Interview with Magali Mas, Senior Lecturer in Biology at - led by Université Paris Cité, a teacher in the Licence Frontières du Vivant at Learning Planet Institute.
What inspires you and has motivated your career?
I've always been attracted to two areas of activity: medical biology and teaching. I was convinced that one day I would have to choose between one or the other. I was unaware of their obvious complementarity. I completed a standard university course: scientific baccalaureate, LMD at the University of Paris. Paul Sabatier (Toulouse 3). I did my thesis in a laboratory at the’INSERM. My first teaching experience came in the second year of my thesis, when I taught Mendelian genetics. It was a revelation. From then on, I set my sights on becoming a senior lecturer. Teaching and research represent a heavy workload and a major investment. A double job. But I have fond memories of all those years. Scientific excitement, fascinating reflections, sharing and passing on knowledge. Teaching a subject you're working on allows you to take a step back from your research project, approach it from a different angle and develop a different vision.
I have obtained a position as Maître de Conférences at the Université René Descartes (Paris 5) - currently - led by Université Paris Cité. I'm still involved in research at INSERM. My teaching load has grown and diversified over the years, and now represents a significant part of my professional activity. I teach in various departments and UFRs, the cellular biology and molecular genetics, l’immunology, methodologies...
TEACHING DIFFERENTLY
What do you gain from teaching at the Licence FdV (LFdV)?
Teaching is a vocation. But teaching is anything but linear. As society evolves, so do audiences. Teachers update their methodology: they reinvent themselves, adapt their teaching methods, innovate, and experiment with the multitude of teaching tools available to them (new technologies, etc.).
I joined the Frontières du Vivant license 6 years ago. I'm currently a biology teacher, head of UE, project coordinator and selection panel member. I enjoy the diversity of these roles.
At Frontières du Vivant, students become «actors» in their own learning. Learning is no longer unilateral, following a vertical pattern from teacher to student. We are witnessing a rethinking of the teacher's position vis-à-vis his students. As a result, exchanges are all the more enriching and formative, both for students and teachers. When you're passionate, you're even more passionate. It's a virtuous circle.
The particularities - or multiple facets - of a course such as the Frontières du Vivant Licence could not exist without the investment and professionalism of an entire team - David, Virginie, Typhaine, Patricia, Mahendra and other teachers, teaching coordinators, licence managers, UE managers and project managers..... These diverse personalities and skills contribute to the dynamism of the Bachelor's degree.
Here, the« working together »takes on its full dimension.
Would you say you have greater freedom to teach?
Yes, the conditions under which we teach and study at the Licence give us the freedom to innovate, and to propose different teaching approaches that are conducive to quality work. The Bachelor's degree budget contributes to the high standard of theoretical and practical teaching. The small number of students in each class (around 30) means that we can offer almost personalised supervision. We know each and every one of our students.
Our exchanges are frequent. At the end of each session, students give us feedback on the content, form and quality of the teaching they receive. This helps us to improve our methodology.
There are also regular exchanges within the teaching team to ensure the coherence and consistency of our teaching, particularly in the multi- and inter-disciplinary areas. As teachers, we are accompanied and supported. We're delighted to be able to achieve our pedagogical objectives.
What innovative teaching tools are you using in the Bachelor's program?
Teaching is no longer limited solely to the transmission of knowledge, but also to the acquisition of skills that are both disciplinary (particularly multidisciplinary and interdisciplinary at LFDV) and cross-disciplinary. Learning to learn, opening up to the world, developing curiosity and creativity all help to expand the field of possibilities.
The flipped classroom. Students have already familiarized themselves with their course when they arrive at the class. The class takes the form of a question-and-answer session, during which certain complex concepts are explained once again.
Self-evaluation or online training methods. Students can check their knowledge acquisition in real time.
Building multi- and inter-disciplinary projects. Research projects revolving around a biological issue are assigned to students over a period of 1 or more weeks. To successfully complete these projects, students must combine the biological dimension with notions of chemistry, statistics and bioinformatics. .
Recorded lectures. The possibility of listening to the same lesson several times can contribute to a better understanding of the concepts covered. This is followed by a discussion with students to answer any questions they may have.
