As the director of the Emory College Center for Science Education, her mission is to get students interested in scientific careers. Marsteller, who is also a professor in the biology department, says that learning scientists' investigative techniques turns students into lifelong learners.
“My philosophy of teaching and learning is embodied in the concept of 'scientific teaching,'” she said. “Scientific teaching, like the best science, uses observations and data, is evidenced-based, experiments with new models and conceptions and is grounded in the literature of teaching and learning.”
Whether teaching middle-school students or groups of fellow professors, Marsteller knows it’s important to keep it relevant. “My approach to teaching and mentoring is based on personal experiences, lifelong engagement with the professional literature on teaching and learning, and continuous reflection,” Marsteller said. She favors constructivism, a teaching strategy that builds students’ knowledge from the ground up. “With this approach, one must identify students’ current conceptions and misconceptions, guide them to develop new conceptual frameworks, and explore questions and problems that are relevant to them and to the discipline,” she explained.
Marsteller also makes a point to reach out to students from backgrounds typically underrepresented in her field. “Some of my most important work has been developing programs to diversify the contributors to science,” she said. To that end, she directs Emory’s Hughes Science Initiative, a program funded by Howard Hughes Medical Institute grants. According to Marsteller, over 100 undergraduate courses have been funded by those allocated funds.
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