I am primarily a lecturer in Biogeography and Geographic Information Science & Systems in the Department of Geography at University College Cork. Within these modules, I teach a wide range of theoretical and conceptual issues within GIS and develop practical sessions across a variety of software. I also lecture on spatial ecology, and prior to my arrival at UCC, I held a teaching post in the Department of Geography and the Environment at the University of Texas at Austin, where I developed and delivered a module that discussed the theory of biogeography and landscape ecology and implemented GIS to address ecological issues. Finally, the interdisciplinary nature of a Geographer requires my teaching to bridge the physical-human divide to the discipline, and I am involved in delivering content in first year physical and human geography modules. During my tenure at UCC, I have taught a range of undergraduate (BA, BSc) and postgraduate (HDip, MSc) modules within Geography, and I have collaborated across colleges through teaching within the Earth Science modules. I have also completed two postgraduate courses (PGCE and PGDip) on teaching and learning in higher education.
Teaching Philosophy:
In a time where students are facing tougher job markets and uncertainty in their futures, and where the world is becoming a smaller place, it is my goal not only to keep geography relevant, but to make it advantageous. When the students become open to geographical thought, issues, and inquiry, then the dissemination of geographical knowledge is the most powerful, their work within and beyond the classroom is amplified, and their potential to become highly recognised global citizens can be reached. My role as geography instructor revolves around three student-centred goals:
Where possible, I strive to find new teaching methods beyond the common place PowerPoint lectures and desktop applications to create a dynamic learning environment. I have developed exercises such as 'learning to use a GPS' in GRG310C Spatial Data & Analysis and 'campus corridors' in GRG335N Landscape Ecology which allowed the students to investigate the concepts and methodologies we had been discussing beyond the classroom. I regularly use teaching tools such as Google Earth to show students the landscapes under study, and Sli.do to undertake class polls that engage and facilitate discussion within large groups of students. Most recently in January 2018, in GG1015 Applied Geography, I was part of a team that developed an innovative student-led research project investigating urban land-use patterns in Cork City. Groups of students used the ESRI Collector App on smartphones to undertake a land-use survey of the city. The data from each group was compiled to create maps (link: http://arcg.is/mTCfG), with the students using the WebGIS to analyse and interpret the dereliction and vacancy of Cork’s buildings. The research assignment engaged 275 first-year BA Arts students in completing a comprehensive research project with student input involved in specifying the research question, data collection, analysis, and interpretation. This project identified a successful framework to migrate geographic research methodologies into the digital realm and was awarded the President’s Award for Excellence in Teaching.
I approach every semester asking myself how I can create a safe learning environment where the students feel free interact with me, each other and the material. I attempt to learn all my students’ names and use care when selecting case studies so that over the course of the semester I am inclusive of all the students. Group-work is an excellent way to get the students interacting with each other and is a life-skill that every student should leave university with. When multiple group projects are required within the course, I mix the groups up, so that students get a chance of work with and learn from their peers. Voicing the reasons for this variety allows students to understand my thought process behind the decision and I’ve observed that it improves within-group interactions. Providing the option to assess each other’s input to group projects offers a sense of student responsibility and reflects better the dynamics these students will be exposed to when they make the transition from student to citizen. Holding open office hours gives the students a sense of approachability and allows an open dialogue for us to discuss the course content and any possible concerns about the workload or exams in confidence. I have also provided written references for several of my students. Feedback from my students is a testament to my ability to create these safe environments
Finally, in a time when students’ arguments need to be more robust and convincing, providing them with the tools to become critical (and spatial) thinkers is imperative. In GG3012 Advanced GIS, I provided students with the necessary theoretical and practical skills throughout the lectures to conduct a final project that asks students to ‘identify and undertake spatial analysis’ on a topic of their choosing. I encourage students to develop their own research question, find their own data and identify suitable analytical methodologies to produce the necessary deliverables through Story Maps. This style of active learning within the classroom can lead to some confusion among the students at first, but by the end of the semester, many of the students appreciated the opportunity to think critically about how they would approach this GIS challenge. Projects ranged from site selection for a new hospital in Cork City to a European-wide suitability analysis of climbing routes based on monthly climate data.
I continually re-evaluate my teaching style and methods at the end of each semester and have adjusted my style and content based on both student feedback and my own perception of what was successful or not. I feel that I regularly achieve a dynamic teaching environment, while not neglecting the use of traditional lecturing to portray important concepts that the students need to fully comprehend. Creating a safe learning space is important to me as a teacher, and I continue to appreciate the individuality of students, and accommodate different needs. I consistently score highly in course instructor surveys in sections pertaining to these issues, with positive comments such as “I very much appreciated the prompt grading and comments. The teacher was clearly interested in helping the students learn the material”. Finally, critical thinking is a process, that is acquired across a multitude of years, and University is one stage in this complex and mature development that these students will make. Encouraging questions and discussion within class is one method I now readily implement, and interactions with past-students suggests that they are still thinking critically about geographic issues, with many of them utilising GIS as a technology to present their theses.
