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

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.        

A challenge we had in the redesign of CLIM1001 - Introduction to Climate Change was how to engage large numbers of students with complex, interdisciplinary (e.g., chemistry, physics, psychology, law, computing) concepts in an online space. Our backward design approach helped us to realise that while the concepts were complex, because this was a general education course, our main aim

As co-lead of the Online Learning and Innovation Community of Practice, I am working towards a roadmap of online learning for UNSW  which will cover future technologies, promoting critical thinking and inclusion.     

As high achieving undergraduates progress through their degrees and choose their specialisation, they inevitably reach the stage where they must consider whether they will add an honours year to their degree and/or enrol in a higher degree. The students in my degree majors  (Climate System Science and Climate Dynamics) are in an Advanced

I teach students about ethical and professional standards of behaviour in my discipline. For example, in my CLIM1001 course, I guide students through appropriate behaviour and practices such as how to write a peer review,  appropriate behaviour in forum discussion debating what may be contentious or polemic issues and the ethical and reputational repercussions of plagiarism . My