Profession biology lecturer

Biology lecturers are subject professors, teachers, or lecturers who instruct students who have obtained an upper secondary education diploma in their own specialised field of study, biology. They work with their university research assistants and university teaching assistants in the preparation of lectures and of exams, leading laboratory practices, grading papers and exams and leading review and feedback sessions for the students. They also conduct academic research in their field of biology, publish their findings and liaise with other university colleagues.

Personality Type

• Social / Enterprising
• Social / Investigative
• Social / Artistic
• Social / Conventional
• Social / Realistic

Knowledge

• Biology

  Tissues, cells, and functions of plant and animal organisms and their interdependencies and interactions with each other and the environment.

• Laboratory techniques

  Techniques applied in the different fields of natural science in order to obtain experimental data such as gravimetric analysis, gas chromatography, electronic or thermic methods.

• Botany

  The taxonomy or classification of plant life, phylogeny and evolution, anatomy and morphology, and physiology.

• Genetics

  The study of heredity, genes and variations in living organisms. Genetic science seeks to understand the process of trait inheritance from parents to offspring and the structure and behaviour of genes in living beings.

• Curriculum objectives

  The goals identified in curricula and defined learning outcomes.

• Evolutionary biology

  The study of evolutionary processes from which the diversity of Earth's life forms originated. Evolutionary biology is a subdiscipline of biology and studies Earth's life forms from the origin of life to the dawn of new species.

Skills

• Perform classroom management

  Maintain discipline and engage students during instruction.

• Guarantee students' safety

  Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.

• Apply teaching strategies

  Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities.

• Write work-related reports

  Compose work-related reports that support effective relationship management and a high standard of documentation and record keeping. Write and present results and conclusions in a clear and intelligible way so they are comprehensible to a non-expert audience.

• Develop course outline

  Research and establish an outline of the course to be taught and calculate a time frame for the instructional plan in accordance with school regulations and curriculum objectives.

• Teach biology

  Instruct students in the theory and practice of biology, more specifically in biochemistry, molecular biology, cellular biology, genetics, developmental biology, haematology, nanobiology, and zoology.

• Give constructive feedback

  Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.

• Compile course material

  Write, select or recommend a syllabus of learning material for the students enrolled in the course.

• Assist students with equipment

  Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.

• Prepare lesson content

  Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.

• Monitor developments in field of expertise

  Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation.

• Liaise with educational staff

  Communicate with the school staff such as teachers, teaching assistants, academic advisors, and the principal on issues relating to students' well-being. In the context of a university, liaise with the technical and research staff to discuss research projects and courses-related matters.

• Apply intercultural teaching strategies

  Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.

• Liaise with educational support staff

  Communicate with education management, such as the school principal and board members, and with the education support team such as the teaching assistant, school counsellor or academic advisor on issues relating the students' well-being.

• Assess students

  Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.

• Demonstrate when teaching

  Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.

Optional knowledge and skills

Source: Sisyphus ODB