I am an educator, a storyteller, a networker—I foster connections among and with my students.
Teaching for the Anthropocene
The troubled age we live in, now called by many the Anthropocene, calls for a new way of conceiving our ways of attending and responding to global climate and political imbalance. It also implies a need to transcend modes of disciplinary thinking that distinctly separate nature and culture: that science can exist without ethics, or that our politics can understand the world without science. Whether face-to-face, hybrid, blended, or online teaching, I have the online tools, frameworks, and experiences that students need to become the compassionate, critical and ecologically minded students prepared to face these worldly changes with courage.
My Teaching Philosophy & Methods (PDF) details my theory and approaches to hybrid and transdisciplinary learning.
Beyond my CV and resumé, the following online teaching portfolio showcases my skill in creating educational materials and unique and engaging activities, but also the knowledge of what it takes to be an effective and meaningful online educator.
Students, myself included, often complain about syllabi for courses being bland and uninteresting.
This is the cover page for a course syllabus I assisted teaching and is just a small taste of my design skills as I try to bridge the technological and aesthetic gaps in pedagogy. Click this cover (as well as following examples) for the full syllabus and schedule to see detailed features and redesign of this syllabus.
As snazzy as this is, the full syllabus also contains a simplified and Universal Design for Education conscious version for students to access from a variety of spaces, print, and online via Canvas.
I’ve led several writing workshop classes to blend the art and creativity of writing into the creative non-fiction and science career planning that helps our students improve communication in STEM fields.
This is a Prezi I use to facilitate those classes.
I am currently designing a course intended to bring that interdisciplinary focus of the humanities to chemistry students. Based largely on the same Theory and Practice of Science class above, my design and its Learning Outcomes intends to illuminate the paradigmatic philosophy and ethics that are woven into the practice of chemistry and showcase perspectives from the humanities to train students in those modes important to future careers.
Using these methods of interdisciplinarity and transdisciplinarity, I have adapted and created useful activities that will help students understand and communicate in the increasingly hybridized world. I am constantly adding to the list of interdisciplinary educational resources, but I think you might find this article from Lisa Yokana speaks well to my conception of the Art of science. This article in the journal Science also highlights important reasons for the teaching of the humanities in a comprehensive scientific education.
Online education does not mean sacrificing any amount of quality in learning. It does mean knowing the tools and coordinated efforts necessary to keep students engaged with material and effectively using it in their daily lives. Designing active learning activities and assignments are the key to doing this online and is little different than the kinds of learning one could do in face-to-face settings.
The assignment below is an example of the kind of interdisciplinary activity that would support such a course design, in this case navigating the role of art and creativity in chemistry.
One of the hallmarks of good science and good pedagogy is the ability to collaborate, work together and peer review each other’s work effectively. For this, I have created learning outcomes to support and formative assignments that take advantage of student-to-student interactive writing and review, along with cogent instructor feedback. This example of how to conduct important peer-reviewed role-play discussion in the humanities is but one of those formative assignments.
Writing Intensive Curriculum (WIC) courses are intended to provide crucial writing and revision instruction specific to students’ career aims. In my work and training in the OSU Undergraduate Research and Writing Studio and Online Writing Lab, my own masters coursework, my development as a creative writer, and work as a teaching assistant in several WIC courses (both biochemistry and chemistry lab orientated) I have honed my skill in responding to the writing needs of students.
This assignment, designed as a summative essay about a specific area of chemistry influenced by the humanities, will also enable students to creatively share work they have been researching all term in a novel presentation mode to their peers.
This is but a taste of the variety of modes and experiences that demonstrate my passion and flexibility in instructing a variety of courses. I have experience teaching classes already established and valuable. And I have my own drive to create new and important learning experiences and new class offerings. I have the skills to make this website and use a number of other online & web tools, bringing attention to detail and technological skill to online and hybrid learning environments.
Connection with my students, sensitivity to their learning process, and dynamic written and multi-media feedback is the key to flexible and engaging learning environments. These also happen to be the best ways I know to prepare students to foster connection to land, build resilient communities, and navigate the political ecologies needed to address the Anthropocenic challenges we face. This is the embodiment of resilience that students need for the future.
A myriad of technologies and web tools are available to help facilitate excellent online instruction. Please browse my Learning Technologies page to view a few of my favorite tools and media on education that I have featured or intend to feature in my classes, as well as podcasts I use to be an active, lifelong learner.