Instructional Delivery
Democracy of Education
One of my most significant accomplishments as an educator has been my body of work with Open Education Resources (OER). In many aspects, my research in teaching and learning, and my teaching philosophy has led me to believe in the power of education firmly. Education, in my opinion, is a human right because of its ability to empower individuals and communities around the world.
Similar to the scholarly work highlighted by John Dewey, nearly all aspects of my teaching practice is grounded in a philosophy that education must be open, transparent, and available to humanity as a form of democracy in it is own right. All curriculum, eTextbooks, and student-centered activities are all licensed as OER and are freely available to the world on my Open Geography Education website
Similar to the scholarly work highlighted by John Dewey, nearly all aspects of my teaching practice is grounded in a philosophy that education must be open, transparent, and available to humanity as a form of democracy in it is own right. All curriculum, eTextbooks, and student-centered activities are all licensed as OER and are freely available to the world on my Open Geography Education website
Sense of Community
I have always viewed the classroom (in-class and online) to be considered a "sacred space" for teaching and learning. When I enter a classroom space, my goal is to bring my best efforts to create a safe and inclusive space for learning. I use a variety of pedagogies that help build a "sense of community" within the classroom.
I also celebrate the growing diversity of our student populations within the institution. Institutional data shows that over 54 percent of our students are First Generation Students with a growing race/ethnicity demographics. In the classroom, I enjoy and appreciate the unique and diverse perspectives and life experience our students bring to the learning environment. While I want diverse thoughts, ideas, and experiences in the classroom, I respect that students should not feel like they are representing a group they belong to. Instead, they are only representing themselves in the classroom and only their ideas, opinions, and life experiences.
I also celebrate the growing diversity of our student populations within the institution. Institutional data shows that over 54 percent of our students are First Generation Students with a growing race/ethnicity demographics. In the classroom, I enjoy and appreciate the unique and diverse perspectives and life experience our students bring to the learning environment. While I want diverse thoughts, ideas, and experiences in the classroom, I respect that students should not feel like they are representing a group they belong to. Instead, they are only representing themselves in the classroom and only their ideas, opinions, and life experiences.
Classroom Management
Best teaching practices require faculty to take care design courses at a variety of scales and manage the fine details to make sure a learning experience helps students succeed in your course. Ultimately, classroom management is the critical piece of teaching that directly relates to how you connect with the students inside out outside of class. I have tried to address "classroom management" using a variety of best practices. Below are just a few examples of how I try to maintain classroom management:
Outside of the Classroom
Outside of the Classroom
- Have an inclusive syllabus within the Canvas site at the beginning of the semester
- Have a well designed Canvas course and modules so that student expectations are clearly stated
- Ongoing announcements about upcoming due dates and current events
- Engagement with students using Canvas messaging
- Providing students relatively fast feedback on assignments and activities within the Canvas grade book.
- Using various educational technologies to engage students including WebEx, MySuccess, and messaging app
Within the Classroom
- Use student names when calling upon them
- Greet students as they enter the class and when they leave
- Manage a classroom by making sure students remain engaged during class time by walking around the classroom and talking to students when they are working on in-class activities
- Create engaging, active-learning activities and discussions that directly align to the big ideas, goals, and outcomes of the course
Learning Theories
In all of my courses, I strive to use student-centered, active learning and flipped classroom pedagogy. Geographic Science and the technology associated with the discipline, called geospatial technology, creates a dynamic learning opportunity for students. The discipline has become very technologically driven, where information systems skill sets, and spatial knowledge and theories are converging to understand better the physical and cultural world’s we live within. While at the same time, student backgrounds and perspectives, and current events around the world lead to deep conversations through in-class and online discussions.
The videos below are to provide context and understanding of the various learning theories I try to research and apply
The videos below are to provide context and understanding of the various learning theories I try to research and apply
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Cognitive Constructivism
All of the courses I teach are connected either to geographic science or geospatial technology. To create and facilitate hands-on, active-learning communities within my courses, I engage various learning theories including Cognitive Constructivism (Piaget) and Discovery Learning (Bruner). |
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To implement inquiry learning in my courses, I have created a series of hands-on activities and assignments that use digital mapping technology, specifically ArcGIS Online, the new Google Earth, and National Geographic's Mapmaker, that aligns to module, course, and program-level learning outcomes. These assignments are licensed as Creative Commons Attribution 4.0 International License and are embedded and part of the OER textbooks on Open Geography Education. This allows others across the country and internationally access these OER licensed assignments as part of their course curriculum. Below are just a few examples of the assignments and hands-on activities I have created for my courses using digital mapping technology.
