Advising
I am interested in advising students conducting research projects at the undergraduate and graduate levels. Students with interests in the environmental sciences and/or the application of GIS and other geospatial technologies are welcome to contact me via email (amberland@bsu.edu) to discuss research goals.
Graduate students: I advise students at Ball State University in the Environmental Sciences PhD program.
Undergraduate students: I advise students pursuing a bachelor's degree in Geography with a concentration in Geographic Information Science.
Graduate students: I advise students at Ball State University in the Environmental Sciences PhD program.
Undergraduate students: I advise students pursuing a bachelor's degree in Geography with a concentration in Geographic Information Science.
Teaching Experience
Ball State University 2015-present Department of Geography and Meteorology
Miami University 2011-2013 Institute for the Environment and Sustainability & Department of Geography
University of Minnesota 2010 Department of Geography
Teaching Preparation
Bootcamp for Multimodal Teaching and Learning, Ball State University
- Introduction to Geographic Information Systems (GEOG 265)
- Urban Geography (GEOG 321)
- Advanced Geographic Information Systems Analysis (GEOG 438)
- Geographic Information System Design (GEOG 448/548)
- GIS for Environmental Science (GEOG 625)
Miami University 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 2010 Department of Geography
- Biogeography of the Global Garden (GEOG 1403)
Teaching Preparation
Bootcamp for Multimodal Teaching and Learning, Ball State University
- Intensive course to prepare faculty for teaching under face-to-face, online, and hybrid modes of learning
- Semester-long program designed to help new faculty succeed by practicing strategies for learner-centered teaching and balancing teaching and scholarship
- Teaching in Higher Education: A semester-long course exploring educational theory, reflecting on teaching philosophy, and developing teaching skills
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 ask students to interpret the patterns and processes they see in course materials. In immersive client-based projects, my students work in collaborative teams to solve problems and provide analytical outputs for community partners. These projects give students an opportunity to build their job portfolios while building technical capabilities and practicing transferable skills.
(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 achieve their goals and position themselves for success after school. 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 job interviewing, 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 assignments in class are a benefit to students because they get a chance to react to lectures and complete practice problems. I have used classroom assessment techniques 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 when teaching 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 ask students to interpret the patterns and processes they see in course materials. In immersive client-based projects, my students work in collaborative teams to solve problems and provide analytical outputs for community partners. These projects give students an opportunity to build their job portfolios while building technical capabilities and practicing transferable skills.
(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 achieve their goals and position themselves for success after school. 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 job interviewing, 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 assignments in class are a benefit to students because they get a chance to react to lectures and complete practice problems. I have used classroom assessment techniques 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 when teaching students with diverse backgrounds and learning styles.
