Meet the Author: Why Biology?

The Story

Relevancy has always been at the core of Michael’s teaching strategy, and as an author, he has strived to integrate new relevancy-based resources into his textbook series. However, as the director and lead instructor of a large non-major biology program at Appalachian State, he realized that to engage students with the content, he had to make it relevant to their lives, and this relevancy had to be based on aspects of science that were evident either in the students’ everyday environment or in topics they were hearing about online or in the news.

One semester, out of complete frustration with low attendance and student interest, Michael decided to scrap the traditional approach and started talking with the students about what they were interested in. The result— cancer, energy drinks, human inheritance, and climate change— formed the basis of his first relevancy-based class. The student response was amazing— both engagement and interest increased almost immediately. A second-semester course was developed. This approach was integrated into a curriculum change at Appalachian State and became the basis for the Why Biology? content.

Students do want to learn biology; they just don’t want to be biologists.

The Approach

To build a truly innovative product, you must first abandon earlier models. Traditional non-major biology texts, while serving an important role in modern education practices for decades, generally focus on details first and then attempt to make this content relevant to students. However, that is not the way that humans learn. We tend to observe the world around us and collect information so that we can better understand the observation. We understand what is relevant to us first, and then collect specific information related to this.

This is the approach of Why Biology?, and it has formed the core principle of its development. In Why Biology?, the topic acts as a thread to keep students focused on the question or observation, and the science is brought in as needed for explanation. This approach keeps the students focused on the question and promotes an interest in exploration.

A unique approach requires assessment. So, for over two years McGraw Hill piloted Why Biology? at two- and four-year institutions. We conducted hundreds of student surveys and enlisted the assistance of instructors who were looking for an innovative approach. This data went into a 360-degree revision process, which not only included revisions of the content by Michael, but also a redesign of assets to help instructors integrate the product into their classrooms. This approach makes Why Biology? a continuously updated product that reflects the nature of science in our world.

Michael built Why Biology? based upon the needs of the market—non-major biology students and faculty.

The Solution

Connect Master: Why Biology? is the first-ever theme-based course that associates biological processes with topics relevant to students’ lives. This approach enables non-major students to create connections, become more engaged with the content, and make informed decisions as scientifically literate citizens.

The Architect

Since first entering the world of science education, Michael has had the desire to tell the story of biology and the wonders of scientific discovery. As an educator, he is passionate about introducing students to the relevance of science in their everyday lives. Starting with the challenges of engaging students enrolled at intensive weekend classes at MacDill Air Force Base, to teaching at a rural two-year college, and then leading a program that enrolled over 4,500 students annually at Appalachian State, Michael has constantly pursued innovative strategies to increase scientific literacy among students following a career path outside of the sciences.

One of the original four Digital Faculty Consultants for McGraw Hill, Michael has been at the forefront of McGraw Hill’s initiatives to transition to the digital age of information delivery. As an author, Michael has authored over 20 editions of the Mader-Windelspecht series of non-major biology texts, and in each edition, he has explored innovative methods of integrating emerging technologies into the non-major biology class.