Social Constructivism
LearningMany of cultural geography courses I teach integrate social constructivist theories (Vygotsky) to access student background knowledge, prior life experiences, personal expertise, and cultural perspectives. Social constructivism argues that social contexts cannot be separated from the learning experience. Students bring their cultural lens, besides their background knowledge, to understand, inform, and grow cognitively and to create new knowledge and meaning. Knowledge develops as a shared experience, rather than an individual practice. |
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I have integrated various teaching theories and pedagogy centered around social constructivism in my courses. I have designed classroom experiences using various discussion-based techniques to implement this theory. Unlike my cognitive constructivism pedagogy, where I integrate technology through digital mapping, social constructivism focuses less on technology and more on human interaction. Some of the techniques I have incorporated include the Harkness Method, pair-share, round robins, and more.
I have personally found it easier to integrate social constructivist theories in my cultural geography courses than my physical geography courses. Part of this has to do with the nature of the learning outcomes, and curriculum inherits in the two sub-disciplines of geography. I strive to teach issues of environmental racism, climate refugees, impacts of underserved communities in natural or environmental disasters, and more. These topics provide an opportunity to integrate discussion-based opportunities within the classroom.
I have personally found it easier to integrate social constructivist theories in my cultural geography courses than my physical geography courses. Part of this has to do with the nature of the learning outcomes, and curriculum inherits in the two sub-disciplines of geography. I strive to teach issues of environmental racism, climate refugees, impacts of underserved communities in natural or environmental disasters, and more. These topics provide an opportunity to integrate discussion-based opportunities within the classroom.
Other Learning Theories
Moving forward, I would like to implement more learning experiences for students designed around social constructivism. Geography is the discipline that tries to understand the physical and cultural environments and our place within them. Using a variety of hands-on activities, students should be more engaged in their local communities.
The diversity and complexity of my teaching practice continue to evolve all the time. Small “genetic” variations or mutations in my teaching philosophy and my personal experiences in the classroom require me to find more complexity to the learning theories I implement within the classroom. Moving forward, I would like to research the following learning theories:
Moving forward, I would like to implement more learning experiences for students designed around social constructivism. Geography is the discipline that tries to understand the physical and cultural environments and our place within them. Using a variety of hands-on activities, students should be more engaged in their local communities.
The diversity and complexity of my teaching practice continue to evolve all the time. Small “genetic” variations or mutations in my teaching philosophy and my personal experiences in the classroom require me to find more complexity to the learning theories I implement within the classroom. Moving forward, I would like to research the following learning theories:
- Inclusive Pedagogy
- Dallas, B., Sprong, M., & Upton, T. (2014). Post-Secondary Faculty Attitudes Toward Inclusive Teaching Trategies. Journal of Rehabilitation, 80(2), 12–20.
Faculty Accountability for Culturally Inclusive Pedagogy and Curricula. (n.d.). Retrieved from https://files.eric.ed.gov/fulltext/EJ775570.pdf - Fielding, M. (1999). Radical collegiality: Affirming teaching as an inclusive professional practice. The Australian Educational Researcher, 26(2), 1–34. https://doi.org/10.1007/BF03219692
- Dallas, B., Sprong, M., & Upton, T. (2014). Post-Secondary Faculty Attitudes Toward Inclusive Teaching Trategies. Journal of Rehabilitation, 80(2), 12–20.
- OER and Open Pedagogy
- Caswell, T., Henson, S., Jensen, M., & Wiley, D. (2008). Open Educational Resources: Enabling universal education. International Review of Research in Open and Distance Learing, 9(1).
- Hylén, D. J. (n.d.). Open Educational Resources, 66.
- Caswell, T., Henson, S., Jensen, M., & Wiley, D. (2008). Open Educational Resources: Enabling universal education. International Review of Research in Open and Distance Learing, 9(1).
- Geographic Education
- Bednarz, S. W., Heffron, S., & Huynh, N. T. (n.d.). Recommendations and Guidelines for Research in Geography Education, 74.
- Çepn - 2013 - The Use of Geographic Information Systems (GIS) in.pdf. (n.d.). Retrieved from https://pdfs.semanticscholar.org/d9b4/b8ea790e77e2ee80988f4453547b7b342fa3.pdf
- Çepn, O. (2013). The Use of Geographic Information Systems (GIS) in Geography Teaching, 6.
Chalkley, B., Fournier, E. J., & Hill, A. D. (2000). Geography Teaching in Higher Education: Quality, assessment, and accountability. Journal of Geography in Higher Education, 24(2), 238–245. https://doi.org/10.1080/713677380 - Fouberg, E. (2013). “The world is no longer flat to me”: student perceptions of threshold concepts in world regional geography. Journal of Geography in Higher Education, 37(1), 65–75.
