Dr.

Victor Fomin Teaching Philosophy:

I am strongly committed to involving students in active learning. For this reason I use
class discussion of material taught, encourage learners to study in small groups and
offer them short written exercises (essays). I use the latter in the form of short answers
administered during tests. In my opinion these forms of learning do stimulate the
cognitive process in students for them to be able to seek and find answers for basic
questions of biology “why” and “how” (teleological and mechanistic approaches). This is
why I’m a strong supporter of conceptual learning through which students should
understand the biological process and the interrelation of structure and function. I’m
strongly against memorization unless it is necessary. In my opinion we as educators and
teachers should help students to understand and to master the scientific method as part
of learning process. This includes: (a) realizing the problem; (b) formulating hypotheses;
(c) designing ways to test them; (d) making logical conclusions based on the testing of
hypothesis (es). Other very important resources we should always use are student
advising and active involvement of teaching assistants to make learning effective. Since
biology is an experimental science it is highly important to use the scientific method to
reinforce lecture material during course-associated laboratory work. I also believe that we
as teachers should encourage undergraduate students to be involved in research. This
means to help students who are interested find laboratories where they can conduct
research projects during their undergraduate years. The final product of our teaching
should be an individual with solid knowledge of biology and who can apply the
knowledge in his/her future professional life. I am prepared and looking forward to teach
a course in introductory biology and other courses needed by the UD Department of
Biological Sciences where I can diligently apply myself with passion and enthusiasm for
such a noble cause as teaching.