For a scientist at a research university, I’ve had an unusual teaching trajectory, choosing to concentrate on science literacy and honors education, both at the undergraduate level. After thirty-five years at three institutions there are:
- Thousands of survivors of my introductory courses , some of whom have sent their children back to enroll in my courses. I’m particularly proud of those who’ve become earth science teachers.
- Hundreds of majors in environmental science, geology, and Earth-science teaching who’ve completed a portfolio of work for upper-division course in Earth Surface Processes. For many, it was their only field-based course.
- Dozens of graduate student who I have either advised or co-advised at the MS or Ph.D. level.
Photo: Advanced students in "Glacial Processes and Materials" (GSCI 4120), Spring 2011.