Below are the descriptions and responsibilities for my previous teaching experiences.
Academic Year 2017-2018, University of Michigan – Interdisciplinary Workshop on Environmental Governance – Graduate Coordinator – 25 Workshop Members
The Interdisciplinary Group on Environmental Governance brings together a community of faculty, post-doctoral researchers, and graduate students interested in how the environment is governed through institutions, incentives, and information.
As the graduate student coordinator, I was responsible for securing group funding, generating meeting content along with workshop members, and organizing group meetings. All tasks I completed were in collaboration with Arun Agrawal, the workshop’s faculty sponsor.
Academic Year 2017-2018, University of Michigan – Undergraduate Research Opportunities Program (UROP) – Advisor – 3 students
Through the UROP program, I oversee the research and development of three undergraduate students, focusing on the environmental and social impacts of renewable energy transitions in the global south.
I am responsible for the research activities and progress of three undergraduate researchers. These researchers focus on literature, methods, and skills related to understanding renewable energy transitions in the global south. During weekly meetings, we discuss progress, findings, and I teach skill sessions for social science research in coupled natural-human systems.
Fall 2016, Sungai Penuh, Jambi, Sumatra: Enumerator training and employment – Instructor and Employer – 8 students
I taught 8 post-graduate students from the University of Jambi interview techniques, how to use electronic tablets for survey dissemination (Qualtrics Software), and properties of representative survey dissemination and sampling.
As part of my dissertation research, I designed a two-stage cluster sample of households within 3 km of Kerinci-Seblat National Park in the Districts of Kerinci, Merangin, and Sungai Penuh, in Jambi province, Sumatra. To disseminate surveys that focused on household livelihood and well-being, forest use, political participation, and environmental shocks, I trained, employed, and supervised 8 recent graduates from the University of Jambi. Together, we collected over 1,300 household surveys over three months, within 54 villages, as well as over 60 key-informant interviews with government officials, locally elected village heads, and citizens dependent on forest resources. My students have since gone on to continue their studies at Universitas Jambi, as well as work at WWF and Sinarmas Forestry in conservation and certification.
Fall 2015, University of Michigan – Environment 207: Sustainability and Society – Graduate Student Instructor with Dr. Joshua Newell – 75 students
“Sustainability and Society” is an overview of sustainability as a concept, and as such is the only requirement for the Program in the Environment Sustainability Minor. This course includes content on environmental ethics, problems of sustainability, market-based approaches, and change agents.
In “Sustainability and Society” I was responsible for all Discussion Section development and preparation (3 hrs a week; classes of 25 students), developing and grading assignments (including online quizzes, mid-term, and final examinations, and two essays), and I delivered multiple main lectures. This work was funded through the Program in the Environment, within the School of Literature, Science, and the Arts.
Fall 2015, University of Michigan – Graduate Student Mentor – Graduate Student Mentor for new Graduate Student Instructors – 30 students
All first-year Graduate Student Instructors in the School of Natural Resources and Environment and the Program in the Environment are required to attend two training sessions and obtain an in-class observation, to inform their educational practice. As the only graduate student mentor for both the School of Natural Resources and Environment as well as the Program in the Environment, I provided training sessions for 1st year Graduate Student Instructors.
I developed, organized, and held 12 Brown Bag Lunch Sessions focused on different skills training for Graduate Student Instructors, in addition to completing 9 in-class observations for first year Graduate Student Instructors in the Program in the Environment. This work was funded through the Program in the Environment, within the School of Literature, Science, and the Arts.
Winter 2015, University of Michigan – Natural Resources 543: International Environmental Governance – Graduate Student Instructor with Dr. Arun Agrawal – 25 students
“International Environmental Governance” is a case-based natural resources course that focuses on major issues of environmental governance from around the world.
My responsibilities for this course included multiple lectures, developing and assessing the social media course requirement focused on Twitter use and tracking (@Envgovernance), organizing and overseeing the student case presentation day (held in collaboration with “It’s Hot in Here” radio program for the University of Michigan Radio), and arranging for outside speakers and classroom logistics. This work was funded through the School of Natural Resources and Environment.
Fall 2014, University of Michigan – Environment 207: Sustainability and Society – Graduate Student Instructor with Dr. Joshua Newell – 75 students
Sustainability and Society is an overview of sustainability as a concept, and as such is the only requirement for the Program in the Environment Sustainability Minor. This course includes content on environmental ethics, problems of sustainability, market-based approaches, and change agents.
During Fall 2014, I transitioned the course from a 50 students lecture to a 75 student lecture and discussion section course through funding from the Program in the Environment. This curriculum development involved lecture, discussion section, and assignment planning. During the semester, I was responsible for all Discussion Section lesson planning and preparation (3 classroom hrs a week; classes of 25 students), developing and grading assignments (including online quizzes, mid-term, and final examinations, and two essays), and I delivered multiple main lectures. This work was funded through the Program in the Environment, within the School of Literature, Science, and the Arts.
Winter 2013, University of Oxford – Biodiversity and Conservation Management Research Design – Course Developer and Coordinator with Dr. Paul Jepson
“Biodiversity and Conservation Management Research Design” was a course I planned and implemented for Master’s students at the University of Oxford, within the Biodiversity and Conservation Management cluster at the School of Geography and Environment. This course elicited feedback from students about their thesis research, provided relevant methodological presentations from doctoral and master’s students within the department, and connected students in the course with faculty and doctoral students using similar methodological approaches.
For this course, I developed weekly lesson plans, reached out to faculty and students with specific methodological focuses, and created small groups for methodological learning and dissemination. I also delivered one lecture on electronic survey development and use in the field (using the Open Data Kit suite). This work was funded through the School of Geography and Environment.
2008 – 2010, Navajo Middle School – 8th Grade Science, Science Enrichment, and Middle School Math Help Courses – Gallup-McKinley County Teacher and TFA-New Mexico Corps Member
As a Teach for America Corps Member, I worked at Navajo Middle School (Navajo, New Mexico) as a Gallup-McKinley County Science Teacher for two years. I developed my own course material, planned, and taught lessons for approximately 50 students a day. These courses included 8th grade science, Science Enrichment (coordinated with the Math, Engineering, Scieance Achievement Program and a WWF Master Gardener), and Math Assistance courses.
Students from Navajo Middle School outperformed all other students in the state in terms of increasing science proficiency (as measured by the New Mexico School Board’s Association tests).