Teaching

EDUC 250E: Qualitative Interviewing
Instructor, Graduate School of Education, Stanford University

Addressing the theoretical underpinnings of qualitative interviews as well as the application of theory to practice, this course considers different approaches to interviewing. Interview types covered range from group interviews to individual interviews, and from unstructured, ethnographically oriented interviews to highly structured interviews. Working with community partners to facilitate application to practice, the course moves from theory to interview design, implementation, and initial stages of analysis, with an emphasis on consistency in approach and utility in graduate-level research

Term: Winter ; Units: 3 ; Grading: Letter ; Level: Graduate
EDUC 332: The Theory and Practice of Environmental Education
Instructor, Graduate School of Education, Stanford University

This course considers the history, theoretical underpinnings, and practice of environmental education as a tool for addressing today´s pressing environmental issues. Through readings, interactive group work, guest speakers, and field trips, we explore the purpose, design, and implementation of environmental education in formal and informal settings with youth and adult audiences. A quarter-long community-engaged learning project offers opportunities for experiencing environmental education in practice

Term: Spring ; Units: 3 ; Grading: Letter ; Level: Graduate
EDUC 357: Science and Environmental Education in Informal Settings
Instructor, Graduate School of Education, Stanford University

Ever-expanding opportunities exist to learn about science and the environment in contexts outside the formal classroom, in settings such as zoos, museums, and science centers. How are issues around science and the environment presented in these contexts, how do people behave and learn in these contexts, and what messages do visitors take away from these settings? This course addresses the learning theories as well as empirical research that is conducted in such settings through readings, interactive activities, and guest speakers. Field trips and case studies of nearby informal science and environmental education providers add an experiential dimension to the course

Term: Winter ; Units: 3-4 ; Grading: Letter or Credit/No Credit ; Level: Graduate
NRES 200: Sense of Place
Instructor, Emmett Interdisciplinary Program on Environment and Resources, Stanford University

How connected people feel to the place in which they live and the larger environment can have important implications for environmental behavior and community participation. This small, graduate-level seminar explores the sense of place literature, focusing on the discrete but overlapping concepts of place attachment, identity, and dependence, while also examining related elements such as the multi-dimensionality of place connections and concepts of cosmopolitanism in place relationships. Perspectives are included from a range of fields including anthropology, sociology, geography, and political science

Term: Winter (every few years); Units: 2; Grading: Letter; Level: PhD
ENVRES 205: Environmental Learning and Environmental Behavior
Instructor, Emmett Interdisciplinary Program on Environment and Resources, Stanford University

The course explores foundational and contemporary literature addressing environmental learning and environmental behavior, both as separate and intersecting concepts. This small, discussion-based seminar strives to develop a broader as well as deeper understanding of how environmental learning occurs in a variety of settings and within a range of audiences and how, and under what conditions, it might—or might not—contribute to environmental behavior

Term: Fall (every few years) ; Units: 2 ; Grading: Letter ; Level: PhD
ENVRES 330: Research Approaches to Environmental Problem Solving
Co-Instructor with Professor Peter Vitousek, Emmett Interdisciplinary Program on Environment and Resources, Stanford University

Explores development and implementation of interdisciplinary research in environment and resources, including developing research questions, creating a preliminary literature review, and writing a summer funding proposal. Course includes faculty panels on research design, research ethics, and publishing, as well as PhD student panels on proposal preparation and defense. Course structured around peer critique and iterative presentations of work in progress.

Term: Spring ; Units: 3 ; Grading: Letter ; Level: PhD
Interdisciplinary Problem Solving: Applying Your Skills to the Case of Stormwater Runoff in Monterey Bay
Instructor, Short Course with the Center for Ocean Solutions and the Woods Institute for the Environment, Stanford University
Level: Graduate
Interdisciplinary Problem Solving: The Case of Mountain Lions at Jasper Ridge Biological Preserve
Faculty Sponsor, Short Course with the Woods Institute for the Environment, Stanford University
Level: PhD and Postdoctoral scholars