• Design-1: Designs curricula, learning activities and resources to enable a range of learners to achieve course and program learning outcomes
  • Design-2: Engages students as partners in development of curricula, learning activities and resources
  • Design-3: Designs and sequences assessment tasks aligned with course and program learning outcomes
  • Design-4: Provides students with constructive, actionable feedback on their performance and analyses assessment results to inform teaching practice
Achieving constructive alignment in a legacy course

Achieving constructive alignment in a legacy course

When I took on coordination of MSCI0501- The Marine Environment for S1 in 2012, a course which had been through many coordinators prior to me, I found that several course assessments did not align with content or learning outcomes, some of the field trips were inauthentic and there were several inefficiencies in the course logistics which was utilising a

Redesign of a course from F2F to Fully Online

Redesign of a course from F2F to Fully Online

I have extensive experience in course design and development through my involvement in MSCI0501 which I helped to revise and blend and CLIM1001 which I helped to develop into on-line only mode in 2017. Both courses are general education courses which need to accommodate a broad range of learners.        

Ongoing and future projects

Ongoing and future projects

I am currently developing a new second year online course on climate risk and as the undergraduate coordinator for the Climate Change Research Centre, I am currently also examining programming mapping for the CCRC's two degree majors: Advanced Science majoring in  Climate System Science and Climate Dynamics.