Teaching
Teaching Philosophy
As an undergraduate student, I excelled at short-term memory of concepts and terms, but I retained only those concepts and terms that were applied during the class or shortly thereafter. Throughout my graduate career, I had to relearn many of those forgotten theories during periods of application. Obviously, some courses, especially more advanced ones, are heavily based in theory. However, students can read about theory in textbooks. I believe it is the job of the instructor to creatively present theory and other class concepts in a manner that lends itself to applicability.
As an instructor, I require discussion periods during which students are required to participate and make connections between class information and real-world scenarios. For example, in my Forest Wildlife Management course I require students to complete a stewardship plan in which they: 1) assess the conditions of a tract of land for target wildlife based on a realistic landowner scenario; 2) make practical recommendations for meeting the landowner objectives. In cases where lab sections are not feasible, I have used creative approaches to teaching with anecdotes and classroom activities to put classroom theory in an applied light.
The only difference between Extension and Teaching is the target audience, so the experience I've gained through Extension activities has helped me in the classroom. I believe, however, that a teacher always can improve his/her skills as a communicator through self-initiated actions, including updating course content, learning ways to use new technology in the classroom, and incorporating new teaching styles into the curriculum.
Fisheries, Wildlife, and Conservation Biology Program
The Fisheries, Wildlife, and Conservation Biology Program at NCSU is a multi-disciplinary program that is shared by the Colleges of Natural Resources, Veterinary Medicine, and Agriculture and Life Sciences. The Program has over 40 faculty members from a variety of departments, approximately 175 undergraduates in the Fisheries and Wildlife Concentrations, and over 50 graduate students.
As Program Coordinator, I lead efforts to build the Program’s reputation internal and external to the University. I oversee changes to the Program curricula, foster a sense of community within the undergraduate and graduate student body, and grow cooperation between faculty and students and external collaborators.
To see changes to the SFW046 and SFF046 curricula, visit Changes.
Courses Taught
FW 404 Forest Wildlife Management - The 3 credit hour course emphasizes the effects of forest management practices, including timber harvest, prescribed burning, and plantation silviculture, on wildlife populations, but extends beyond forested systems to include management of ag-ecosystems, wetlands, and prairies and old-field communities. The class also includes a focus on the connection between plants and animals, and all students are required to create a collection of plants important to wildlife as food and/or cover. PDF Sample Syllabus
FW 264 Forest Wildlife - Forest Wildlife is a 1 credit hour, week-long course required of students enrolled in the Forest Management curriculum. The course covers the identification and natural history of forest wildlife, especially birds. I emphasize the impacts of silviculture on wildlife habitats and the importance of integrated management for both timber and wildlife resources. At the end of the week, Forest Management and Wildlife students work together to develop an integrated timber and wildlife management plan for a single stand. PDF Sample Schedule
FW 495/595 Nicaraguan Wildlife and Nature-based Tourism - With assistance from the NC Museum of Natural Sciences and EcoQuest Travels, I developed a 9-day study abroad course in Nicaragua. The 3 credit hour course is offered during spring break of even numbered years (2008, 2010,…) and was designed to allow students to experience the natural history and culture of Nicaragua with special emphasis on community-based tourism and avian ecology in shade-grown coffee plantations. Student learning is facilitated by hands-on collection of bird data using mist nets in a shade-coffee plantation, visits to at least 6 very different eco-tourism destinations, and interactions with the Nicaraguan people in formal and informal settings. Students attend 8-9 class sessions on campus before and after the trip. 2008 Photos and 2010 Photos