Page 39 - Priorities #61 2015-April/May

Christine Muir Parker certainly follows in her namesake’s footsteps, naturalist John Muir, although no relation, she exemplifies all of his exuberance for the natural world and shares that passion with her students. She has led programs with students in the Galapagos Is- lands, Ecuador, Honduras, and Costa Rica to name a few. In addition, she formerly held the McGraw Family Fr. Maurus Faculty Chair for Science.
What makes you excited about teaching Science at the Priory?
Priory students are curious and willing to try new activities. They are open to new experiences and enthusiastic. This positive attitude makes labs, case studies, and experiential learning excit- ing. As a class we are on a journey together and I am able to design learning experiences that foster critical thinking. Also, my science department colleagues and the facilities on campus are amazing. The natural setting of our campus encourages hands-on learning in science and the conscientious colleagues that I work with inspire me to try new projects with students. I am pas- sionate about leading the summer science study abroad field program which allows for authentic, multi-disciplinary science immersion experiences for students.
Can you think of an anecdote that illustrates your answer to question #1
Since coming to the Priory I have run the summer science field study abroad program which is place-based, thematic, multi-disciplinary science curriculum. We have studied watershed ecology in Belize, sustainability and biodiversity in Costa Rica, coral reef ecology in Honduras, wildlife management in the Galapagos, and human cultural and biological diversity in Kenya. These pro- grams are designed to be transformative, hands-on, rigorous, field-based learning and research, grounded in the culture and economics of a region. Each program pushes students just slightly outside their comfort zone intellectually, physically, and socially. Priory students continue to amaze me with their enthusiasm to work with scientists in the field, participate in homestay pro- grams, volunteer with local schools, and work with each other. Even when tired after a long day in the field, students never shy away from trying new experiences during our evening programs. Students have enthusiastically bathed in rivers, slept in bunkrooms in the rain forest, called to howler monkeys, tried new foods, and spoke foreign languages. In the Galapagos, students were offered the opportunity to “try on” (climb into) a Galapagos tortoise shell to better understand the size and weight of the tremendous shell. No one turned down the opportunity and students even managed to do push-ups while “wearing” their shell!
In reflecting on your time at the Priory, can you elaborate on what makes the Priory special for you. What contributions you hope you’ve made, and what do you think is most special about your time here at the Priory?
Balance and community.
Balance
Priory makes all of its decisions based on what is best for students and their learning. The idea of balance – Ora et labora – is the type of balance we want for our students in terms of their educa- tional experiences at Priory and want in our students in terms of balance in their daily lives. As a faculty we want students in strive to be their best selves in their academic classes, while balancing extracurricular activities and family/friends at home. We want to educate the whole child.
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Priory students continue to amaze me with their enthu- siasm to work with scientists in the field, participate in homestay programs, volunteer with local schools, and work with each other.