Teaching

Assistant Prof. Dept. of Physical and Environmental Science              

University of Toronto-Scarborough

Conservation Policy (MEnvSc)

Core course in the Conservation & Biodiversity stream of the Professional Masters of Environmental Science program. Introduces the policy context to biodiversity conservation in Canada, examining international obligations, federal, provincial and regional levels as well as inter-jurisdictional policy interactions. Core elements include: Fundamentals of adaptive management, quantification of ecological integrity, risk and uncertainty in biodiversity conservation science and management, ecology of species invasions and associated management framework, terrestrial and aquatic protected areas and species recovery strategies. Special attention is given to critical analysis of policy effectiveness in a technical policy analysis assignment. Current literature is integrated for each focal topic. Students are assessed by long-form written examination, technical policy analysis document and an accompanying presentation as well as in-class participation. Course includes guest lectures from established conservation practitioners (Parks Canada, Ontario Ministry of Environment Conservation & Parks (MECP), Department of Fisheries & Oceans, COSEWIC).

Professional Scientific Literacy (MEnvSc)

Core course in the Conservation & Biodiversity stream of the Professional Masters of Environmental Science program.

For decades, environmental scientists have been documenting anthropogenic impacts on the planet’s ecosystems. Currently, the weight of scientific evidence showing the severity of the biodiversity and climate crises is immense, and many scientists are advocating for increased governmental engagement with environmental issues. As such, environmental science is closely tied to human valuation of the environment; a linkage that requires one to be able to identify sound science and also understand how science is communicated and used in public policy. This is scientific literacy.

It is increasingly recognized that environmental considerations need to be integrated into all aspects of our economies, a trend that is evidenced by the steady growth of the environmental sector as well as increasing public concern for environmental sustainability. In order to prepare for a career in environmental management or conservation science, it is vital that students develop science literacy skills. Environmental professionals employ a range of tools that fall under the umbrella of scientific literacy. It is the goal of this course that students develop 1) a clear understanding of the scientific process & scientific analysis, 2) the ability to communicate environmental science to different audiences, 3) the ability to think critically about environmental issues, how they are studied, and how they are discussed in public discourse, and 4) the ability to place individual environmental studies and issues in the larger context of environmental and conservation science. We will achieve these learning objectives through lectures, the completion of some small individual assignments, a large group term project involving a systematic review of an environmental science issue and engaging in discussion with leading environmental practitioners and science communicators.

Invaded Environments (3rd year Undergrad)

This course applies a multi-disciplinary lens to the subject of biological invasions and is intended to build upon foundational understandings of global environmental change. The course explores the foundational ecological theories of biological invasions, ecological conditions and mechanisms driving invasions, multi-scale perspectives on the environmental impact of biological invasions (community, ecosystem), past and current approaches to the management of invaded environments, social and economic impacts of species invasions, and invasion risk assessment and biological invasion policy.

Students who take EESC02H3 should be able to:

1.   Have knowledge of prominent historical and current examples of biological invasions

2.   Explain the ecological theories of the mechanisms behind biological invasions and biological control

3.   Explain how and why biological invasions represent a significant aspect of global environmental change

4.   Explain various social science approaches to biological invasions

5.   Apply the stage-based management framework of biological invasions to key examples

6.   Understand the principles and practice of biological control 

7.   Describe the key international and Canadian policies addressing biological invasions

8.   Explain how the impacts of biological invasions are quantified

9.   Explain how risk assessment models for invasive species are constructed

10. Explain the key aspects of management plans for biological invasions

EES3003 - Plant Taxonomy

Taxonomic skills are in increasing demand among the Canadian conservation community. Taxonomic training will be customized to the students’ interests and needs in this course. This training may be in the form of specialized course offerings, one-on-one training with taxonomic experts, or other flexible options. Students will be responsible for fully attending their approved taxonomy placement and submitting a term paper.

Learning outcomes:

Following the completion of this course, students will have the knowledge and skills required:

1.  To understand the nature and principles of plant taxonomy, classification and nomenclature

2.  To understand the relevance of plant taxonomy for biodiversity conservation and environmental management.

3.  To be able to use morphological characteristics of vegetative and reproductive plant organs for the identification of plant taxa.

EES2200 - Advanced Seminar in Environmental Science (PhD)

This course is designed for new DPES PhD students to develop core Graduate level competencies for the successful navigation of their doctoral work. These include oral and written communication, project management, an understanding of ethics in research, scholarship and teaching, professional development, and research methods. Students will learn from core Graduate faculty and gain exposure to the breadth of research and career paths in environmental science. In the Winter semester, students will present the foundational theory underpinning their PhD topic. They are also expected to contribute a draft PhD proposal document for their own topic of interest and present a mock PhD proposal to the class. The class will meet bi-weekly throughout the Fall and Winter.  The course is restricted to those students enrolled in the PhD in Environmental Science program.

The objectives of EES2200 (mandatory for all new PhD students) are to:

1. provide an opportunity for new PhD students to meet and discuss issues with each other that are pertinent to their development as researchers;

2. inform students of the requirements of the PhD program and assist them with meeting important milestones of their doctoral studies such as scholarship applications, formation of supervisory committees and preparing a research proposal, considering the potential academic and work-integrated learning pathways of the program;

3. explore the theory, methods, and diversity of current research in environmental science to hone the student’s writing and presentation skills;

4. provide an opportunity for students to improve literature research, organizational and critical thinking skills through preparation of a presentation to be presented to the class;

5. engage students in core graduate-level competencies (mental health management, science communication, EDI considerations, leadership & collaboration, professional development).

6. provide students with the opportunity to develop and practice their PhD proposal seminars in a supportive environment.