Please click on the links to the left to view the most recent syllabus for each class.

Statement of Teaching Philosophy

I teach  highly quantitative courses that are technique and content-heavy, requiring rapid dissemination of material and use of the lecture and lab/recitation style to present material. Lectures in these classes present concepts in both a theoretical and applied framework. The lab exercises provide experience and build confidence in students that may not have strong quantitative backgrounds. The labs are reinforced through regularly scheduled homework.

Rapid feedback on homework helps me identify problems students are having with course material and adjust lecture and lab time to deal with such problems if they are class-wide. If the problems are particular to one or a few students, I make an effort to schedule extra office hours for these students. Many forestry students have either real or perceived problems with math skills and this extra effort on my part improves students’ confidence levels and attitudes.

In all my courses, I try my best to respond to student comments, especially those provided me on the course evaluations. When I see legitimate problem areas, I do my best to correct them. I see this as a lifelong process, not just fine-tuning courses, but constantly adjusting and improving teaching methods and course materials.

To further improve my skills in teaching I have periodically participated in instructional improvement activities, including writing and oral communication across the curriculum workshops.  Writing is a component of all my classes, and oral presentations are included in the majority of my classes as well.

In conclusion, I enjoy my responsibilities in instruction, the interactions with students, and I feel strongly that I can make a difference in the world by producing motivated, well-prepared foresters and natural resource managers.