Teaching

Philosophy

1902847_516068958505020_3265629510794149848_nMy philosophy for teaching contemporary environmental and societal challenges of the built environment  consists of  three pedagogical principles:

  • critical thinking
  • service-learning
  • collaborative learning

I expect students to think critically and apply that thinking to the challenge of real world examples. This is accomplished with supplemental course readings and discussions of current events and contemporary complications that invoke students to question and answer, what would (will) I do?

I believe service-learning is more than an experience-based pedagogical addition to traditional courses; it is based in the civic mission of the academy and connected to democratic ideology and communitarian public concern. A holistic service-learning course incorporates three dimensions: professional training, liberal education and citizen engagement. The key to a successful service-learning course is developing a relationship that is mutually beneficial for all participants.

Collaborative learning is a shared learning process in which all participants in the course learn from one another, the professor included. This involves the recognition that each individual’s knowledge is valued. Technological innovations allow learning to occur beyond the classroom in alternative learning environments, such as, online discussion boards, blogs, video conferencing, and mobile apps. This learning process is also facilitated by established debates, the use of alternate ending case studies, student-lead lectures, and group projects. Collaborative learning is strongly associated with the incorporation of service-learning projects.


Courses

Photo Credit: Dockside Green in Victoria, British Columbia, Canada

Photo Credit: Dockside Green in Victoria, British Columbia, Canada

NRE 605 / BA 605 / ARCH 507 Green Development (Winter Semester)

Graduate Course
Description:

While the built environment is a major source of society’s impact on the environment, it also offers a major opportunity for innovative solutions to mitigate impact.  This multidisciplinary-oriented course explores green (or sustainable) development from a variety of perspectives: architectural design, site planning and construction; energy and water consumption; public policy; costs and financial benefit analysis; and social justice and equity.

 

 

How it feels to be a poor mother living without heat during a blizzard by Terrence McCoy, Washington Post 1/23/16 /Photo credit: Amanda Voisard

How it feels to be a poor mother living without heat during a blizzard by Terrence McCoy, Washington Post 1/23/16 (Photo credit: Amanda Voisard)

NRE 501.018 Energy Justice (Fall Semester)

Graduate Course

Description: This course explores equity issues related to both domestic and international energy access, affordability and sovereignty concerns and the social, economic, and institutional environments that produce, sustain and but also eliminate disparities. Discussions include energy and human rights, energy consumption, clean energy access, environmental and climate justice, and public policy.