Students

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 46 years 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. Hypothetically, I could be teaching the grandchildren of my first students. If one of my students was an expectant parent in 1979 when I started teaching, and if that child became a student and expectant parent one generation later in 1999, her or his child would have been old enough to reach my classes in 2019. That was five years ago.
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.