Teaching Interests
- GIS (including introductory and advanced GIS, plus topics courses in spatial analysis & modeling, and geographic analysis of human-environment systems)
- Environmental science (e.g., physical geography, humans and the environment, natural resource management)
- Urban landscapes
Teaching Experience
Ball State University Assistant Professor (2015-present)
Department of Geography
- Introduction to Geographic Information Systems (GEOG 265)
- Urban Geography (GEOG 321)
- Advanced Geographic Information Systems Analysis (GEOG 344/544)
- Geographic Information System Design (GEOG 448/548)
- GIS for Environmental Science (GEOG 625)
Miami University Visiting Assistant Professor (2011-2013)
Institute for the Environment and Sustainability & Department of Geography
- Earth's Physical Environment (GEO 121)
- Environmental Science Seminar (IES 175)
- Principles of Environmental Science (IES 275)
- Environmental Measurements (IES 411/511)
- Principles and Applications of Environmental Science (IES 431/531)
- Geographic Information Systems (GEO 441/541)
University of Minnesota Graduate Instructor (2005-2010)
Department of Geography
- Biogeography of the Global Garden [primary instructor] (GEOG 1403)
- Biogeography of the Global Garden [Head TA] (GEOG 1403)
- Environmental Systems & Global Change [TA] (GEOG 3401)
- Principles of GIS [TA] (GEOG 3561)
Teaching Preparation
New Faculty Academy, Ball State University
- Semester-long program designed to help new faculty succeed by practicing strategies for learner-centered teaching and balancing teaching and scholarship
- Coursework – Teaching in Higher Education
- Retreat – Interactive Lectures & Finding the Correct Institutional Fit
- Workshops (Active Lectures, Gathering & Using Feedback, Effective Online Discussions; Leading Recitation Sections)
Teaching Philosophy
My teaching philosophy is centered on three fundamental beliefs:
(1) Courses should be relevant to each student's life. Teaching geography presents an opportunity to demonstrate how spatial patterns and processes affect our lives. I aim to meet two goals: (a) allow students to explore issues of personal relevance, and (b) teach students how to think geographically on their own. To accomplish goal (a), I use problem-based assignments involving real-world situations. Students may be asked to gather their own data or come up with their own research questions. I believe it is both more rewarding and more challenging to pursue one's own interests, as opposed to using 'canned' data for every project. To meet goal (b), I often begin classes by displaying a remotely sensed image or map, and ask students to interpret the patterns and processes they see. On term projects, my students are required to incorporate a technique we do not discuss in class, and introduce the technique in their class presentation. A given course can never cover every relevant topic or analytical approach, so I think it is important to give students practice learning on their own.
(2) Teaching should not be confined to the classroom. Students have many interests that are not addressed in classes. These interests can range from data collection strategies to life after college. I enjoy helping motivated students via information sessions or one-on-one consultations. Based on my own experience before (and during) graduate school, I only had a vague notion of what the next step would be like, so I think it is important to inform students about their options for the future. Depending on the student, it might also be helpful to mentor them through processes such as grant writing or publishing.
3) Frequent evaluation/feedback improves any class. For a class to be successful, instructors need to know which topics are interesting or difficult for students. Similarly, students should have opportunities to explore course information and receive feedback before the exam. I like to gather feedback from students on a weekly basis because it helps me understand how well I am communicating course concepts, and when necessary I restructure the next lecture to expand on topics of particular interest. Low-stakes in-class assignments are a benefit to students because they get a chance to react to lectures and complete practice problems. I have used classroom assessment techniques such as minute papers, think/pair/share, student generated exam questions, etc. successfully to monitor student progress and improve the facilitation of my courses. I believe a variety of frequent, low-stakes evaluation techniques can be especially useful when teaching technical concepts and/or students with diverse backgrounds and learning styles.
(1) Courses should be relevant to each student's life. Teaching geography presents an opportunity to demonstrate how spatial patterns and processes affect our lives. I aim to meet two goals: (a) allow students to explore issues of personal relevance, and (b) teach students how to think geographically on their own. To accomplish goal (a), I use problem-based assignments involving real-world situations. Students may be asked to gather their own data or come up with their own research questions. I believe it is both more rewarding and more challenging to pursue one's own interests, as opposed to using 'canned' data for every project. To meet goal (b), I often begin classes by displaying a remotely sensed image or map, and ask students to interpret the patterns and processes they see. On term projects, my students are required to incorporate a technique we do not discuss in class, and introduce the technique in their class presentation. A given course can never cover every relevant topic or analytical approach, so I think it is important to give students practice learning on their own.
(2) Teaching should not be confined to the classroom. Students have many interests that are not addressed in classes. These interests can range from data collection strategies to life after college. I enjoy helping motivated students via information sessions or one-on-one consultations. Based on my own experience before (and during) graduate school, I only had a vague notion of what the next step would be like, so I think it is important to inform students about their options for the future. Depending on the student, it might also be helpful to mentor them through processes such as grant writing or publishing.
3) Frequent evaluation/feedback improves any class. For a class to be successful, instructors need to know which topics are interesting or difficult for students. Similarly, students should have opportunities to explore course information and receive feedback before the exam. I like to gather feedback from students on a weekly basis because it helps me understand how well I am communicating course concepts, and when necessary I restructure the next lecture to expand on topics of particular interest. Low-stakes in-class assignments are a benefit to students because they get a chance to react to lectures and complete practice problems. I have used classroom assessment techniques such as minute papers, think/pair/share, student generated exam questions, etc. successfully to monitor student progress and improve the facilitation of my courses. I believe a variety of frequent, low-stakes evaluation techniques can be especially useful when teaching technical concepts and/or students with diverse backgrounds and learning styles.
