My Teaching Scholar Philosophy
I am a first-generation college graduate from a lower-middle
class family in rural America. Most of my upbringing was
surrounded by a culture of factory workers and farmers who
did not venture far from this reality. I have a great deal
of respect for this culture and upbringing. I credit my
childhood experience with defining my path as an educator.
For the last 12 years, I have worked at a public institution
not far from where I grew up. It is an institution where
students with a similar upbringing to my own often find
themselves. This is similar to the university from which I
received my initial higher-educational experience that
inspired me to break through the legacy of family and
community. I was taught by inspiring faculty to believe that
I could become something beyond the traditional mold and
that has ultimately led to me to what I am today – a
university professor and scientist. In past 12 years as a
professor at Minnesota State, I have endeavored to “pay
back” those that inspired me by having a similar impact on
my students - to hopefully inspire them to remove cultural
or conceptual limitations they have placed on themselves and
to believe that they can accomplish remarkable things. My
experience, thus far, has showed that this is exactly what
has happened in the last 12 years - time and time again.
I have now taught and (hopefully) made a difference in the
lives of ~5000 students, in both general
education/intro-level and upper-division courses. In
addition, I have directly advised and mentored >80
geoscience-focused students and served as
director/coordinator for two undergraduate programs (Earth
Science B.S., Earth Science Teaching B.S.) and our graduate
program (Geography M.S.). Through this experience, I have
developed a pedagogical philosophy that fully intertwines my
teaching, advising, mentorship, and research - the
philosophy of the
Teaching Scholar. As a
Teaching
Scholar, I actively integrate my teaching,
advising, mentorship, and research so that they are
essentially one in the same in scale, scope, and purpose. In
the classroom, students are very often infused into real
research projects as part of their pedagogical experience. I
have found that active involvement in research instills a
sense of belonging and confidence in students - they feel
they are doing something relevant while they learn and can
tangibly grasp the importance of the material they are
taught. Tying together the classroom and research keeps me
current as a scientist. This, then, results in the students
being directly trained in state-of-the-science methodologies
through hands-on, applied, and experiential learning
opportunities that reinforce conceptual and theoretical
knowledge obtained in the traditional lecture-based
classroom. Classroom projects often result in conference
presentations and/or publications that engage students in
the process of disseminating results, as well. For example,
a recent field seminar course resulted in an article
published by a combination of former grad/undergrad students
in Geomorphology
(see:
https://www.sciencedirect.com/science/article/abs/pii/S0169555X19305112).
Many more examples can be seen on my C.V.
In addition, this approach is reinforced by my strong
advocacy and belief in the power of “the field,” as a
learner-centered and experiential learning approach to
engaging students. A field-focused approach is suggested to
aid in increasing involvement and belonging in the
geosciences. Thus, I have pursued increasing the involvement
and sense of belonging of all students from all backgrounds
vigorously by incorporating field-based approaches in every
course I teach in. Recent pedagogical research (Jones and
Washko, 2021, p.1) has reinforced this strategy by stating:
“The strength of field activities lies in (1) the
integration of active learning, (2) the co- creation of
knowledge through collaborative, problem-based activities,
(3) place-based learning that provides real-world context,
and (4) rapid feedback between peers and instructors.
These strategies are well-represented in scholarship on
teaching and learning, and further, strategies implemented
in field learning may help to reduce the achievement gap
for underrepresented groups.”
My continued objective as an educator is to provide the kind
of high-impact, experiential learning experience that can
allow a wide-array of students, from varied cultural,
ethnic, and societal backgrounds, to feel engaged and
included within the classroom and within the geosciences.
Underlying the integrated
Teaching Scholar
philosophy, and key to my teaching philosophy, are two main
principles I uphold as mainstays of my classroom –
learner-centered adaptive strategies and experiential
learning.
Learner-centered adaptive
strategies: In teaching, the first concept
that I try to establish is that of a learner-centered
approach to education; one that creates an appropriate
framework to connect with individual students and recognizes
a variety of backgrounds and learning styles. This is often
difficult in the large, introductory sections that have
hundreds of students. It is something I strive for,
nonetheless. I do this by encouraging classroom interaction
in a variety of ways, providing variable pedagogical methods
in a single class to reach different styles of learners, and
through offering a variety of methods of learner support.
It is my belief that focus must be paid to each
student and his or her specific learning needs so that a
true “connection” can be made. This is often challenging and
includes directing learning to varied student backgrounds
and learning styles. One strategy I have implemented is
utilizing a variety of assignments focused on different
learning styles so that I can appropriately assess each
student. All of my courses contain some combination of
quizzes, written assessments, student-led discussions,
critical thought exercises, field-based experiences,
laboratories, and participation-inducing activities.
Particularly in upper-division courses, I ask the students
at the beginning of the term what they prefer and then
structure the course towards their learning styles. We all
learn differently and, therefore, having a single or even
just two assessment style(s) may serve to disadvantage some
