Teaching ethos
I teach in a collaborative and interdisciplinary nature to welcome ideas and interests, encouraging participation and ownership of projects and study – whether working in the field, on zoom, or in a classroom.
I partner with science and outdoor education programs to facilitate art-making as a tool for creative research, experimentation, and public outreach.
I believe creative practices are important additions to the field of science communication, because they help visualize connections between science and society.
I foster conceptual thinking while exploring topics of study, to build foundations while honing expression, storytelling, and communication.
I encourage students to develop skills while teaching art-making as a “verb” – an inclusive and fluid creative process open to all.
I connect people to glaciers, geologic processes, and climate systems — to make these massive systems and bodies feel real and tangible.
I combine human perspectives (personal) with geologic systems (scientific) to create intimacy and broader understanding of climate change.
I confront the western, masculine ideals and extractive histories of geoscience, fieldwork, and landscape photography by developing artistic practices of empathy and exchange.
I design unique educational experiences for people to approach the natural world with a creative and scientific lens.
I facilitate co-production and collaboration between artists + scientists.
I integrate art methods as valid ways of research, experimentation, and storytelling into the broader glacier science field.
I develop more inclusive approaches to earth science education by valuing different kinds of knowledge production and learning styles.