Teaching Philosophy:
In a time where students are facing tougher job markets and uncertainty in their futures, and where the world is becoming a smaller place, it is my goal not only to keep geography relevant, but to make it advantageous. When the students become open to geographical thought, issues, and inquiry, then the dissemination of geographical knowledge is the most powerful, their work within and beyond the classroom is amplified, and their potential to become highly recognised global citizens can be reached. My role as geography instructor revolves around three student-centred goals:
- A dynamic learning environment
- A space where students feel safe to engage each other, the material, and me
- Time for students to critically read, reflect, and present their thoughts
Where possible, I strive to find new teaching methods beyond the common place PowerPoint lectures and desktop applications to create a dynamic learning environment. I have developed exercises such as 'learning to use a GPS' in GRG310C Spatial Data & Analysis and 'campus corridors' in GRG335N Landscape Ecology which allowed the students to investigate the concepts and methodologies we had been discussing beyond the classroom. I regularly use teaching tools such as Google Earth to show students the landscapes under study, and Sli.do to undertake class polls that engage and facilitate discussion within large groups of students. Most recently in January 2018, in GG1015 Applied Geography, I was part of a team that developed an innovative student-led research project investigating urban land-use patterns in Cork City. Groups of students used the ESRI Collector App on smartphones to undertake a land-use survey of the city. The data from each group was compiled to create maps (link: http://arcg.is/mTCfG), with the students using the WebGIS to analyse and interpret the dereliction and vacancy of Cork’s buildings. The research assignment engaged 275 first-year BA Arts students in completing a comprehensive research project with student input involved in specifying the research question, data collection, analysis, and interpretation. This project identified a successful framework to migrate geographic research methodologies into the digital realm and was awarded the President’s Award for Excellence in Teaching.
I approach every semester asking myself how I can create a safe learning environment where the students feel free interact with me, each other and the material. I attempt to learn all my students’ names and use care when selecting case studies so that over the course of the semester I am inclusive of all the students. Group-work is an excellent way to get the students interacting with each other and is a life-skill that every student should leave university with. When multiple group projects are required within the course, I mix the groups up, so that students get a chance of work with and learn from their peers. Voicing the reasons for this variety allows students to understand my thought process behind the decision and I’ve observed that it improves within-group interactions. Providing the option to assess each other’s input to group projects offers a sense of student responsibility and reflects better the dynamics these students will be exposed to when they make the transition from student to citizen. Holding open office hours gives the students a sense of approachability and allows an open dialogue for us to discuss the course content and any possible concerns about the workload or exams in confidence. I have also provided written references for several of my students. Feedback from my students is a testament to my ability to create these safe environments
Finally, in a time when students’ arguments need to be more robust and convincing, providing them with the tools to become critical (and spatial) thinkers is imperative. In GG3012 Advanced GIS, I provided students with the necessary theoretical and practical skills throughout the lectures to conduct a final project that asks students to ‘identify and undertake spatial analysis’ on a topic of their choosing. I encourage students to develop their own research question, find their own data and identify suitable analytical methodologies to produce the necessary deliverables through Story Maps. This style of active learning within the classroom can lead to some confusion among the students at first, but by the end of the semester, many of the students appreciated the opportunity to think critically about how they would approach this GIS challenge. Projects ranged from site selection for a new hospital in Cork City to a European-wide suitability analysis of climbing routes based on monthly climate data.
I continually re-evaluate my teaching style and methods at the end of each semester and have adjusted my style and content based on both student feedback and my own perception of what was successful or not. I feel that I regularly achieve a dynamic teaching environment, while not neglecting the use of traditional lecturing to portray important concepts that the students need to fully comprehend. Creating a safe learning space is important to me as a teacher, and I continue to appreciate the individuality of students, and accommodate different needs. I consistently score highly in course instructor surveys in sections pertaining to these issues, with positive comments such as “I very much appreciated the prompt grading and comments. The teacher was clearly interested in helping the students learn the material”. Finally, critical thinking is a process, that is acquired across a multitude of years, and University is one stage in this complex and mature development that these students will make. Encouraging questions and discussion within class is one method I now readily implement, and interactions with past-students suggests that they are still thinking critically about geographic issues, with many of them utilising GIS as a technology to present their theses.
Experience
Instructor of Record (Assistant Instructor): Spatial Data & Analysis, Summer 2015
Instructor of Record (Assistant Instructor): Spatial Data & Analysis, Summer 2015
- Fundamental concepts in spatial data acquisition, analysis, and presentation, with emphasis on the needs of professionals in cartography, geographic information systems (GIS), and remote sensing.
- Lower division course required for some Geography BA degrees, prerequisite for Geography technique classes
- Developed course content, lab exercises, lectures, and exams for 23 students
- Course Instructor Survey: 4.4 (out of 5)
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Instructor of Record (Assistant Instructor): Landscape Ecology, Spring 2015
- Examines the processes that create landscape patterns, drawing from ecology, biogeography, and many other disciplines. Also explores the practical applications of landscape ecology to the study of natural environments and those managed or altered by human activities.
- Upper division course required for the Environmental Science BS degree and some Geography BA degrees
- Developed course content, in-class projects, lectures, exams and final projects for 71 students
- Course Instructor Survey: 3.8 (out of 5)
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Graduate Student Instructor: The Natural Environment (for Carlos Ramos Scharrón), Fall 2013
- In charge of 61 students across three weekly lab sections
- 30 minute lecture and 1 hour exercises
- Develop exams and weekly exercises for the lab section
- Give review lecture to all students (~280)
- Course Instructor Survey: 4.8 (out of 5)
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