I base my teaching on four building blocks to create active learning in the classroom.  First, lectures and readings inform students by using current events, history, and theory to elaborate class topics.  This is the transfer of information from me, outside speakers, and readings to the class.  Second, writing and brainstorming exercises center the individual student’s thoughts and opinions about the new information.  This allows students time to form opinions on the class material and to organize their thoughts.  Third, role simulations and group work urge the students to collaborate in hands-on learning either in the field or in the classroom.  Students learn communication skills – how to negotiate, compromise, and produce solutions.  Fourth, tests, papers, and term projects require the students to reflect on their individual learning.  This final assessment of the students’ progress puts to test their self-discipline, motivation, and participation in their education.

My goal as an educator focuses on creating exciting and challenging learning experiences inside and outside the classroom.  I adhere to a philosophy of active student learning – putting students at the center – using collaborative work, presentations, student-led discussions, simulations, and technology.  This strategy encourages critical thinking and invites students to use their individual creativity when writing about and discussing topics.  I thoroughly enjoy and work hard to provide these types of experiences for all of my students.

As a geographer, I aim to bring a global focus to the courses I teach, drawing on my somewhat extensive interdisciplinary background in political economy, international relations, Latin American studies, and history – as well as geography – to relate class topics to local, regional, and world events.  My emphasis on scale as part of students’ learning careers empowers them with skills for making comparative analyses and understanding how a zoomed in study of people, environment, and place fits into the broader national and international contexts.  Border regions, one of my specialties, present complex case studies that require assessment, planning, and implementation of policies while taking into consideration the trans-boundary characteristics of natural resources, local economies, and cultural ties that connect scale to space.

Learning outside the classroom is an essential part of a well-rounded college education.  As a mentor, I not only encourage students to apply for internships and study abroad programs, but actively help them apply for such opportunities.  I use my own, personal, international study abroad experiences as examples to illustrate the value of transferring skill sets from the classroom to everyday situations, for studying abroad led me to an academic career focused on international relations.  My goal then, rests in encouraging students to seek out their own opportunities, take charge of their future, and find new areas of interest overseas or close to home.  Nowhere is this more evident than that defining element of geographic research that puts students in contact with humans and their environments: fieldwork.

Whether a nearby excursion or an extended trip abroad, fieldwork provides the necessary experiential condition for students to apply their individual skills spontaneously.  My own collaborative and personal experiences in the field continually remind me that fieldwork demands flexibility, quick thinking, dedication, and patience – all of which are transferable traits.  In the field, my goal remains simple: lead by example – explore, examine, and assess.  I view my role as a guide, someone to encourage small group collaboration in whatever landscape or situation.  My students continually point out that it is the allure of “the field” that draws them into my courses, and they find even more delight when they gain hands-on intimacy with the landscape, culture, and environment in-situ.