Teaching

My Teaching Philosophy:

I remember the day that I realized that I “got” science, a moment that eventually resulted in my pursuit of science as a career. More importantly, I will never forget my high school physical science teacher that helped me to realize it. Before that moment, I had felt like all of science was just a series of problems and questions until I’d realized that working on those “problems” could be the most enjoyable part. While I came to graduate school to pursue research in glacial geology, I also found great reward in my first teaching moments as a tour guide in the geology museum. Students from kindergarten to high school would come to the museum eager to learn about science, but my change in perspective came when I realized over time that the most exciting part of my job was not answering questions, but rather in piquing the curiosity of those students who would otherwise not be interested. I quickly learned that I wanted to be the kind of teacher that helped students “get” science.

Since those first formative moments in teaching, I have taught as a teaching assistant, provided geology programs for area schools, and even ran a professional development on geology-based curriculum for Madison area science teachers. Regardless of the age of the learner, I have found that the real challenge lies in making the material interesting and valuable to the people learning it. Seeing the geology of an area firsthand on a fieldtrip is an easy way to accomplish this, but it is difficult to have the benefit of an outcrop in the classroom. One way I have tried to facilitate this kind of discovery is by showing modern analogues to processes that usually only occur over geologic time. For example, watching a movie of house-sized blocks of ice bobbing down a glacial outburst flood in Iceland, or how outburst floods sculpted the massive landforms in the Channeled Scablands of Washington, often helps to make the traditionally static photos of glaciers become tangible. Hearing and seeing science in the news can help students to overcome traditionally difficult topics. Overall, the ability to think critically and to write and speak effectively can benefit students regardless of their future career aspirations. Incorporating real-world science and current events into my teaching helps students to develop these valuable skills. Whether reading a newspaper article or a professional journal, students learn to think critically about the material and evaluate the concepts presented.

In my classes, I promote student learning by adapting traditionally difficult material through visual, spatial, and temporal aids. As both an educator and a constant learner, I not only consider what works in a classroom but also remember what doesn’t work and use that to transform and extend my teaching. Geology can be a very visual science and some concepts, such as plate tectonics or glacier flow, can be especially challenging to clarify as a teacher, or to process as a student. It is important to me to be able to adapt my classroom setting to meet the needs of different learners so that my students can learn to find the logical links between facts and reasoning and apply what they learn to disciplines within or outside of geology. I believe that every student is capable of grasping even traditionally difficult topics with the appropriate support. However, it is even more important that students can appreciate the subject and come to realize that they have the ability to learn and apply the concepts.

I am committed to student learning through my dedication to my teaching, and sharing my pure enjoyment for the subject. As a teacher, researcher, and learner, I have come to understand that not everyone learns the same way and I utilize different teaching techniques in order to meet the needs of all the students in my classes. I employ strategies that encourage students to work together, to think creatively, and to ask questions of me and of their peers. I will always have an open door for my students and I appreciate all of their feedback. Whether interacting with students in an introductory level class or mentoring undergraduate and graduate student research, I can apply and continue to remold my teaching philosophy. Nothing makes me happier than hearing a student say they really enjoyed my class, that they have learned something new, or that they are considering the pursuit of science as a career—because helping students to “get” science is what makes teaching so meaningful to me.