With the help of various teaching and methodological tools, students quickly become aware that they are actors in their own learning. They acquire the skills of« know how to learn »They are becoming increasingly autonomous.
Teaching at the FDV Bachelor's degree program, on the Learning Planet Institute premises, has enabled me to discover the service SAPIENS. This university teaching support service has met my needs. I want to improve and develop my teaching. SAPIENS is a way of rewarding the commitment and motivation of teachers to train in pedagogy and transform their teaching practices.
So you already had the basis for the distance learning you were obliged to undergo this year. Nevertheless, the pandemic forced you to adapt your methods. What did you learn from this period?
Before the pandemic, I didn't do much distance teaching. So I can't really say I was prepared for such a situation. In the midst of the health crisis and its confinements, teachers very quickly had to (1) modify their way of teaching and (2) think about how to keep students motivated. Let's not forget that this period was highly anxiety-provoking for all concerned. The psychological and/or material distress of students was palpable in the various university departments.
We had to adapt to new teaching conditions. For example, I discovered the JoVE (Journal of Visualized Experiments), which enables us to compensate for the impossibility of carrying out practical work in the classroom. This is a bank of over 10,000 videos explaining scientific concepts, techniques and experimental methods. This didactic tool is highly complementary to a lecture or practical work.
The policy of supporting students within the FDV License has ensured that they are «less» impacted. Debriefings were carried out on a regular basis.
A MULTI-DISCIPLINARY BACHELOR'S DEGREE THAT ENCOURAGES EXPERIENCE
What are the specific features of interdisciplinary training?
In the LFDV, «barriers» between disciplines are «removed». If students need to know how to work together, so do teachers from different disciplines.
Initially, each discipline is taught individually in order to build up a foundation of theoretical knowledge. This «base» will then enable the student to build a reflection in practical projects integrating several disciplines.
In particular, a project lasting several weeks has been set up, incorporating concepts from both biology and chemistry, bio-statistics and bioinformatics.
Can you tell us more about the “project-oriented” nature of the license?
Students work on a wide range of practical projects «on site» at the Learning Planet Institute, as well as on internships in laboratories in France and abroad. LFDV's training includes a full reflection on the professional world to which our students will belong.
The FDV license is an opportunity.
Can you describe an example of a multi- and interdisciplinary research project at LFDV?
For example, in L1, we offer a multi-disciplinary research project that takes place in several phases throughout the academic year. Patricia Busca, Director of Studies, David Jung, L1 pedagogical coordinator, Mahendra Mariadassou, Ernest Mordre, a computer science teacher, Yohann Corvis, a chemistry teacher and myself, the project coordinator and biology teacher, as well as other part-time and part-time teachers, are all involved in this project. The world of living organisms is approached on different scales: histological, cellular and molecular. The students initiate a scientific reflection combining several disciplines, then respond to the problem posed by a practical approach.
DEVELOP INTELLECTUAL CURIOSITY AND THE ABILITY TO WORK TOGETHER
You are a member of the selection panel for future Bachelor's students. Is there something special about the students at Learning Planet Institute?
The LFDV is highly selective, with only 30 places available per year. In the LFDV program, candidates must be able to keep up with a fast pace of work. As the courses are multi-disciplinary and open to the world, candidates must have a good level of science (biology, physics-chemistry and mathematics) and English. Motivation, scientific curiosity, a creative spirit and a desire to work in a group are also required.
Is the ability to collaborate and work together essential?
This is essential to the Bachelor's degree. It's one of the cross-disciplinary skills we're working on. Group work is strongly encouraged.
Does a student's life path count as much as their academic experience?
Absolutely. Studying for a Licence FDV means a lot of work. The level of your academic record is obviously taken into account in the selection process (grades, teachers' assessments, recommendations....). At the same time, the applicant's extracurricular experience, interests and background are given equal consideration. We pay particular attention to applicants with scholarships, or with special needs.
In conclusion, how would you sum up the Licence?
The student body is evolving in line with a constantly changing professional world. The objectives and pedagogical content of the FDV Bachelor's degree respond to societal imperatives, challenges and constraints. And it's gratifying to see how successful our students are in pursuing their studies and career paths!