- Healey and Jenkins - 2000 - Kolb’s Experiential Learning Theory and Its Applic.pdf. (n.d.). Retrieved from https://www.tandfonline.com/doi/pdf/10.1080/00221340008978967
- Healey, M., & Jenkins, A. (2000). Kolb’s Experiential Learning Theory and Its Application in Geography in Higher Education. Journal of Geography, 99(5), 185–195. https://doi.org/10.1080/00221340008978967
- Hylén, D. J. (n.d.). Open Educational Resources, 66.
Jenkins - 2000 - The Relationship between Teaching and Research Wh.pdf. (n.d.). Retrieved from https://www.researchgate.net/profile/Alan_Jenkins3/publication/228598653_The_Relationship_Between_Teaching_and_Research_Where_Does_Geography_Stand_and_Deliver/links/00b49523897b22633d000000.pdf - Jenkins, A. (2000). The Relationship between Teaching and Research: Where does geography stand and deliver? Journal of Geography in Higher Education, 24(3), 325–351. https://doi.org/10.1080/713677414
Kemp, K. K., Goodchild, M. F., & Dodson, R. F. (1992). Teaching GIS in Geography. The Professional Geographer, 44(2), 181–191. https://doi.org/10.1111/j.0033-0124.1992.00181.x - SPRONKEN-SMITH, R. (2005). Implementing a Problem-Based Learning Approach for Teaching Research Methods in Geography. Journal of Geography in Higher Education, 29(2), 203–221. https://doi.org/10.1080/03098260500130403
Valentine - 2005 - Geography and ethics moral geographies Ethical c.pdf. (n.d.). Retrieved from https://journals.sagepub.com/doi/pdf/10.1191/0309132505ph561pr?casa_token=wfDD1Q7mgUcAAAAA:7pv9PPY86jxJZt-owFZYJlCn7ssPGZoAu4gepdPkflPbJLK3WeW8pbLpxTn5G7R3w-xUgdl1N2GR - Srivastava, S. (2013). Threshold concepts in geographical information systems: a step towards conceptual understanding. Journal of Geography in Higher Education, 37(3), 367–384.
- Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practising within the Disciplines. (2003). Enhancing Teaching-Learning Environments in Undergraduate Courses.
- Valentine, G. (2005). Geography and ethics: moral geographies? Ethical commitment in research and teaching. Progress in Human Geography, 29(4), 483–487. https://doi.org/10.1191/0309132505ph561pr
- Zepke, N. (2013). Threshold concepts and student engagement: Revisiting pedagogical content knowledge. Active Learning in Higher Education, 14(2), 97–107.
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Other, more contemporary learning ideas I would like to explore are Transparency in Teaching by Professor Mary-Ann Winkelmes, Wicked Problems by Paul Hanstedt and others, and concepts of deep work and digital minimalism by Professor Cal Newport.
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GUEST LECTURING AND PRESENTING
Since gaining tenure six years ago, I have guest-lectured in courses across this institution. Specifically, I have given guest lectures on communicating in the sciences, natural disasters, human population growth, food and agriculture, environmental degradation, urban planning, and climate change in the following courses:
- BIOL 1070: Marine Biology (LS)
- BIOL 1120: Intro to Conservation Biology (LS)
- BIOL 1400: Environmental Science (LS)
- ENGL 0990: Integrated Read & Write II
- ENGL 1010: Intro to Writing (EN)
- ENGL 1100: Diversity in Popular US Literature (HU, DV)
- ENGL 2010: Intermediate Writing (EN)
- ENGL 2040: Intro to Writing Studies
- ENGL 2250: Intro to Imaginative Writing (HU)
- ENGL 2270: Intro to Writing Fiction (HU)
- ENGL 2280: Intro to Creative Nonfiction (HU)
- ENGL 2600: Critical Intro to Literature (HU)
- ENGL 2640: Writing and Social Justice (HU)
- ENGL 2700: Intro to Critical Theory
- ENGL 2830: Diverse Women Writers (HU, DV)
- HIST 1700: American Civilization (AI)-ENGL 2010: Intermediate Writing (EN) Learning Community
- HUMA 1100: Intro to Humanities (HU)
If you would like me to present either in your classes, department, or institution, feel free to contact me. I am willing to give present on topics related to geographic science, environmental science, GIS, drones, Open Education Resources, high impact practices (HIPs), teaching and learning, and more. I am willing to present in person or online using conferencing technology.
[email protected]
[email protected]