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Oyenike Olabisi consistently gets excellent feedback from
students on what she calls her “Why Should I Care” slides, a lecture
explaining to all students — including the music and fashion design
majors — why biology matters in their lives.
note: First-year students, prospective students (and some of their
parents) wonder and worry how they will handle the academic transition
from high school to college. In a series of stories, UDaily speaks with
University of Delaware professors who teach courses commonly taken by
students during their first year on campus. In this story, Associate
Professor Oyenike (Nike) Olabisi explains how she teaches biology.
Imagine seeing the mugshot of an escaped prisoner on the evening
news. Now picture spotting that person in a grocery store the next day.
What is your first move? You register danger, of course. You call the
police. You protect others by signaling to fellow shoppers.
This is one of the metaphors adopted by Oyenike (Nike) Olabisi,
associate professor of biology at the University of Delaware, in her
teaching about mRNA, a molecule in the body that conveys protein-making
instructions meant for cells. In the case of vaccinations for the
coronavirus (COVID-19), synthetic mRNA injected into an arm contains the
blueprint needed for producing coronavirus spike proteins — in other
words: it contains the disease’s mugshot. This way, should a vaccinated
person come into contact with COVID-19 at, say, a grocery store, the
body is able to recognize these proteins as dangerous. The immune
response is triggered. Surrounding cells are protected from harm.
Move this whole section up, swapping places with the section above it.
Prof. Olabisi, in a 2016 photo, engages her students using a computerized polling
feature that allows them to answer anonymously if they don't want to speak out in a group.
Of course, Nike Olabisi (pronounced Nee-kay O-la-bee-see) does not
need to incorporate into her curriculum America’s current pandemic at
all. She could simply explain the basics of mRNA the way they are
described in your typical textbook, in all their protein-encoding glory.
But connecting foreign or abstract concepts to current events is one
way she captures the attention of a class.
“For many of my students, the struggle is: ‘Why should I care about
this’?” Olabisi said. “So it is central to my course design and
philosophy that I help them see the relevance of what they are learning —
not just to their lives, but to society.”
Olabisi’s Principles of Biology course (BISC 104) is taken by many
first-year students, including those who major in music, elementary
education or fashion merchandising. Translation: These are not people
necessarily titillated by photosynthesis or frog dissection. Or, at
least, they do not realize they are, until Olabisi connects these
biological concepts to their true passions.
Consider the sociology students more invested in social justice
than genetics. To their pleasant surprise, this course manages to link
the two. Each semester, when covering the technical aspects of
phenotypes and genotypes, Olabisi polls her class: Is race a biological
fact or merely a social construct? The majority, she said, vote for the
former. Then the professor uses evidence to contradict that position:
There is no gene or set of genes common to all Blacks or all whites. In
other words, looking different does not mean human beings actually are
all that different, at least not in any real, genetic sense. Indeed,
Olabisi contends, you will find more genetic variation among penguins —
those flightless aquatic birds that appear indistinguishable from one
another — than among human beings.
In this 2016 photo,
Prof. Olabisi encourages her students to work in groups as well as
individually, and to take advantage of her office hours for additional
help. During the coronavirus pandemic, that group work and those office
hours still happen regularly in a virtual format.
“The last thing I want is to just bombard my students with facts,
facts, facts,” Olabisi said, noting that this is a common experience
(and turnoff) for biology students in some high school classrooms.
“Instead, I try to connect those pieces of information to a bigger
Take the process of meiosis, a type of cell division that results in
the eggs and sperm necessary for sexual reproduction. A public policy
major enrolled in this introductory class solely to meet a science
requirement may zone out if presented only with the technical stages of
this process and its associated vocabulary, words that would sound right
at home in a Lewis Carroll poem. (Asters! Centromeres! Homologous
chromosomes and sister chromatids!) But Olabisi relates this process to
societal issues. Things that go wrong in meiosis lead to conditions like
Down Syndrome, and the longer a woman delays having a baby, the greater
the chance of giving birth to a child with this kind of disorder.
“You might be a senator tomorrow,” Olabisi said. “And you may be
involved in conversations shaping paid parental leave or issues
surrounding women in the workplace and when they may want to start a
family. So this knowledge may help you better empathize with your
This big-picture focus is novel for many who spent high school
biology struggling to memorize esoteric definitions for fungi and
flagellum. For this reason, Olabisi encourages her students to connect
with her for study tips and strategies outside of class: “It is not me
versus you guys,” she said of the Blue Hens in her course. “It is all of
us in this together, collaborating to build a community of learners.”
One member of this community is Jayla Alphonso, a first-year
elementary education major who enrolled in the course in fall of 2020.
At first, she said, she was a person “who was never really into science,
so I was, like: ‘Ugh, Why do I have to do this’?” But once she took
Olabisi up on her offer for additional help, her viewpoint began to
change. Not only did she learn effective strategies for comprehending
that aforementioned meiosis process (Olabisi encouraged her to draw it
out, which made all the difference), she discovered an unexpected perk: a
potential mentor for the long-term.
“There are not many teachers who look like me, as an African
American,” said Alphonso, who ended the semester with an A. “And she
really encouraged me as an education major, always giving me tips on
keeping up with my studies. She is someone I could see myself keeping in
Olabisi’s accessibility also made an impression on Cory Mengden, a
junior chemistry major. During one interaction, he contested a mark on
an exam, explaining in detail his rationale behind one answer in
particular, and Olabisi awarded him the extra point. Another
conversation did not result in any extra credit, but it did “spark a
nice back-and-forth that helped me better understand the topic,” Mengden
said. “She’s a receptive, engaging professor.”
While some academics in the scientific community might pride
themselves on “weeding out the mediocre students in year one,” Olabisi
said, she approaches teaching differently: with faith in the ability of
her students to grow in their capacity for scientific thought. She helps
them as much as she can in this effort by, for example, scheduling
quizzes on the same day every week to aid a class in establishing a time
management routine. She also allows students to drop their lowest exam
“I’m not saying biology will be easy or that there won’t be failures
along the way,” Olabisi said. “But a growth mindset means knowing that
you can learn from failure, that it doesn’t define you as smart or not.
Come talk to me about what’s working, what’s not working and how to
improve. Because just like you can build muscles in the gym, you can
Fair warning: Students who adopt this growth mindset in Olabisi’s
class just might grow a little more than expected. At least, this was
the case for Rafeala Dougherty, a first-year student who took the course
in the fall of 2020.
“When I started, I was majoring in elementary education,” Dougherty
said. “It was one of those courses I had to take to meet the
University’s breadth requirement. But then I realized I was more excited
by — and interested in — this subject than any other. In the end,
taking Professor Olabisi’s class, I switched my major to biology.”
Article by Diane Stopyra; photos by Amanda Oldham and courtesy of Oyenike Olabisi
Published Feb. 1, 2021