Current teaching

I coordinate and teach the introductory unit SCI1300 Climate Change: From Science to Society. This unit runs in both main semesters and introduces students to how the climate works, how it is changing and how we and various stakeholders are responding.

I co-coordinate and teach the core physical geography and environmental science unit EAE2011 Enviornmental Visualisation and Modelling. This unit teaches analytical skills in a context-based classroom including an introduction to the programming language R.

I am also passionate about field teaching, and support fieldwork programs in many units.

Pedagogy

There are four principles that underpin all my teaching.

1. The learning experience dictates the learning outcomes

2. Context is the key to meaningful learning

3. Trust and Integrity foster a professional teacher-student relationship

4. Education should leave a legacy

These four principles drive the design, content and experience of all my classes. I am always looking to share ideas and to improve my teaching, and welcome your ideas.

Education Research

As I strive to improve my own teaching and contribute to science education, I am leading the following research projects.

Each of these projects draws upon and develops the above principles.

Changing earth science students’ perceptions of mathematics and programming through context-based education

This project strives to show that context-based learning helps students to change their approach to learning topics that they consider difficult.

Evaluating the effectiveness of self-paced interactive content in place of lecture recordings in an Earth Sciences context

A project aimed to improve the way we deliver content to students outside of the classroom, particularly in a post-covid world.

Do students recognise their employable skills?

Every unit we teach reinforces more than subject matter: we also practice a range of skills that can be applied to other subjects and in the workplace.

This project aims to determine how to help students recognise these skills so that they can actively practice them elsewhere in life.

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