students. Of course, I am not perfect and cannot foresee
everything, so listening to the comments and reflections of
each student is key to being a great educator and building
the appropriate courses that will reach the entirety of the
student body efficiently and effectively. I take my
evaluations very seriously. Also, I often utilize surveys I
create about specific parts of my courses to gather more
feedback. Similarly, in mentorship, I try to understand the
objectives, learning style, and passion of each student I
advise and develop individualized pathways through
curriculum and extracurricular opportunities to achieve
their educational goals.
Given this interwoven philosophy of teaching,
mentorship, and research, one pedagogical innovation I
championed was the development of the “Preceptor Program” at
both Arizona State and Minnesota State during my time at
those institutions. This program provides peer mentors,
usually seniors in geoscience, in intro geoscience courses
who can interact with individual students to provide them
with encouragement, tutoring, and (most importantly) “a
peer” that enables the student to engage content and
potential interest in the subject without being anxious or
intimidated by a professor. These Preceptors, in turn, often
find interacting with students rewarding and engaging. I
mentor the Preceptors in their position and they, in turn,
mentor our students – thereby creating a mentorship circle
that engages the entire student body in our courses and our
majors as well. The result of this has been ~80% of my
former Preceptors going on to graduate programs in the
geosciences and increased grade averages post-Preceptor
program integration with my introductory courses.
Experiential Learning: The second
principle that I incorporate into each of my classes, and in
mentorship, is the idea of experiential learning, as
summarized by Kolb and Fry in 1975. This idea follows their
classic “learning circle” that can begin at any one of four
concrete stages — 1) experience, 2) observation and
experience, 3) forming of abstract concepts and 4)
experimentation/testing. I have seen incredible power in my
teaching when students interact - observe – critically think
- apply. In a very real way, my instructional approach
adapts the experiential learning view of Kolb and Fry (1975)
and the later additions of Jarvis (1987) through “field”
experience and hands on application of concepts, while
creating active involvement in the academic research
process. Thus, they begin and complete the “learning
circle.”
As mentioned, “field” experiences are critical to my
teaching and are fundamental to my experiential learning
philosophy. Recent literature has reinforced what years of
my teaching in-the-field experiences have led me to believe
- that field work is a critical pedagogical strategy in the
geosciences (Jones and Washko, 2021). When it is not
possible to bring students to the field, applying the four
attributes of field trip pedagogy (Jones and Washko, 2021)
to classroom and virtual classroom activities, like virtual
field trips, can improve teaching and learning. I aim to
re-create as many of these attributes as possible to design
courses that are as impactful as those involving traditional
field trips. Therefore, every class I teach has either a
physical, in-person field component or, alternatively, a
virtual field component that allows students to conduct
experiential learning through field work by applying theory
learned in the classroom to real scientific questions
regarding environmental issues and processes that shape our
planet’s surface.
Of importance and given the recent crisis with the
Covid-19 pandemic, this pedagogical philosophy outlined here
is not isolated to the physical classroom. It is also
something I strongly advocate for and pursue in online
education. In fact, I would say I am quite passionate about
this endeavor. When I was hired at Minnesota State in 2013,
I was asked to advance the online curriculum in Earth
Science and Geography to the 21st century. As a result,
infusing and implementing this pedagogical approach into
online curriculum has been a primary component of my career
and the Covid-19 higher-education panic to transition to
online learning reinforced this.
I want to emphasize that I believe very, very
strongly that this
Teaching Scholar
philosophy and the learner-centered, experiential learning
approach it provides is an incredibly impactful and
effective learning strategy for geo- and environmental
science-focused students. The success of my students to
date, while in the program and post-graduation, reinforces
this opinion. Many of my students have successfully found
employment in environmental science, geoscience, geospatial
consulting, engineering firms, government agencies, or have
gone on to pursue M.S. or Ph.D. programs in the geosciences.
References:
Jarvis,
P. "Meaningful and meaningless experience: Towards an
analysis of learning from life." Adult education quarterly 37.3
(1987): 164-172.
Jones, J. C., and Washko, S. "More than fun in the
sun: The pedagogy of field trips improves student learning
in higher education." Journal of
Geoscience Education 70.3 (2022):
292-305.
Kolb, D. & Fry, R. (1975). "Toward an applied theory
of experiential learning." in C. Cooper (Ed.), Theories
of Group Process. London, UK: John Wiley.
Current Courses Designed and/or
Taught:
Geog101 - Introduction to
Physical Geography (GE-3; GE-10 @ MNSU) (online and
in-person)
Geog313 - Natural Disasters (GE-2 @ MNSU)
Geog315 - Geomorphology
Geog409/509 - Water Resources
Geog440/540 - Field Methods
Geog440 - Physical and Cultural Landscapes of Hawai'i
(study away field course on Hawai'i Island)
Geog440 - Variable titles - focused on
environmental issues, geoscience, and geoarcheology in
the Southwest (study away field course in
Arizona/Utah)
Geog416W/516 - Fluvial
Geomorphology and Hydrology (Writing Intensive)
Geog417/517 - Quaternary
Environments and Climate Change
Geog500 - Geomorphology & Earth Surface Processes
Geog610 – Advanced Geomorphology
and Geoarcheology/Desert Geomorphology/Arid
Environments
Geog610 – Issues in Physical Geography
Geog677 – Advanced Fluvial
Geomorphology/Sediment Transport
Examples of My Teaching and
Mentorship in Photos:
Experiential, Field-Based,
Geoscience Education!

