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Eileen A. LaceyAssociate Professor, Integrative Biology |
Eileen A. Lacey, “an internationally recognized scientist who works across the broad sweep of biology,” came to Berkeley in 1996. Lacey, who holds joint appointments in Integrative Biology and the Museum of Vertebrate Zoology, is a specialist in mammalian social behavior, with an emphasis on rodents. She regularly teaches “Behavioral Ecology” and “Mammology” and co-teaches “Animal Behavior and Mammology.” Students’ comments on her teaching regularly echo this one (from an end of semester evaluation): “I loved this class, and I’m sad that this is the last lecture. Thank you so much!” Former students point to her as deeply influencing their careers. Professor David Lindberg of Integrative Biology says, “Professor Lacey’s integration of her research with her teaching is an inspiration for other faculty, and a shining example of the ideals of the Berkeley campus.” The Committee noted the great extent to which Lacey involves her students in her fieldwork. In addition, they praised her lectures as models of clarity and depth, whose classes inspire students to deeper interest in the field.
Statement of Teaching Philosophy
I truly enjoy teaching. Few things are as invigorating or as rewarding as watching a classroom full of students embrace a new concept or forge the connection between two seemingly disparate ideas. I view myself primarily as a facilitator of intellectual inquiry. Accordingly, even in the largest course I teach (120 students), I use questions and discussion to actively engage students in the development of conceptual arguments. It’s challenging, but keeps students involved in learning and prevents me from growing complacent in the classroom. Berkeley students are amazing, and I always learn from them while they are learning from me. Given their abilities, I often find myself treating them as junior colleagues, rather than as students in need of instruction.
I set high standards. Students deserve to be challenged and to grow intellectually. This does not mean simply keeping them busy with assignments but, instead, encouraging them to think critically about relevant concepts and issues. It also means, when necessary, correcting them and refusing to let them perform below their capabilities.
I work to keep class lively. Establishing a connection with students is essential to engaging them in learning activities. To this end, I find that the pace, flexibility, and interactive nature of blackboard-based lectures are most successful in drawing students into the material presented in class. In addition, I attend almost all lab sections, which provides me with a much better understanding of the strengths, weaknesses, and individual abilities of each student.
I want students to have fun. Learning is more effective in a relaxed, amicable environment. I'm excited by the subjects I teach and I want students to share that enthusiasm. Students feel more comfortable asking questions or expressing opinions, if they feel at ease in the classroom.
I am particularly concerned that students learn to think critically about information presented to them. For some, critical evaluation of data bears directly on their future careers in biological research. For others, this may be the only time when they receive formal guidance along these lines. In short, I seek to stimulate and to train future biologists while at the same time turning non-scientists into more astute consumers of biological information.
I find it difficult to distinguish between the "research" and "teaching" portions of my position. I conduct research because I want to learn more about animals and their behavior and I teach to share what I'm learning with others. As a scientist, I am continually learning, often amazed, and constantly enthusiastic. As an educator, I endeavor to use these attributes in all of my interactions with students to maximize their understanding of and appreciation for the natural world.