Witnessing ‘Lightbulb Moments’: Bogle Speaks to Value of Life Science Education Degree

Life science courses like ecology and biochemistry require a teachable spirit, hard work, and a competent yet patient teacher for students to arrive at those “lightbulb moments.” Grace Bogle of Greenfield, Indiana, is pursuing a life science education degree in hopes of becoming one such teacher for her students. 

We asked Bogle about her experience at Grace — in the School of Science & Engineering and beyond! 

1. What is it that you want to teach with a life science education degree, and how has God led you into this field?

I’m passionate about teaching high school physics and chemistry. I was good at those subjects in high school, but more importantly, I was able to explain them well to my classmates. I had trouble deciding on a career, so I asked myself what I would miss the most if I had to stop doing it to do something else. I came to the conclusion that I would most miss helping people understand concepts and ideas and seeing that “lightbulb moment.” From there, it was a simple matter of combining my interest in the physical sciences with my love for teaching and choosing a life science education degree.

2. Describe your educational background prior to coming to Grace for a life science degree. How did those experiences prepare you well for your studies at Grace?

I was homeschooled from first grade through eighth grade, and then I attended a public high school part-time through high school. Through that high school, I had the opportunity to take AP science and math classes, including AP Physics and AP Chemistry. Through my homeschool experience, I learned to be self-motivated, which has helped me succeed in my classes here at Grace. Through my public high school classes, I was exposed to high-level science concepts that gave me a preview for what I would need to know in my college science classes.

3. What have been some of the most impactful academic opportunities you’ve had in your life science degree?

Last fall semester, I participated in a research project with Dr. Scott and another student

researcher. We participated in a workshop held by the Institute for Student Astronomy Research (InStAR). We were given access to a worldwide telescope network and photographed two pairs of double stars in order to measure their relative positions. Our measurements were added to a database of information on double stars. Eventually, our data will play a role in clarifying the behaviors of these particular stars. At the end of the project, our team put together a publishable article for peer review. The research experience and publication are a great addition to my resume and a valuable experience as part of my life science education degree. 

4. You came in with 47 college credits — how did you accrue so much dual credit, given that you came from a homeschool background?

I had several avenues for dual credit. First, I was able to take select AP classes at my local public high school, which is something not all public schools offer. Through that opportunity, I earned 16 science credits and 7 math credits. The second way I earned dual credit was through online classes from different universities, including Asbury University and Cedarville University. By taking these online classes, I earned 24 general education and humanities credits, for a total of 47 college credits.

5. Are you involved in any student clubs or other extracurricular activities — what have those experiences been like for you?

I have been involved with several student clubs and extracurricular activities. I was a member of the Turning Point USA club last year, and I helped found the secondary education club. The secondary education club’s goal is to connect secondary education students with each other, as there aren’t that many of us, and there are only a few classes dedicated to secondary students. I also hold three on-campus jobs currently, including peer academic facilitator, science content tutor, and ceramics TA. The aim of the peer academic facilitator program is to help students who are struggling with either their grades or the transition to college to learn how to succeed. Those responsibilities have kept me pretty busy, but I enjoy helping students reach their full potential.

6. What does a liberal arts education mean to you, and in what ways do you live out the liberal arts ideals as a student at Grace?

To me, receiving a liberal arts education means that I will be a well-rounded graduate. Not only do I take my science and education classes for my major, but I also have the opportunity to study the Bible under qualified professors and enjoy creativity through several art classes. This combination of subject matter allows me to interact with and learn from students in a wide array of majors. 

7. How have your experiences as a Grace student impacted your faith?

I really enjoy the integration of faith in my life science education degree. I had a solid Christian base in science through our homeschool curriculum, but I also went through a public science program. Having experienced both, I have to say that Grace does a very good job of hiring faculty who truly believe that there is scientific evidence that supports the Bible and who are not afraid to share that evidence with their students. I’ve also seen my faith strengthened through my Bible classes. I’ve learned a lot about Bible study and current issues from a Biblical perspective through those classes.

But more than anything else, when you ask Grace what she loves most about her life science education degree at Grace, she will tell you it’s the people. Her time at Grace has allowed her to make lasting connections with her peers and professors, which she knows she will treasure long after graduation.

Learn more about our life science education degree, and read this blog to learn about why you should consider a secondary education degree.