Philosophy
I believe that a scientific understanding of one's place -- at home, as a
national citizen, or on a planet in the universe -- constitutes a
resilient intellectual foundation for peace
and progress. The best way to learn how science can lead
to understanding is to practice science while contemplating how the
scientific method differs from other ways of knowing.
In teaching introductory science, I value taking a practical approach
with attention to the role of science in human society.
The history of science provides examples of how science has
solved difficult problems and explained diverse, complex phenomena.
Current events, especially those related to the impact of the
human population on the Earth's systems, also illustrate the utility of
scientific problem solving. As for the future of the scientific enterprise,
it is truly awesome, and as such is a great motivator of basic concepts and introductory lessons.
Strategies
I am just beginning to learn a wide range of alternatives to the lectures
and discussion groups which dominated my own
educational experience as a student. My strategy to learn more about
alternative approaches has been to attend workshops,
observe innovative educators, and begin to study the pedagogical
literature and issues in collaboration with my peers.
My recent teaching strategy has been to initiate the design of an introductory
course that utilizes both information technology and innovative techniques.
Steps towards realizing this course have been experimentation with new
techniques during field cruises conducted by the non-profit
Ocean Inquiry
Project, and a survey of information technologies to be
disseminated through a seminar during the 2001 spring quarter.
Objectives
- Strive to convey not only the concepts that have been derived through
the scientific process, but also how the process generates new
information and insight.
- Utilize a wide range of teaching techniques in pursuit of problem solving
skills and the comprehension of a scientific world view.
- Emphasize emulation of scientific activities: observation and data
collection; data processing and synthesis; formulation of questions and
alternative, testable hypotheses; experimental design; collaboration and
cooperation; information presentation and electronic communication.
- Utilize computers and information technology to make learning more
exciting and interactive.
Present and past responsibilities
(In reverse chronological order...)
- Autumn quarter, 2000/Spring quarter, 2001: Lead Teaching Assistant, University of Washington School of Oceanography
- Facilitate the New TA Orientation; organize mentors and peer groups;
revise TA evaluation procedures; attend seminar on teaching techniques.
- August, 2000: Flow Mow cruise scientist and instructor
- Lead a team of scientists and high-school teachers during a 2 week research cruise. Deliver presentation on hydrothermal plume theory and observations. Assist high-school teachers in completing individual research projects.
- Winter quarter, 2000: Introductory oceanography laboratory teaching assistant
- Refine, setup, and deliver 3 weekly lab sessions (~20 students/session). Design and grade weekly homework assignments associated with lab. Hold weekly
office hours. Attend all lectures and provide multimedia assistance.
- Summer, 1999: Assistant scientist, Sea Education Association
- The Sea Education Associtation excels at involving undergraduates in the
scientific process. I was stunned at the ability of individual students and
small student groups to formulate their own questions, persevere while at
sea on a sailing vessel to obtain the observations needed to answer their
questions, and to ultimately assess the degree to which their questions
were answered and their answers were true. There is no question in my
mind now that a sailing vessel offers many lessons in conservation ethics,
oceanographic awareness and scientific education, and diverse problem
solving.
- Autumn semester, 1998/Spring semester, 1999: Oceanography laboratory instructor, San Francisco State University Department of Geosciences
- At San Francisco State University, I have enjoyed the freedom to try a
wide variety of activities both in the laboratory and computer laboratory,
and during field trips and an oceanographic cruise. In particular, I
relish the challenge of balancing the benefits of computational resources
and multimedia with the value of hands-on measurement and observation of
the ocean and earth.
- September, 1997: REVEL oceanographic cruise scientist and instructor
- My roles as both graduate student and teacher of K-14 educators during the
REVEL
Program enabled me to see the value of bringing into the classroom
a sense of the scientific process -- its excitement, difficulties, and
wonders.
Sample teaching materials
- Introduction
to Oceanography Lab
- A science distribution for non/science undergraduates at San Francisco State University.
- The Exploraquarium
- A suite of introductory information and activities about the oceanography
of the Puget Sound region and beyond...
Examples of student work and interactions
Evaluation and improvement
- By students
- By colleages
- By others
Efforts to improve my teaching abilities
- AGU Workshop, Fall 1996: Innovative & Effective Teaching in the
Geosciences
- UW TA Training Program development, 1999-2000.
- GSA/NAGT Workshop, November, 2000: Preparing to Teach -- A Workshop for Graduate Students
- AGU/NAGT Workshop, December, 2000: Preparing Graduate Students for Teaching-- What Departments Can Do
- Monitor and participate in
on-line teaching tools
Educational research
- Poster presentation, GSA, October, 2000, in session T140: Research on Teaching and Learning in Geoscience. A PRELIMINARY ASSESSMENT OF FACTORS THAT MOTIVATE INTRODUCTORY OCEANOGRAPHY STUDENTS TO LEARN.
Documentation of non-academic teaching activities
- Mountaineering
- Sailing
- Kayaking