Students and colleagues operating the geoprobe!

Students studying lava flow hazards on Hawai'i

Students running a ground penetrating radar survey using
a Pulse Ekko unit with 500 Mhz antennae and odometer

Students studying the biogeography of Hawai'i Island on
the slope of Kohala Volcano!

Students, colleagues, and Logan Larson investigating
soils at an archeological site in Minnesota

Students after field work in the Huron Mountains,
Michigan. Students were part of the NSF FRES: Lake
Superior project and studying glacial lake outburst
flood processes

UW-Eau Claire students and faculty along with MNSU
students and me after field work in the Nebraska Sand
Hills

Students investigating the sediments within landforms
created by glacial lake outburst floods in western
Montana

Students studying the slope processes at Tempe Butte, in
Tempe, Arizona

Colleagues and I discussing invasive species and fluvial
processes along the Chippewa River, Wisconsin

Students learning from me about rock fall hazards in
Yosemite Valley, Yosemite National Park, California

Students learning about the formation of Zion Canyon and
the role rock fall hazards played in its formation, Zion
National Park, Utah

Students taking a breather at Grand Canyon National Park

Students at grand view point in Canyonlands National
Park - discussing fluvial and hillslope erosional
processes

Students at Angels Landing in Zion National Park -
discussing entrenched meanders, rockfall hazards, and
valley evolution

Students at Lee's Ferry, Arizona - discussing
hillslope/cliff retreat and rockfall processes

Students hiking back from Angel's Landing - Zion
National Park, Utah

Students learning about volcanic hazards in Arizona -
Sunset Crater National Monument, Arizona
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"You cannot see the Grand Canyon in one
view, as if it were a changeless spectacle from
which a curtain might be lifted, but to see it, you
have to toil from month to month through its
labyrinths." - J.W. Powell