Teaching Experience
My role as the Lead Instructor was
=>to developed a curriculum for the first Summer of the 2019 cohort in which the cohort traveled together to all project sites => Mentored and aid in career development. Evaluated student progress periodically and provided feedback => Coordinated with the transnational team of researchers for lessons plans, goals, logistics, and other resources needed Currently, the program has one cohort (2019) and this cohort focuses on the food, energy, and water nexus in urban settings, working with transdisciplinary research projects in Seattle, USA; Bristol, UK; Karlsruhe, Germany; and Berlin, Germany. Scholars will work with five of the fifteen Belmont funded Sustainable Urbanisation Global Initiative projects over the course of the next three years but will only traveled together to all locations on the first year. The summer experience is supported by the National Science Foundation and it's based at the Sustainable Innovation Lab at Colorado (CU-Boulder). |
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At the University of California-Santa Barbara
- GEOG 145 Hazards & Society (Instructor: SPRING Quarter 2017 )
- Summary: Hazards geography encompasses a diversity of issues – ranging from analyses of the root causes of our sensitivity to hazards to explanations for risk and human behavior to the practical tools and planning instruments to mitigate loss and adjust to future risk. This class introduces different approaches to the study of environmental hazards and applies some of the approaches learned to disasters that have happened or are in the making. Furthermore, it covers how disasters are the product of multiple and interacting forces; biophysical processes are only part of the equation.
- GEOG 5 People Places and Environment (Instructor: Fall 2018, Winter 2018, and Summer 2013. TA: Fall 2017, Spring 2014, Fall 2012, Spring 2012, and Fall 2011 )
- Summary: Survey of spatial differentiation and organization of human activity and interaction with the Earth’s biophysical systems. Sample topics include human spatial decision-making behavior, migration, population growth, economic development, industrial location, urbanization, and human impacts on the natural environment.
- Fall and Winter Quarters 2018. I instructed the course with 300 students and 4 Teaching Assistants in each of the courses
- Summary: Survey of spatial differentiation and organization of human activity and interaction with the Earth’s biophysical systems. Sample topics include human spatial decision-making behavior, migration, population growth, economic development, industrial location, urbanization, and human impacts on the natural environment.
- GEOG 135 Mock Environmental Summit - (TA: Summer 2012 and Spring 2013)
- Summary: A mock summit in which students act as representatives of different countries participating in environmental treaty negotiations. Students work in teams of four or five to prepare a presentation and discussion of environmental issues of concern (energy, greenhouse gasses, etc.).
- GEOG 141 Population Geography - (TA Winter 2013)
- Summary: Various geographic dimensions of human population dynamics: fertility, mortality, and migration. The concepts and language of demography are introduced. The causes and consequences of population dynamics are investigated, including links among population, environment, and development.
- GEOG 20 Geography of Surfing - (TA Winter Quarter 2012)
- Summary: Social and physical science concepts manifested in the sport of surfing. Topics include wave generation and forecasting, economics of the surf industry, spatial search, strategic behavior under crowding, territorialism, and the generation/diffusion of regional surf cultures.
Lead Teaching Assistant for the UCSB Geography Department
- Lead Teaching Assistant for the Geography Department (Academic Year 2013-2014; and Academic Year 2015-2016)
- Be of guidance and give support to all current TAs in the department
- In collaboration with the Prof. Jennifer King
- Update TA Manual for the Geography Department
- Update and maintain gauchospace (university internal webpage) with useful resources to aid TAs
- Organize and help in the instruction of the Fall Course "Teaching Assistant Training" (GEOG 500)
- Compulsory course for new teaching assistants to examine geographic teaching methods. Emphasis on use of special equipment and facilities in the department, teaching aids, examination preparation and grading, student advising, and special problems.
- In collaboration with the Prof. Jennifer King
- Be of guidance and give support to all current TAs in the department
Workshops and Certificates (related to Education):
- Participate in the workshop "Diversity, Equity, and Inclusion in the Earth and Environmental Sciences: Supporting the Success of All the Students"- Chicago, Illinois. (April 2019)
- The goal of this workshop was to enable networking, sharing and collaboration within the education community to improve diversity, equity, and inclusion. Furthermore, the workshop aid in applying a framework of engagement, capacity, and continuity to program evaluation and design
- The goal of this workshop was to enable networking, sharing and collaboration within the education community to improve diversity, equity, and inclusion. Furthermore, the workshop aid in applying a framework of engagement, capacity, and continuity to program evaluation and design
- Participate in the Spring Diversity and Inclusion Submit- CU Boulder (February 2019)
- The goal of this summit was to bridge the gap and lessen the divide between intent and impact. The summit sessions offered information on becoming aware of such occurrences and learning behaviors to mitigate them.
- The goal of this summit was to bridge the gap and lessen the divide between intent and impact. The summit sessions offered information on becoming aware of such occurrences and learning behaviors to mitigate them.
- Participate in the campus-wide Teaching Assistant training (September 2013)
- Participate in an expert panel to guide new TAs
- Give a workshop about "Conducting Discussion on Sensitive Topics"
- Lead Teaching Assistant Institute (August 2013)
- As expressed by Instructional Development the Lead TA Institute is designed to:
- Assist Lead TAs in preparing for and (re) defining responsibilities
- Increased your knowledge of University policies relevant to TAs and their students
- Learn new strategies for student-centered teaching and learning
- Improve abilities to manage conflict through effective communication
- Cultivate a community of Lead TAs with whom to improve TA training programs
- As expressed by Instructional Development the Lead TA Institute is designed to:
- Summer Teaching Institute for Associates Certificate (STIA) (Summer 2013)
- "Provides graduate student instructors (associates) with a flexible pre-summer program, that is based on principles of interactive, collaborative learning, and designed to assist Associates with the planning, conduct and assessment of summer undergraduate courses at UCSB" Granted by Instructional Development