We are all increasingly confronted with questions about the causes and implications of changes in the environment. Climate change, the collapse of fisheries, global biodiversity loss, exposure to air pollution, are just a few examples of environmental change that regularly make headlines. As students seek to understand these complex issues, I want to provide them with theoretical background, empirical evidence, and methodological tools that they need to explore and to understand the relationship between people and the environment. I seek to nurture critical thinking skills that will serve students in examining these topics, but that will also serve them in other activities outside of the classroom.

In the classroom, I strive to create an inclusive environment that is adaptive to the particular needs of students. To do so, I embrace the diversity of worldviews and experiences of each student and consider the many different ways that students learn. I welcome these diverse perspectives through discussion groups and interactive lectures that allow a forum for students to ask questions and to voice opinions. In all classes, I embrace a mixture of lecture, reading, discussion, and multimedia activities to create a complementary set of learning tools. Lectures and discussions are bolstered by experiential and hands-on activities, including laboratory exercises, fieldwork, fieldtrips, and meetings with practitioners.

Supporting intellectual diversity also requires adaptive teaching. I regularly evaluate my work and student progress. For example, formative non-credit assessments at the start of each class or new unit allow student self-assessment and provide me with the opportunity to identify areas that require review. During grading of exams and papers, I also identify areas that require more attention, revisiting these topics as needed. In this way, I am constantly adapting the class in order to support student success.

By creating an inclusive classroom that adapts to student needs and learning styles, works, I aim to nurture an enthusiasm for learning and critical thinking, while successfully delivering the course content.


GIS 124: Geographic Information Systems

Through extensive hands-on activities, students learn fundamental skills in GIS. This course provides key concepts in GIS, while also developing essential skills in the visualization and analysis of spatial data.

Taught at Bunker Hill Community College in Spring 2015.

Course Syllabus

GEO 101: World Regional Geography

While teaching students about the social and environmental of characteristics of various regions, this course also challenges students to critically evaluate the increasing connectivity of these places and the issues of politics and power that are transforming the lives and environments around the world.

Taught at Bunker Hill Community College in Spring 2015.

Course Syllabus

GPH 314: Global Change

This upper-level undergraduate course examines some dominant trends in environmental and social change at regional and global scales, drawing attention to the growing influence of humans on environmental processes around the world. The course begins with a review of the concepts of systems thinking and Earth System Science specifically, progresses to a review of the empirical evidence of anthropogenic changes in the environment, and finally considers adaptation and pathways to sustainability. As an online course, the syllabus draws heavily on multimedia, using publicly available videos and documents in addition to traditional lectures.

Offered as an online course at ASU in 2011, 2012, 2013, and 2015.

Course Syllabus

GPH 111: Introduction to Physical Geography Laboratory

This laboratory complemented a lecture course. As the laboratory instructor, I prepared lectures and activities to teach undergraduates basic concepts of physical geography.

Taught at ASU Fall 2010, Spring 2011

Course Syllabus

ESPM 9: Environmental Leadership Pathways: Environmental Science Case Studies

I co-taught this course with several other instructors at UC Berkeley. I developed a series of lectures and laboratory assignments to introduce students to methods in GIS. The laboratories all focused on how to leverage GIS to examine issues surrounding food justice and local food systems in the Bay Area of California. This course was targeted to students that were transferring from community colleges into the University of California's four year programs.

Offered at UC Berkeley during the Spring of 2009.

Sample Lab Exercise