Visiting Assistant Professor of Cognition and Education
He researches learning and teaching of ocean and environmental science concepts in non-school contexts (e.g., museums, environmental education excursions, field trips) and its relationship to environmental decision-making. To achieve this, Tim combines qualitative, quantitative and design-based research methodologies to study learners as they move spatially and temporally across informal-formal learning context boundaries. He has given presentations on his research at dozens of national and international conferences, invited workshops and at the National Science Foundation.
He designed and taught course at Rutgers University, UC Berkeley and the College of Charleston. Tim has also developed marine and environmental science curricula for, and conducted learning research in conjunction with, several organizations and institutions, including the Lawrence Hall of Science, the National Geographic Society, the U.S. National Oceanic and Atmospheric Administration, the Monterey Bay and New York Aquariums, and the Massachusetts Audubon Society.
He is currently PI of a 3-year NSF funded ITEST grant seeking to understand 21st century learning of ocean science concepts, and co-PI on two NSF grants (REU; IRES) studying science learning during apprenticeship model research experiences for students. When he's not on campus, you will likely find him rock climbing, hiking, enjoying live music and/or spending time with his family.
Where does good learning design (curriculum, museum exhibits, outdoor ed. programs, etc.) come from? What is the relationship between curriculum, etc. and pedagogy? How do good educators promote deep learning despite the current political climate that emphasizes content mastery and efficient instruction? Should learning design and instruction differ between school and non-school contexts? In this course, you will learn research-based practices for designing for learning, how to focus on conceptual understanding and the development of higher order thinking in a number of domains and across multiple contexts (schools, museums, outdoor environments, etc. Each student or group develops a curriculum, etc. unit on a topic of their choice. In addition, students get some practice teaching their materials to one another. This course is designed for Division II and III students who are interested in teaching in formal or non-formal settings or who are developing curriculum as part of their independent work. Prerequisite detail: education coursework - How People Learn; educational psychology, other education course
How do we create engaging, interesting, fun games? A growing area of interest for game designers is "educational games." But what does research on learning, especially from games, tell us about effective design that leads to learning? In this course, students will read about, design and play educational games. Through hands-on, project-based work, students will work individually and in teams to create at least two games that teach. These games can be in digital or non-digital format. The class will collaboratively create a set of criteria by which all games products will be measured for solid game design and effective teaching. As grounding for this work, we will read and discuss primary research literature on game design, game theory, effective educational game design practices, and theories about learning and teaching. Evaluations will be based upon game products, class participation and a short paper documenting the theories behind the game products. Prerequisite detail: This course is suited for advanced students (upper Division II or Div III) with some background in game design, education or both.
In this course, we will explore the explicit and implicit assumption that learning occurs in museum spaces. Many museums (art, science, etc.) and designed museum-like spaces such as aquariums, sculpture gardens, and historical centers, often collectively called "informal learning institutions," frequently include educational components in their mission statements or goals. Yet, how are these components enacted or realized? Several questions will drive our inquiry: How do we define learning in these settings? How do we measure learning in these settings? What design or program elements foster learning in these settings? How do culture, social norms and notions of privilege influence learning in these spaces? We will discuss foundational readings and critical research on museum learning. Students will conduct museum learning activities, conduct a short museum learning study and write a paper on a topic of interest related to museums as learning contexts.
How do we help people learn about, understand, and enact pro-environmental behavior (e.g., drive less, political action, consumer choice)? We will explore this question through the example of the ocean. Marine ecosystems are under immense human pressures. Ninety percent of fish stocks are overfished; coral reefs are dying; dead zones are growing; ocean acidity is increasing. These all have human consequences, often disproportionately impacting marginalized people (poor; indigenous; minorities). Against this backdrop, we'll explore how to move forward through theories from cognitive science (why can't people "understand" climate issues?), ecopsychology (why don't people use less energy?), learning sciences (how do we design climate change curriculum), psychology (don't people care?), and cultural studies (indigenous peoples know how to live sustainably, right?). Through class discussion, whole-class and individual project-based work, and short class papers, students will develop broad-based knowledge about both marine science and perspectives for promoting a better human-nature future.
In this introductory course, students will explore the history, practices, career options, and problems of environmental education - educational efforts promoting an understanding of nature, environmentally responsible behavior, and protection of natural resources. Shifts in environmental education research foci, relationships to current and past environmental challenges (e.g., air pollution, species loss, climate change), and differences between U.S. and international efforts will be discussed. We will compare and contrast topics such as education for sustainable development, environmental education, conservation education, environmental behavior change, ecoliteracy, and interpretation. Students will be exposed to three lines of inquiry: critical pedagogy, educational research and experiential learning. In addition to assigned readings, students will choose a line of inquiry and follow that line of inquiry to: 1) design, in teams, an environmental education intervention and 2) write an individual paper on a topic of interest to the student related to environmental education.
This course will introduce students to the research methodology called Mixed-Methods. This methodology combines qualitative research approaches with quantitative research approaches, seeking the best of both research paradigms. This course will involve a combination of discussion, case studies, and individual and team design projects. Topics will include specific methodologies such as surveys, interviews, observation protocols, case studies; methodological issues regarding validity and reliability, researcher-practitioner confounds; important techniques such as developing coding schemes, ensuring interrater reliability; and the advantages and disadvantages of this approach. We will use examples from cognitive science broadly but students with other disciplinary interests are welcome. This course is designed to help prepare students for Division III research in many arenas. Students will be evaluated based upon class participation, individual project work, group project work, and a series of small papers. Prerequisite: Division II students with experience/interest in data collection and use for studying cognitive, educational and social science phenomena.
In recent years, as a result of interactions between cognitive psychology and education, we now have many ideas about classroom learning, and approaches to teaching, testing and assessment. We also have strong evidence that implementing these ideas could really improve learning for all children and youth, including those who are under- resourced. In this seminar we will work to understand the findings by reading and discussing a selection of theoretical works from cognitive science and psychology. We will examine the practical applications of these theories to education through discussion and time observing/assisting in a classroom or tutoring/mentoring. We will also learn how to evaluate educational claims. Students will be evaluated on a series of short reaction papers, a final paper, and their general participation. This course can be used to satisfy the Educational Psychology requirement for licensure students.
Critical pedagogy of place: a tool for environmental action and social change. In this advanced course on environmental education, we will read seminal works on notions of place (Thoreau; Leopold), critical pedagogy (Freire), place-based (Sobel), critical theory (hooks). We will also read modern thinkers such as Gruenwald/Greenwood, Berry, Gough and others. We will spend time in "places" to investigate our own notions and perceptions thereof to connect the theory and practice. Students in this class will also help shape how we are to prepare the next generation of environmentally-focused change agents. This will be accomplished through a whole-class, semester-long activity, where students enrolled in this course will be directly involved in the development, hosting and implementation of a mini-conference for environmental education scholars. Prerequisite: CS 0194 Environmental Education: Foundations and Inquiries (preferred). If the student has not taken CS 0194, they must have taken a course on Critical Pedagogy or a course on Critical Theory and receive permission from the Instructor.