Teaching interests and philosophy
An education in the geosciences continues to be as relevant today as ever. At least three reasons for this exist. (1) Students need to grasp current environmental issues that will continue to place demands on society and require their actions and abilities to make informed decisions. Many of these issues have a foundation in Earth processes, Earth materials, and concepts of geologic time. (2) The geosciences have a long tradition of nurturing complex-reasoning skills that prepare students for careers inside and outside of the field. (3) There are jobs in the geosciences. It is not a dead-end avenue of study, but it can be a path to a rewarding and important career. In light of these reasons, teaching should 
not simply instill knowledge but inform students about what possibilities lie ahead. Teaching should be enabling, it should reward curiosity, and it should allow students to plan their futures. Curriculum, teaching methods, and technology should foster this. My goal is to help students realize these reasons for a geosciences education. The methods I use are meant to guide them through five stages: motivation, visualization, hypothesis, comprehension, and communication. Stated another way, students work to develop an interest and excitement in important problems, design mental concepts or models of the problem or phenomenon, ask questions to test, refine models, and describe or teach what you have learned to others.
Courses taught
Surface Processes and Landscape Evolution (course webpage)
Geological Image Interpretation (course webpage)
Surface processes field trip to measure flow and morphology of an active meander in a bend of a sandy-bedded river (Baker River, New Hampshire).
Field trip to Mt. Washington to observe periglacial and hillslope processes and landforms.