I joined the University of Wollongong in October 2013. Shortly after, I completely redesigned the subject EESC103, which has since been discontinued. I also developed a new 100-level subject, EESC105 (now offered at the 200 level as SCII205), which was first delivered in Autumn 2016. In addition, I have contributed to the development and co-teaching of the 300-level subject EESC323 (Fluvial Geomorphology and Sedimentology).

I was nominated twice for the Outstanding Contribution to Teaching and Learning (OCTAL) award, in 2015 and 2016. In 2015, I received a CPD Level 1 Certificate in recognition of my work on the redevelopment of EESC103. In 2019, I was awarded a CPD Level 2 Certificate — equivalent to an Advance HE Fellowship (FHEA) — for my contribution to curriculum review. That same year, I was appointed as a Fellow of the Wollongong Academy for Tertiary Teaching and Learning Excellence (WATTLE).

EESC103: Earth's Dynamic Surface

This subject examined the processes that occur within, and the interactions and feedback that occur between the various components – or spheres – of the Earth system. Laboratory classes focused on developing and applying statistical data analysis, and field surveying and mapping skills to a variety of geographical contexts. Number of students = 130 to 150.

In 2015, EESC103 was overhauled and the following short videos describe the reasons and processes for change. The videos also provide information on the structure of this subject and on how assessment and feedback are used to enhance learning.

SCII205: Introductory Geospatial Analysis

This subject offers a comprehensive introduction to the theory and practice of Geographic Information Systems (GIS) and geospatial analysis, equipping students with essential skills for solving fundamental geospatial problems. At the core of this subject are hands-on practical exercises built around the R statistical language, enabling students to develop and apply key geo-analytical skills. Using a problem-based learning approach, students work both individually and collaboratively to tackle real-world geospatial challenges with open-source tools and technologies. Number of students = 100 to 250.

Assessment tasks are designed around the concept of authentic-assessment as defined by Ashford-Rowe et al. (2013, Assessment & Evaluation in Higher Education, v.39, p.205-222): students replicate existing case studies using the same tools and real data.

All subject materials are available here: https://r-geospatial.github.io