Physical Geography, Regional Geography, Environmental Geography, Educational Technology, Education PolicyE-mail: firstname.lastname@example.org Local: 1780 Office: FR 501C
Human Geography, Environmental Geography, Canadian Geography,Thailand E-mail: email@example.comDirect line: 604-990-7957 Office: FR 421
Human Geography, Regional GeographyE-mail: firstname.lastname@example.orgLocal: 7292 Office: FR 501D
I grew up in three major Canadian cities and left home to attend Katimavik, a youth-oriented program situated in small communities throughout Canada. This was the beginning of my interest in smaller, rural and resource-based communities.
For many years I worked in different facets of forestry, as a tree planter, forest fire fighter and silviculture surveyor. Out of this work came my interest in community forestry, which in some cases was an alternative to the larger global forest industry. This led to working with community foresters not only in British Columbia, but also in Mexico and the Pacific Northwest. Inspired by these alternative communities, I decided to study local models of community forestry, which was the subject of my MA thesis.
Along with teaching, gardening and caring for my young twin boys, I remain involved in prisoner support work, particularly with women prisoners at both the federal and provincial prisons. I have enjoyed teaching human geography, the geography of Canada and economic geography.
Physical Geography, Human Geography, Migration E-mail: email@example.com Local: 2467 Office: FR 419
Physical Geography, Environmental Geography, Climatology E-mail: firstname.lastname@example.org Local: 2459 Office: FR 435
Physical Geography, Environmental GeographyE-mail: email@example.com Local: 2477 Office: FR 425
As a child, I spent countless hours lying on the floor devouring the details of our huge Readers Digest Atlas of the World. I remember being fascinated as it quite literally opened up a world of questions for me; why did rivers follow the paths they followed, why were mountains where they were, and why did people live where they lived? I would memorize the tables of highest (Mt. Everest - 29,028 ft), longest (Nile - 4145 miles), and coldest (Vostock - -89.2 C).
Surprisingly, this fascination with the world didn't manifest itself so much through wanderlust, but more through a scientific explanation to the questions. This quest eventually lead to an M.Sc. in Atmospheric Science, work as a research meteorologist at Environment Canada, and on to teaching Physical Geography at Capilano University. In addition to teaching a range of Geography courses, I also spent many years as the Manager of the Capilano's Educational Technology Resource Centre, working with faculty members to incorporate technologies in their teaching. This work raised questions about educational leadership and policy in the increasingly globalized environment of higher education we live in today. My doctoral research uses technology as a lens to explore global, national, and regional influences on university education and how they are experienced by faculty members on the frontlines in higher education.
And through it all, I still remain fascinated with that same huge Readers Digest Atlas of the World.
I was born and raised in the great city of Winnipeg and still consider myself to be a Winnipeger despite leaving Winnipeg two decades ago. I first became fascinated with Geography when I was three years old - so I am told. I studied Geography in high school and at the University of Manitoba. I moved to Vancouver to do a PhD in Urban and Cultural Geography and Asian Studies at the University of British Columbia. I have been traveling and working in Asia since I was an undergraduate student. I taught Geography at the University of Sydney for five years and have been a faculty member here at Capilano University since 1990. I teach a wide range of courses including human geography, urban studies, environmental geography, ecotourism, and Asian Studies.
In grade 2, I begged my parents for an Easy-Bake oven for Christmas. But on the big day, a largish square box opened up to reveal a globe. My dad, sensing my thinly veiled disappointment, quickly set my present spinning, creating a game of seeing what geographical pinpoint our index fingers would land on. Decades later I'm still spinning that globe, introducing students, and my own children, to the complexities and wonder of the human landscape. Along the way, I've enjoyed travels through four continents and honed my geographic understanding with a master's degree focused on development issues. My research interests range from studies on migration patterns and workplace conditions of foreign women who work as live-in nannies, to issues around women's work in developing economies like Viet Nam and Eastern Europe. One of the ways that I can make a difference is through teaching -- helping others to understand the interconnections between here and there. In turn, I'm inspired by the students who pass through my classroom, as they shape their own visions of how they can contribute in some way to make the world a better place. Currently I teach courses on human geography, urban geography, environmental geography and the geography of British Columbia.
I started my studies at U.B.C. with very little idea of what I was interested in or, even, what I was good at. I discovered Geography through the suggestion of a friend. Soon I realized that it was Physical Geography in particular that I was interested in, and Math and Physics that I was good at. This worked well because Physical Geography provides an opportunity to apply Math and Physics to understanding the complexities of the world around us: the atmosphere and the landscape. After five years of undergraduate work, I received a B.Sc. in Physical Geography. A couple of years later, I completed a M.Sc. in Urban Climatology, also at U.B.C. Urban Climatology is a branch of Microclimatology that involves the study of the impact of the “urban surface” on small scale climate. As part of our research we had an instrument tower set up in South Vancouver, our “urban site”, and another group of instruments set up at the airport, our “rural” or control site.
I began teaching at, what was then, Capilano College in September 1987. I teach mostly Physical Geography, although I have taught courses in Environmental Geography, and Maps and Remote Sensing. I love this job because I never stop learning, because I am constantly challenged, and because every group of students is unique. I am currently working on writing a text book for second year courses in Atmospheric Science. I am currently fascinated by the fact that Math, created by the human mind, can be so neatly applied to the laws of nature, so many of which we study in Physical Geography.
I spent my childhood exploring the good ol’ outdoors in rural Ontario: backyards, provincial parks, lakes, rivers, beaches, fields and snow banks.
In my first undergraduate term at Trent University in Peterborough, I chose courses in geography and environmental science because I wanted a career where I could continue to be outside and could always be learning about nature. I was hooked. Each summer I worked as a lab assistant, which helped me connect with the processes I had been learning about in the classroom and gave me a taste for field work.
I left Trent with an Honours Bachelor of Science with a double major in Physical Geography and Environmental Science and went on to McMaster University in Hamilton to work on a Masters of Science degree in Climatology. My research involved investigating carbon and energy fluxes from a subarctic wetland region in Churchill, Manitoba. I spent four summers - and one winter month! - mucking through that wonderful landscape. It was a formative experience for me as a geographer and it helped crystallize my skills in conducting field research. It also instilled in me a love for the north.
A road trip brought me west and to British Columbia in 1996, and I have lived here ever since.
In 1997, I was delighted to join the Department of Geography at Capilano University where I teach courses in physical and environmental geography. Working here has unearthed another passion – teaching. In an environment where teaching is paramount, my position at CapU allows me to explore new and better ways to make connections between the classroom and the outdoors so I can best introduce students to the wonderful world of geography.
My interests encompass all things related to physical geography, environmental issues, children learning geography and organic gardening.
Capilano University | 2055 Purcell Way, North Vancouver, British Columbia Canada V7J 3H5 Tel: 604.986.1911
Sunshine Coast | 5627 Inlet Avenue, Sechelt, British Columbia Canada V0N 3A0 Tel: 604.885.9310
Capilano University is named after Chief Joe Capilano, an important leader of the Squamish (Sḵwx̱wú7mesh) Nation of the Coast Salish people. We respectfully acknowledge that our campuses are located on the territories of the Lil’wat, Musqueam, Sechelt (shíshálh), Squamish and Tsleil-Waututh Nations.