I create opportunities and deliver a range of educational professional development to others. Below are a few examples.  

I was the academic lead on the first Australian run TROPICSU Climate Change Lesson Development Workshop funded by International Science Council (ICS, previously ICSU), International Union of Biological Sciences (IUBS), International Union for Quaternary Research (INQUA), providing online lessons to teachers globally.  TROPICSU stands for Trans-disciplinary Research Oriented Pedagogy for Improving Climate Studies and Understanding and aims to integrate relevant education and science communication modules in the education system to help future citizens across the globe in improving their understanding of the science of climate change and in developing necessary skills to mitigate its impact. Our workshop in Western Australia in February of 2020 attracted over 60 scientists, high school teachers and museum educators who commenced development of a range of lessons and programs around climate change. 

I have developed syllabus aligned depth study resources for high school teachers to use in NSW HSC science courses which includes professional development for teachers to extend their own discipline knowledge of climate science. I have two courses on Open Learning (Investigating Science- Climate Models and Earth and Environmental Science- The Greenhouse Effect) where teachers can learn relevant specialist materials themselves before using the lesson and depth study ideas in their classes.I have also presented in numerous education conferences (STANSW and CONASTA) to show teachers how they may use hands-on experiments and tools such as our online climate model, Carbonator, to explain key climate change concepts.  

I provide early career researchers with professional development on educational aspects of their potential academic career pathway. In 2018, I co-led a workshop for ECRs from five Australian universities (UNSW, ANU, Uni Melb, Monash and UTAS) at the ARC Centre of Excellence for Climate Extremes on CV writing for academics which included guidance on how to explore and draft a statement on their teaching philosophy and how to start building an education portfolio.

Delivering PD has helped me to explore and refine my andragogical skills which I have consolidated into my overall teaching philosophy on life long learning. I envision learning as an intended and accidental process which encapsulates a  full spectrum of learners from children through to the elderly. To optimise learning at each point of the spectrum requires a different approach and set of tools that is appropriate to the developmental, life and skill stage of the learner.