Research is one of those things that never concludes, it only ever opens up more questions. So it’s probably not surprising that I’ve gotten to conduct dozens and dozens of research projects, including literature reviews, theoretical explorations, quantitative analyses, and qualitative studies. Rather than discuss each and every one of them, I’ll just post a few of them here for you to browse if you’re interested.
Some examples of my writing/work:
Bike/ped planning framework update (paper)
Study of Open Streets Programs (paper)
Logit analysis of aggregate-level NHTS data and mode share (paper)
Somehow teaching has managed to be a component of my life since at least age 13 (when I took my first job as a Camp Counselor for a Cub Scout camp). In the years since then I have amassed 10 years of teaching as a swim instructor (including every age and activity), 6 years experience working as a TA or instructor in higher education, 3 years of experience teaching bicycling and safe cycling, and a couple years of environmental education thrown in as well. In that time I’ve learned that teaching never gets easier; that in fact teaching isn’t really always about teaching, that it’s often about guiding, learning, and failing.
I’ve never had a teaching “philosophy” per se, since teaching often requires different approaches and attitudes depending on the content, setting, and students. But generally I have always emphasized patience and passion. Learning is a difficult task, and it requires patience on the part of both student and teacher for learning to often be successful. Passion is every bit as important, providing the motivation needed for patience to be possible. A passionate teacher can inspire and empower their students; a patient teacher can assist and support theirs. It’s the teacher that tries to be both that best sets up their students for success. Now, I mentioned failure earlier – that’s because teaching is all about failure. Failure on the part of students (occasionally), but also failure on the part of the teacher. Sometimes a lesson falls flat, or a discussion struggles, or you just aren’t feeling it. It happens. That’s a big part of why my philosophy is fluid, dynamic, and evolving. Because I’m never a perfect teacher. But I’ll keep trying to be.
Some of the fun things I’ve taught:
“Transportation and Society” – This philosophy course for undergrads provides engineering and sciences majors with their ethics requirements by challenging them to explore the intersection of transportation and society. Specifically, we looked at how behaviors, norms, rules, and values influence each other, and how technology can be understood through different lenses.
“Science, Technology, and Human Values” – A similar ethics-focused course, this class focused more on talking about science and technology, and exploring their relationship with, and place in, society. Also an awesome class.