My approach to teaching is grounded in constructivist and experiential learning theories, which center the education process on the students, encouraging them to integrate their prior experiences with new concepts presented. I believe the criteria for determining whether a student has achieved a comprehensive understanding of a lesson or topic are whether they can retain the information in long-term memory and integrate it with other knowledge to generate creative solutions and questions in their field. I consider a good instructor to be one who can help students retain the main topics of the class in long-term memory while also making the process enjoyable. This is especially relevant at the college or university level, where students select the classes that will serve as the foundation for their knowledge and skills, which they will use to build their careers.
Teaching ecology and field techniques courses brings me joy, as I can witness the discovery process students experience. I feel accomplished as an instructor when students begin to explain natural processes in their own words, using the classroom content and generating their own questions and curiosities that can develop into future research ideas.
In the classroom, I employ a combination of lectures and interactive teaching styles. I use tools such as icebreakers, non-graded self-assessment quizzes, in-class activities, and class discussions. I try to get to know my students’ backgrounds and goals, so I can tailor questions and examples to their experiences and challenge them to integrate the knowledge they’ve recently acquired into situations they are familiar with. The ungraded short quizzes and activities help students self-evaluate and assess their progress in the class, alleviating the stress that traditional graded evaluations can impose.
In my field and full-immersion courses, I ask students to integrate their classroom knowledge into real-world situations using the practical tools and techniques taught in the field. I aim to foster a collaborative and empathetic culture where everyone is listened to, and the group learns to leverage each other’s strengths to achieve better results in their work. To achieve this, I create working groups that are evaluated on their efficiency and task division, and I acknowledge cooperative behaviors during debriefings. Following experiential learning theory, I deliberately make time for student discussion and reflection, which is essential for consolidating the knowledge they have acquired.
To evaluate students, I rely on formative assessment, using non-graded tasks that provide feedback, help them identify their strengths and weaknesses, and prepare them for graded evaluations. In classroom courses, I use a combination of open- and closed-ended question tests, class reports, projects, and class discussions, matched with peer and self-evaluations. Using short quizzes encourages self-evaluation, while class discussions and peer evaluation of reports provide feedback and different perspectives, promoting mutual learning and strengthening their final projects. In advance and field courses, I evaluate students on their participation, ability to work in groups, and creativity in applying theoretical knowledge and utilizing techniques and tools at their disposal to practical situations.
A culturally diverse environment, with students from diverse backgrounds and upbringings, exposes fellows to a broader range of perspectives and experiences. This helps students open their minds to different perspectives, not just in our field but in life in general. The activities I facilitate in class or in the field require students to engage in conversation and collaboration, so I emphasize that every student contributes valuable perspectives and that the class is a safe space for all voices. In this way, I promote a culture of mutual support and respect. This is particularly important for multilingual, international, and first-generation students who might feel hesitant to express themselves in public. I am explicit about my commitment to inclusion, and I address any discriminatory behavior or mistreatment of fellow students promptly.
Field courses are especially challenging for students with varying mobility needs. This has been an interesting experience for me when I faced the situation. In line with university accessibility guidelines, I have adapted my field activities to be accessible to all my students whenever possible. Although fieldwork might not suit everyone or every career path, students in ecology and conservation should understand what data collection entails. Field courses can provide a safe, controlled environment where students can experience ecological sampling and discuss the diverse array of career paths in ecology and conservation.
I have taught a wide range of courses, including the embryology and zoology laboratory, field and lecture courses on wetland and wildlife techniques, and scuba diving as a teaching assistant. Additionally, I have helped develop the syllabus and served as the instructor of record for courses on mammal identification from hair, as well as full-immersion courses on crocodile management, ecology, and handling, and river ecology and conservation.
The theoretical basis for my teaching style is based on two theories: 1) Constructivism learning theory positions the instructor as a facilitator who helps students integrate previous experiences and knowledge into newer concepts, while also learning from peers through discussions and collaborative group activities. 2) Experiential learning theory emphasizes that the retention of knowledge is strengthened through the cycle of direct experience, reflection, abstraction, and experimentation. I design both classroom and field activities to guide students through this cycle and promote long-term retention.
