About The Author
Hello, I’m Dr. Melanie Peffer
I received my BS and PhD in Molecular Biology from the University of Pittsburgh and completed a postdoctoral appointment in learning sciences from Georgia State University.
Between my doctoral degree in molecular biology and postdoctoral training in the learning sciences, plus a research program examining how people learn and understand science, and over 15 years teaching biology, I am uniquely suited to understanding the neurological mechanisms behind learning science and guiding others on how to best communicate their science, in both formal and informal spaces.
Connecting Science to Daily Life and Other Disciplines
One of my earliest teaching assignments was teaching non-majors introductory biology. As part of my evidence based pedagogy, I used a variety of classroom assessment techniques, such as exit tickets, to learn more about my students.
Over the course of several semester, I noted a common theme with my non-majors students: feelings of dread, fear, and disillusionment with taking a biology class. Unfortunately, my interactions with many members of the public revealed similar sentiments. Whether in the classroom or with the public, I often heard recurring messages of “I’m not smart enough to do science” or “When am I EVER going to need to know this?
As a biology education, learning scientist, and science nerd, I was troubled by the pervasive negative feelings people held towards science. It’s not a matter of if a student needs to know something – but when and how they’ll need the information they learn in our classrooms. When the time comes in which a student needs to engage with a scientific issue in the course of their daily lives, how can we ensure that students leave the classroom feeling empowered to engage?
I decided to completely change my teaching approach with the students.
I started teaching SCIENCE IN CONNECTION WITH OUR DAILY EXPERIENCES: the connection between what the students were learning in the classroom, their majors, and their lives.
Science content can feel abstract to students. That fuels the idea that science is inaccessible, and drives students away from engaging in the classroom. They feel like they can’t do it, or aren’t smart enough and so they shut down. They disengage with scientific issues, not just in the classroom but in society as well, and may even choose to align what they consider to be good science with their political party affiliation.
When we think about the applicability of science to our daily experiences, the content becomes relatable and therefore more accessible. This approach is also more student driven too.
By the end of the semester, students were talking about having their first positive experience in a science classroom, instead of their belief that they “weren’t smart enough” to do well in a science course.
This experience led to the creation of Biology Everywhere: How the science of life matters to everyday life. The bedrock of my book, and the associated online course, seeks to empower people to engage with science issues by presenting them through the lens of our daily experiences and in connection with other disciplines.
The power of education and communication together can bring science to all.
With my background in biology and learning sciences, I aim to help people engage with science and help others communicate their science through my teaching, science writing, and science communication work.
I Teach at University of Colorado at Boulder
I am currently a professor at University of Colorado at Boulder. I hold two appointments at the University. As a teaching assistant professor, I teach introductory biology as part of the health professions residential academic program.
In particular, I use evidence-based modalities to create an equitable and inclusive classroom and move away from introductory science courses as “weed out” classes. I also frequently blog about issues related to being a woman and mom in science and serve as a mentor to my students.
As a research scientist, I study how to use a web app, called Science Classroom Inquiry to study how people learn and understand science. I also study how to best train professional science communicators in how to use evidence-based strategies to design their communication endeavors.
For a list of my publications, please see my Google Scholar profile. You can read about my NSF funding here.
I write Science Books.
I am a science writer. My first book for the general public, Biology Everywhere: How the science of life matters to everyday life, was released in 2020. Since then, I created a Biology Everywhere Coursera MOOC, gave a TED talk, and created spin off content, including a TED-ED lesson and children’s book, On the River.
On the River was written as my HPLD writer in residence project in 2021. Biology Everywhere and On the River both won gold CIPA EVVY awards in their respective categories in 2022.
I am currently collaborating with Cengage on the biology non-majors textbook of tomorrow, Biology for Life: A Practical Guide to Our Living World. Biology for Life is an inclusive, accessible work that meets the needs of students in a post-COVID world.
I Help others with Science Communication.
My science communication consulting company provides services are all designed to help communicate science to the general public, including workshops, coaching, and write-for-hire work.
Listen to my Interviews about Teaching Science, Writing, and More
More About Me
Outside of my professional activities, I am a mama to two wonderful children and married to my high school sweetheart. We enjoy all that Colorado has to offer and can frequently be found exploring nature as a family.
I also enjoy quilting, reading (often listing to an audiobook while quilting!), playing the flute/piccolo, and playing pinball.
Photo by Field and Fray Photography.
