Must be perfect!

Question 1

What qualities make you an effective lecturer?

Answer 1

• build a learning environment where all students feel valued and respected
• I am aware of different learning speed and capacities of my students. I try to offer different activities that can attend well students that learn faster or slower than normal, learns better by writing, reading or hands-on. I pay close attention to ensure each student is on the track they need to be.
• I am able to engage students with humor, creative lessons and strong classroom presence.
• I am observant, attentive, empathetic and understanding to what may be going on in my students lives and I try to be as flexible as I can to help them.
• I am a good listener and I am attentive to what isn’t being said, for ex. anxieties a student may have and I can then help the student build their skills and confidence levels. Listening to my students help me to better understand them, reach them (considering their knowledge background) and tailor lessons to reach them how they learn best.
• I work effectively in group. I try to keep my mind open and learn from other educators. I try my best to incorporate suggestions and come up with creative ideas to improve my classes.
• I love talking about teaching strategies, share good experiences and also learn from others.
• I am adaptable. I am flexible. I realize that we work in a constantly evolving environment (in terms of technology, experimental and theoretical knowledge) and I have to adjust my teaching methods based on the age of the students, students interest, the resources available and changing curriculum, practices and requirements.
• I bring my students’ learning into the real world
• I am a lifelong learner. I am dedicated to my subject and the best learning strategies to teach it.
• I teach them learn how to learn (specially good for 1st gen students)

Question 2

What qualities make you an effective researcher?

Answer 2

• I am curious and interested in Range Ecology and Vegetation Ecology topics.
• I love learning new things and understand the patters and processes we see in the field.
• I have experimental and theoretical expertise on Agroecology
• Have actively written proposals and being active in professional organizations.
• I have lead and collaborated in diverse, international and multidisciplinary research groups
• I have experience mentoring
• I have experience communicating my findings to peers through research publications and presentations, but to the society. I have been engaged in outreach and extension activities and I want to do it more in the future.

Question 3

How would your students describe you?

Answer 3

I will try to infer what they might think based on their feedback on my classes:

• good communicator,
• engage students with humor, creative lessons and strong classroom presence.
• good listener and try to improve my classes based on students feedback,
• build a good environment for learning, where people feel valued and respected,
• create effective learning activities and gives feedback so they can learn from their mistakes,
• observant, attentive, empathetic and understanding
• flexible and open to hear them.
• bring examples from real world situations
• teach learning techniques that can help master the studied subject.
• loves learning new things and want the students to be lifelong learners.

Question 4

How would your past supervisor describe you?

Answer 4

• can communicate well in English
• easy going and collaborative researcher
• maintain a good relationship with students, staff and professors in the department
• experienced in vegetation and soil survey as well as data management and data analysis
• open to new challenges
• want to learn new things and willing to do professional development courses
• loves going to the field
• proactive (have access to a equipment, make a collaboration, help students on their work….)
• have experience in grant writing

Question 5

Where do you see yourself in five to ten years?

Answer 5

-> 5 years
○ I see myself working as a professor at a University
○ Do research in the subject I love (Agroecology) and lead a lab with undergraduate and graduate students
○ Externally funded project
○ Since the beginning I want to involve the society, farmers, stakeholders on all the stages of my research.
○ I will work hard to have a positive impact on my students and mentees life and career
○ Contributing with service activities at the university/college/department, research association and scientific community.
○ Collaborate with colleagues
-> 10 years
○ Tenured researcher
○ International collaborations on research and teaching
○ Research on teaching in Agroecology.

Question 6

How do you measure student achievement?

Answer 6

I am constantly assessing my student’s level of understanding regarding the class content through formative (it is ongoing learning activities) and summative assessments (end of some particular and predetermined time in the academic year, also known as summative assessment).

• Simulations: provide students with real-live experience and to give them a chance to fully apply their learning skills and resources, task-based simulations are used as the qualitative assessment strategy
• Open questions
• One to one sessions during office hours
• Tests and quizzes - evaluating different cognitive levels of understanding of the students about the studied subject
• Online forums and discussions groups
• Group project and peer-based feedback
• Scenario -based assessment and case studies: problem-solving case study stimulates their critical and analytical thinking.

Question 7

What are some methods you use to ensure diversity and inclusivity in your lectures?

Answer 7

• Know my audience (interests, knowledge, former experiences, career plans , or even hobbies and things they enjoy in life.)
• Build a positive environment where they feel valued and respected.
• Include various perspectives: I provide a variety of perspectives on the topics I teach (Agroecology: social, economic and environmental perspectives).
• Provide a multicultural environment
• Respect Diverse People: Establish respect for the values of diverse peoples by using specific examples. Examples that demonstrate a respect and appreciation for diverse peoples and cultures. Use language that is gender neutral or takes into consideration the gender identity of students.
• Make it personal: Provide opportunities for students to share their own experiences and perspectives.
  ○ Turn off the recording when they are discussing, so they feel more comfortable to express their opinion
• Be flexible with due dates
• I like get to know my students.
  ○ I ask them to introduce themselves
  ○ I offer office hours and
  ○ Arrive 15 min earlier and leave 15 min late after the class
  ○ On demand class
• Watch for misunderstandings or problematic assumptions: Problematic assumptions and implicit biases can manifest themselves in the classroom. Developing awareness of the assumptions and biases can help develop a positive classroom.
• Respect diverse talents:
  Students not only come from diverse backgrounds, ethnicities, race, and gender, but students also bring different talents and styles of learning.
  ○ Different activities: I try to offer different activities that can attend well students that learn faster or slower than normal, learns better by writing, reading or hands-on. I pay close attention to ensure each student is on the track they need to be.
  Pictures of students that are part of underrepresented communities in Science.

Question 8

What courses are you willing to teach?

Answer 8

• Intro to grassland ecology and management (NRES/PLAS 245),
  About 50% of the land area in Nebraska is classified as grassland (or rangeland) and is the land type with the most opportunity for enhancing biodiversity and wildlife habitat. Applying ecological principles and social values to managing rangeland resources, students will develop a knowledge and appreciation for the various grassland management uses and techniques available to resource managers.
• Grassland conservation: Planning and Management (NRES 438) [ACE course; FALL]
  Apply fundamental grassland ecology principles to grassland conservation and identify grassland establishment and management practices appropriate for different environmental and cultural situations. Based on field study, critically analyze management options and outcomes for several grasslands and develop a management plan for a grassland resource.
• Livestock on Range and Pasture (ASCI 451/851,
  PLAS 445/845, RNGE 445) [ACE course; FALL]
  “Analyzing the plant and animal resources and economic aspects of pasturage. Management of
  pasture and range for continued high production emphasized”.