I often remember the words of my undergraduate mentor, Dr. Jorge Erving López: “Just for scientific curiosity,…?” These were the words he would say before challenging us to think more broadly and question our own assumptions. Following his example, I strive to stimulate my students’ minds by presenting them with real-life situations and asking them to make sense of them using the ecological theory they have learned.
Teaching ecology and field techniques courses brings me joy, as I can witness the discovery process students experience. I feel accomplished as an instructor when students begin to explain natural processes in their own words, using the classroom content and generating their own questions and curiosities that can develop into future research ideas.
In the classroom, I employ a combination of lectures and interactive teaching styles. I use tools such as icebreakers, non-graded self-assessment quizzes, in-class activities, and class discussions. I try to get to know my students’ backgrounds and goals, so I can tailor questions and examples to their experiences and challenge them to integrate the knowledge they’ve recently acquired into situations they are familiar with. The ungraded short quizzes and activities help students self-evaluate and assess their progress in the class, alleviating the stress that traditional graded evaluations can impose.
In my field and full-immersion courses, I ask students to integrate their classroom knowledge into real-world situations using the practical tools and techniques taught in the field. I aim to foster a collaborative and empathetic culture where everyone is listened to, and the group learns to leverage each other’s strengths to achieve better results in their work. To achieve this, I create working groups that are evaluated on their efficiency and task division, and I acknowledge cooperative behaviors during debriefings. Following experiential learning theory, I deliberately make time for student discussion and reflection, which is essential for consolidating the knowledge they have acquired.
To evaluate students, I rely on formative assessment, using non-graded tasks that provide feedback, help them identify their strengths and weaknesses, and prepare them for graded evaluations. In classroom courses, I use a combination of open- and closed-ended question tests, class reports, projects, and class discussions, matched with peer and self-evaluations. Using short quizzes encourages self-evaluation, while class discussions and peer evaluation of reports provide feedback and different perspectives, promoting mutual learning and strengthening their final projects. In advance and field courses, I evaluate students on their participation, ability to work in groups, and creativity in applying theoretical knowledge and utilizing techniques and tools at their disposal to practical situations.
A culturally diverse environment, with students from diverse backgrounds and upbringings, exposes fellows to a broader range of perspectives and experiences. This helps students open their minds to different perspectives, not just in our field but in life in general. The activities I facilitate in class or in the field require students to engage in conversation and collaboration, so I emphasize that every student contributes valuable perspectives and that the class is a safe space for all voices. In this way, I promote a culture of mutual support and respect. This is particularly important for multilingual, international, and first-generation students who might feel hesitant to express themselves in public. I am explicit about my commitment to inclusion, and I address any discriminatory behavior or mistreatment of fellow students promptly.
Field courses are especially challenging for students with varying mobility needs. This has been an interesting experience for me when I faced the situation. In line with university accessibility guidelines, I have adapted my field activities to be accessible to all my students whenever possible. Although fieldwork might not suit everyone or every career path, students in ecology and conservation should understand what data collection entails. Field courses can provide a safe, controlled environment where students can experience ecological sampling and discuss the diverse array of career paths in ecology and conservation.
I have taught a wide range of courses, including the embryology and zoology laboratory, field and lecture courses on wetland and wildlife techniques, and scuba diving as a teaching assistant. Additionally, I have helped develop the syllabus and served as the instructor of record for courses on mammal identification from hair, as well as full-immersion courses on crocodile management, ecology, and handling, and river ecology and conservation.
The theoretical basis for my teaching style is based on two theories: 1) Constructivism learning theory positions the instructor as a facilitator who helps students integrate previous experiences and knowledge into newer concepts, while also learning from peers through discussions and collaborative group activities. 2) Experiential learning theory emphasizes that the retention of knowledge is strengthened through the cycle of direct experience, reflection, abstraction, and experimentation. I design both classroom and field activities to guide students through this cycle and promote long-term retention.
I often remember the words of my undergraduate mentor, Dr. Jorge Erving López: “Just for scientific curiosity,…?” These were the words he would say before challenging us to think more broadly and question our own assumptions. Following his example, I strive to stimulate my students’ minds by presenting them with real-life situations and asking them to make sense of them using the ecological theory they have learned.