In this course, we focus on biotic and abiotic factors that impact forest health, including insects, pathogens, soils, climate, land-use history, and more. I redesigned this course to fit my vision of the holistic nature of forest health and incorporate learning activities backed by research in the science of learning. I emphasized active learning and encouraged students to connect our course topics to their lived experiences, aligning with theories of meaningful learning. Ultimately, students reflected that their learning was supported by the activities and lectures I designed. In the future, I would tweak the weekly structure of the course based on student feedback.

I taught my own section of the course, introducing over 100 native tree and shrub species. We used the entire UNH campus as our classroom, exploring different forest types and learning to read the forested landscape. Students learned how to identify trees and shrubs by leaves, bark, twigs, buds, and growth form. I emphasized the importance of learning the latin names of these plants in order to clearly communicate. 

I led a weekly recitation session and graded student writing and exams. Especially in a writing intensive course, it is important to me that students get detailed and timely feedback on their writing. Over the course of the semester, students created a policy brief on an environmental issue of their choice, and ultimately presented their work to the class. 

I assist in course organization and content creation, provide lab assistance, and give guest lectures.

In this writing-intensive course, I provide routine and detailed feedback on student writing. Students construct a forest management plan for a UNH property over the course of the semester.