Teaching context and philosophy

I believe that teaching should be relevant, authentic and experiential. As an academic, I see my teaching role being three-fold. One role is, in as much ability as I have, to guide talented novices through university courses to help them to transition from being students learning science to scientists practicing science.  This role requires that a merit based framework be applied to my teaching practice. The second role is, in as much ability as I have, to help improve the science literacy of all students and the public where that literacy is feasibly relevant to people’s capacity to live and contribute fully to society. This role facilitates my belief that education and life-long learning is a fundamental right for everyone and not solely the privilege of the few–merited or otherwise.  The third role is to improve my own knowledge, skills and cognitive awareness so I can perform to the best of my abilities.

As part of my academic role, I also deliver a lot of outreach and professional development around climate science. I have consolidated these experiences 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.