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Meaning,
and explaining the ‘why’ of a phenomenon, come from the
context. The lower-level mechanics, the
‘how’ of a phenomenon, have nothing to say about the ‘why’.
From Hierarchy Theory: A Vision,
Vocabulary and Epistemology by V. Ahl &
T.F.H. Allen
Teaching &
Mentoring
Teaching Philosophy:
My teaching
and mentoring fills a need in undergraduate and graduate natural resource
programs by integrating human and
ecological domains of pressing academic questions and practical dilemmas (Roth
2008). Given the complexity of human-nature relationships, students must
incorporate information from various sources and evaluate its quality with
multiple analytical tools and perspectives. My pedagogy seeks to inspire
students a) to pursue more knowledge
and b) to critically assess this
understanding(s).
To accomplish
these goals, it is essential to enhance classroom settings with an
experience-based approach. Guidance is available from systematized resources (e.g., the Ecological Society of
America’s (ESA) EcoEd Digital Library), but since
2000, I also have prioritized providing students and volunteers with laboratory
and field training in the U.S. and Patagonia, including being the coordinator
of dozens of international, interdisciplinary field courses and internships.
Equally important for predictive science, though, teaching integrated models
and conceptual frameworks (e.g.,
Collins et al. 2011, Diaz et al. 2015), helps students structure their
understanding of social-ecological complexity and the links with different
social actors and disciplines. At the same time, while the hands-on experiences
described above are imperative for students to become engaged and comprehend
underlying theory, I have found that technological and online resources in the
classroom facilitate comprehension of these topics and allow linking
participants from diverse locations. While at the University of North Texas
(UNT), for example, I created a distance-learning course on conservation and
regularly integrated guest lecturers via videoconference. Plus, I have produced
webinars on coupled nature-human systems with the ESA’s Strategies for Ecology
Education, Diversity and Sustainability (SEEDS) Program. Finally, to explicitly
enhance the variety of approaches to science, I dedicate effort to facilitate
the human diversity involved in research, including working in various
capacities with ESA SEEDS, including being the founder and mentor of the UNT
chapter (see also Statement on Inclusion & Diversity for more
detail).
During my
career, this approach has been used in the development of interdisciplinary
undergraduate and graduate courses at various universities related to
the integration of social and natural sciences and the humanities (UNTDF: Introduction to the Study of Society,
Culture & the Environment, Integrating the Human and Natural Dimensions
of Socio-Ecological Systems; FLACSO: Ecosystem Services: Challenges, Opportunities, Conflicts;
UNT: Social, Ecological and Ethics
Dimensions of Invasive Species; UNT/UMAG: Sub-Antarctic Biocultural Conservation Distance-Learning Course and
Tracing Darwin’s Path Study Abroad Course).
I have also taught basic natural science courses (UMAG: Sub-Antarctic Ecosystems, UNTDF: General Ecology), but have mostly focused on developing students’
understanding(s) of interdisciplinary approaches to science and its
applications, welcoming not only disciplinary integration but also
team-teaching. For example, with my collaborator Josh Donlan
we offered an innovative course in Chile (UMAG: Pushing the Frontiers of Conservation by Integrating Novel
Dimensions to Research and Decision Making) that brought tools from economics, finance and governance to bear
on conservation. I have also taught Philosophy
of Ecology with eminent environmental philosopher J. Baird Callicott (UNT), and currently, with Alexandra Sapoznikow, we offer an annual, intensive graduate-level
workshop on the Human Dimensions of
Conservation, recruiting students from Argentina, Chile, Uruguay and
Colombia. Plus, as a product of our CNH grant, with Michael Sorice
at Virginia Tech we created a graduate course on Humans and the Environment that is offered biannually.
At curricular and program-levels, I
participated in the team at UMAG that developed and accredited the first
master’s program in Patagonia (M.S. in Sub-Antarctic
Conservation). Furthermore, at UNTDF, I was tasked to lead 8 faculty
members in two cities to create a novel course entitled Society, Culture and Environment, a requisite class for all
incoming students to the university. Finally, I helped design the B.S. in
Environmental Sciences at UNTDF, working specifically on the non-traditional
skillsets needed by students in to work in interdisciplinary fields, such as
communication or leadership. All of these experiences provided me insights on
course development and pedagogical resources that are needed to successful
teach diverse students from an array of backgrounds. Plus, I have a clear
record of leadership and teamwork in interdisciplinary, international and
distributed educational/mentoring settings.
