My teaching philosophy is based on intentional and inclusive design to support BAJEDI (Belonging, Access, Justice, Equity, Diversity and Inclusion) work in the geosciences. In my experience, and according to geoscience education literature, successful learning and teaching requires a student-centered environment, transparent expectations, structure and communication, the opportunity for exploration, and the fostering of critical thinking skills. I enhance student learning through active engagement, as I encourage students not to listen to science, but to do science and provide support and community as they develop and grow their science identities.
I employ backwards design when crafting courses. I first consider a) what critical thinking skills do I want students to gain (i.e., thinking across space and timescales, 3D visualization), b) what concrete or tangible skills do I want students to gain (i.e., Brunton compass, MATLAB), and c) what content goals do I value most (i.e., plate tectonics, geologic time, fracture mechanics). Then, I determine a course structure, materials, and formative and summative assessments that will achieve the learning outcomes. I incorporate universal design elements to ensure accessibility and inclusion of students with academic, physical, visual, and auditory disabilities. |
As an instructor, I feel a responsibility to broaden participation and instill a sense of curiosity and social responsibility as students learn critical earth science concepts that they will take with them as scientists, engaged citizens, and science ambassadors. I’m an energetic and expressive teacher and am thankful that tectonics easily lends itself to hands-on activities, group learning, and relatable content to invoke a student’s sense of inquiry and place.
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