51:02 +0000

“Regardless of the direction Tommy’s tuba career takes, all of the scenarios are absurd. Who would defend a curriculum that asks students to wait until their senior year in college to actually do what they came to do? How many college students have the patience or insight to put up with this? How many potentially great tuba players would we lose using this strategy?”

In actuality (at least as far as professional musicians are concerned), the student who ends up a pro making a living, knows going in that they must work “off line” while attending school to get the degree. Those who don’t are simply not serious and most give up, and that is the very reason that musical pros left standing are so very good.

Would we really WANT the competition to be a more level playing field so that more mediocre practitioners are encouraged and coddled? Do you know what they call the student who graduates at the bottom of the medical school class? “Doctor.” Be careful what you wish for.