Inclusion & Diversity:
My
understanding of inclusion and diversity in education, research and
conservation practice has been shaped by two seminal experiences: i) coordinating an international field course in Cape Horn,
Chile and ii) leading a team of 8 faculty in two cities tasked with
implementing a required interdisciplinary, first-year course in Tierra del
Fuego, Argentina. These experiences provide lenses to analyze my philosophy and
methods on this topic.
i) In 2010, the program I coordinated between
the University of North Texas (UNT) and the University
of Magallanes (UMAG) established a
relationship with the Ecological Society of America’s SEEDS Program, dedicated
to enhancing human diversity in ecology. During that year’s annual field
course, the SEEDS coordinator said to me that some chaotic conditions and
logistical failures actually would impede the success and participation of
students from particular backgrounds. That conversation with Melissa Armstrong
about the “pedagogy of inclusion” made me aware that we must create broader
conditions where diverse students can be successful, which first requires them
to feel comfortable and welcome, in addition to the more apparent issues of
being relevant and valued.
ii)
In
2012, at the National University of Tierra del Fuego (UNTDF), I was tasked with
creating a new, required course for all incoming students on Society, Culture & Environment.
Argentina’s constitution enshrines education as a social right. As there are
few admission requirements to enter the university, pedagogically one must be
prepared to teach students from extremely diverse backgrounds. If a
“sink-or-swim” approach were implemented, the outcome would be to continue to
only graduate upper-middle and upper-class students, as those from less
advantaged backgrounds would be weeded out despite the liberal admissions
criteria. The issue then is how to make the university amenable to a broad
spectrum of students, ranging from recent high school graduates from vulnerable
socio-economic sectors to established professionals with advanced degrees, but
not reduce expectations. Our team systematically dealt with this challenge by
developing a student-focused pedagogical sequence that linked theoretical and
practical aspects of the course in a step-by-step manner with “seminars” and
“workshop” settings and collaborating with education experts to ensure
remediation where necessary. Currently, we are preparing a book on this
experience, which will serve as the textbook/manual for this innovative course
(expected publication date July 2016).
A broad array
of disciplines contribute to inclusion and diversity in education and science
(see Roberge
& van Dick 2010), but my personal approach is based on recognizing the
individual as the first step in that process (Armstrong 2012), which requires
one to be prepared for a series of modifications to attune the pedagogy or
research agenda to a broader array of human experiences, interests and needs.
Consequently, I understand inclusion and diversity as creating the conditions
whereby people are not just invited, but feel comfortable, which also applies
to including other social actors in the co-production of scientific research
(see CV for work with local communities and decision makers). Participants must
feel relevant and valued, which necessitates attention not only to conceptual
issues, but also practical, logistical and ethical considerations and a willingness
to be a co-participant, rather than an authority. Essentially, the relationship
is reconceived as one of community, rather than re-enforcing master-pupil power
dynamics, to attain a truly inclusive and diverse study body, workforce,
scientific profession and society.
Courses
to be Offered in 2012-present:
Universidad Nacional de Tierra del Fuego:
·
Lead
Professor: Vinculación de las Dimensiones “Humanas” y “Naturales”
para Mejorar el Estudio y la Conservación de los Sistemas Socio-Ecológicos – spring (odd years in Ushuaia, Tierra del
Fuego since 2013, also offered in Puerto Iguazu-2016 and Tucuman-2015)
·
Creator and Lead Professor (of 8 professors in
2 cities): Introduction to the Study of
Society, Culture & Environment – fall (2013-2016).
·
Co-Professor: Introduction to Ecology – spring (2015-present).
·
Professor: Environmental
Legislation – fall (2017).
·
Professor: Regional
Ecology – fall (2018-present).
·
Guest Lecturer: Conservation Biology – fall (2018-present).
·
Co-Professor: Interdisciplinary Team Teaching (lead professor, Erik Nielsen, NAU)
– fall (2016).
·
Invited Professor: The Human Dimensions of Conservation. National University of
Patagonia – spring (even years in Puerto Madryn since
2014).
Courses
Recently Offered in 2011-2012:
University of North Texas
·
Co-professor: Philosophy of Ecology (graduate level) – spring 2012 (J.B. Callicott & C.B. Anderson). Evaluation = 3.5 of 4.
·
Professor:
Social, Ecological, Management and Ethical Dimensions of Human-Introduced and
Invasive Species – spring 2012 (C.B. Anderson and guest lectures by D. Simberloff, A. Pauchard, B.M.H. Larson
and J.B. Callicott). Evaluation = 3.5 of 4.
·
Co-professor: Contemporary Topics in Conservation (graduate level) – fall 2011
(J. Johnson, D. Hoeinghaus, S. Wolverton
& C.B. Anderson). Evaluation = 3.8 of 4.
Universidad de Magallanes
· Pushing the Frontiers of Conservation by Integrating Novel “Social”
Dimensions to Research and Decision Making (C.J. Donlan &
C.B. Anderson) – July 2011.
Evaluation = 95% of 100%.
Courses
Previously Developed:
·
Co-creator and co-professor: Introduction to Sub-Antarctic
Biocultural Conservation (undergraduate
and graduate levels in philosophy and biology and accredited as a distance
learning course for non-UNT students)–fall 2009 & 2010 (R. Rozzi & C.B. Anderson). Evaluation = 852 of 1000 for
fall 2010.
·
Co-creator and co-professor: Tracing Darwin’s Path field course
in sub-Antarctic biocultural conservation (undergraduate and graduate levels in philosophy and biology)–winter
break 2006-2010 (R. Rozzi & C.B. Anderson with K.
Heidinger, J. Kennedy, J.B. Holbrook & J.
Johnson)
·
Professor: Sub-Antarctic Ecology
and Landscapes–2007, 2008 & 2010.
·
Laboratory instructor: Introduction
to Ecology for Science Majors, University of Georgia–Institute of Ecology. Overall evaluation: 4.7 and 4.6 of possible
5.
· Creator and field
coordinator: Non-traditional Study Abroad Program, University of Georgia–Office
of International Education. Program entitled Ecology and Conservation in Cape Horn, Chile offered study abroad
opportunities to five UGA undergraduate students.
· Co-teacher and co-creator:
Explorando
Evidence
of Successful Teaching and Mentorship:
·
2006 recipient of the University of Georgia Excellence in
Undergraduate Research Mentoring Award
·
Theses mentored:
o
Master’s Theses: 2 completed (UMAG), 1 completed (UNT) &
2 in course (UMAG)
o
Undergraduate Honors Theses/Projects: 1 (UNT) and 4 (UGA)
o
Ph.D. Committees at UNT: 2 Biology UNT; 1 Tourism UNT
·
Fulbright
Award to Jon Henn, B.S. biology student, St. Olaf College, 2013
·
Fulbright
Award to Jennifer Zavaleta,
M.S. wildlife management student, Texas Tech., 2013
·
Fulbright
Award to Jared Fiorentine,
B.S. electrical engineering student, UNT, 2012
·
Fulbright
Award to Jean-Paul Zagarola, M.S.
environmental science student, UNT, 2011
·
CONICYT FIC-R
Master’s Scholarship to Ernesto Davis, M.S. conservation, UMAG
·
First Prize–UNT Scholar’s Day Undergraduate Symposium, Category:
Natural Sciences, 2010 to Michael Simanonok, B.S.
biology student, UNT
·
First Prize–Student Poster, Chilean Ornithological Congress,
2008 to J.C. Pizarro, M.S. conservation student, UMAG
·
First Prize–Science Thesis, Annual CURO Undergraduate Research
Symposium, 2005 to Brett Maley, B.S. biology student,
UGA
·
UGA Center
for Undergraduate Research Opportunities Award for Summer
Research-$2,000 and Georgia Museum of Natural History Laerm Award-$700,
2005 to Will Collier, B.S. ecology student, UGA
·
UGA Center
for Undergraduate Research Opportunities Award for Summer
Research-$2,000 and Best Undergraduate Poster, 2004 to Clayton
Griffith, B.S. ecology student, UGA
·
Number of undergraduates who have published their honor’s theses in
peer-reviewed journals = 3 (C. Griffith-UGA, B. Maley-UGA,
M. Simanonok-UNT)
·
Mentor and founder of UNT’s Ecological Society of America Strategies
for Ecology Education, Diversity and
Sustainability (SEEDS) Chapter