Experience in multiple teaching formats at postgraduate and graduate levels. Particular interest in co-produced methods such as interdisciplinary, independent and group learning and interactive and… read more
I'm a social scientist and energy researcher with over eight years applied experience in the fields of consumption, sustainability and social and sustainable transitions and development.
I have worked in these fields in both the advanced economy and developing economy and urban and rural contexts and from social and technological perspectives. The intersections between these afford necessary advances in policy, research and development approaches.
To this end, primary work and research interests include socio-technical systems and dynamics, especially the intimate relationships between science and technology, the 'social' and 'non-human', and their processes of materialization, innovation, appropriation and embedding.
How these are co-produced in taken-for-granted and routine social practices, and the implications of this for social and technological transitions, impacts, and the actors and methods involved and marginalised, are critical considerations for such research.
Compellingly, it suggests the vital role and plurality of communities, publics and participatory methodologies in processes key to social wellbeing and sustainable development, and for these processes to be embraced as sociomaterial, dynamic and teleoaffective, rather than remain limited by dominant paradigms of agency.
These processes underpin critical contemporary challenges, from sustainable development to smart energy systems and homes, and to the broader processes and structures that influence them, from material cultures and digitalisation to the system of practices that perform and (re)produce them.
My doctorate explored this in the context of energy access for sustainable development.
My subsequent Research Fellow role at the University of Nottingham focused on this in the context of sustainable energy transitions in the UK and the role of community and consumption practices in this. My role was the primary researcher for Project SCENe, and included supporting our various interdisciplinary partners and tasks, writing 2 award bids, both of which received shortlisting and publicity for the project, providing content for multiple policy and engagement reports and media, and delivering workshops, focus groups, interviews, analysis, conference presentations and academic journal papers. www.projectscene.uk/
December 2018 saw the end of this project and me being most fortunate to continue research at the UoN and in these areas through the empirical lens of smart home transitions through becoming a Research Fellow for Dr Murray Goulden's Fellowship and also for a HORIZON project. Both are situated in the context of the political economy of digitalisation, The internet of things (IoT), social surveillance and automated services. The socio-material implications of these are critical, especially if equitable and sustainable transitions are to be realised. I am extremely motivated to interrogate these issues with the eminent colleagues on these projects at a time when the nuanced implications and regulatory safeguards critically risk being overlooked by the pace and nature of change.
Summary of Research and work interests:
- Energy systems, projects, interactions and dynamics;
- Socio-technical systems and dynamics, especially the relationship between technological change, practice and policy;
- Innovation and Consumption paradigms, diffusion and dynamics;
- Social, moral and affective economies and geographies.
- Engagement theory, Development geography and Social and Cultural geography;
- Science and technology studies, Theories of Practice and Dynamics of Sustainability;
- Creative participatory qualitative and quantitative methodologies.
- Digital ethnographies & multi-sited ethnography.
Experience in multiple teaching formats at postgraduate and graduate levels. Particular interest in co-produced methods such as interdisciplinary, independent and group learning and interactive and creative teaching.
Capabilities related to these were primarily developed during the excellent White Rose doctoral training programme, as well as teaching in an award-winning global English and Maths organisation, Kumon; through sports coaching, through completing teaching qualifications and reflective learning and through teaching extensively during my doctorate. Some of the latter are summarised below.
2017-2018: Provided three support sessions for MSc students on behalf of my then PI, Professor Mark Gillott, Chair of Sustainable Building Design at The University of Nottingham. The support entailed providing guidance for researching energy systems in the UK. I gave 12 public tours on this subject during this period to further promote learning and engagement with students, the public and other key stakeholders.
2013-2016: Undergraduate & Postgraduate Teaching - The University of Sheffield
I taught on a regular basis over my doctorate, including with the following teaching methods and for the following modules:
Core 1st year modules.
Region, Nation and World - Conducted weekly seminars with three separate groups and assigned tasks that built upon lecture material, filled any learning objective gaps and enhanced collective engagement with what were often challenging concepts for many students. I also thoroughly enjoyed employing behaviour science tricks to promote inclusive and active participation, positive feedback, group work, independent and interpersonal learning, sharing learnings and materials and interlinking tasks and progress to the course objectives and with the course lead, developed invaluable teaching, coordinating and administrative skills.
Information and Communication Skills for Geographers - For this module I was tasked with ensuring all students in three seminar groups had the understanding and skillsets to efficiently, effectively and accurately conduct and disseminate academic research. This required enhancing their essay planning, structuring and writing skills and equipping them with literature sourcing, analysis and referencing competencies. The learning format included me presenting, demonstrating techniques, setting interactive tasks and facilitating their design, researching, development and refinement of a piece of coursework over two semesters related to a question of their choice. Ensuring all with wide ranging starting points and linguistic abilities became capable in this required concerted effort and tailoring my approach to each student. Seeing the resulting individual and collective development throughout the year was highly rewarding.
Qualitative Methods in Human Geography - Introduced students to core research techniques and reflexivity to their relationship to different ways of knowing, expressing, theoretical and social positions and interpretative procedures. To best engage students and support their learning, I related methods to their substantive research interests and led a series of seminar activities.
Introducing Social and Cultural Geographies - This module required me engaging students with often new and advanced concepts, debates and ways of thinking about forms and aspects of social phenomena. Stimulating inclusive and mature discussions and active participation in individual and group tasks related to these, including culture, space, place and exclusion, made for a highly satisfying thrice-weekly break from personal thesis researching and writing.
State of Sheffield Faculty Challenge - I assisted in inter-departmental social science projects. Actively working with students and staff across the faculty to promote collaborative learning and outcomes and contribute to the evolution of the scheme over three years was highly rewarding. Teaching included experiential and multimedia learning via group working, field research, artifact creation (e.g. podcast, video, website, blog, poster, model) and presenting.
Core 2nd year modules.
Researching Human Geographies - For this module, I intertwined core undergraduate concepts and skills developed so far in the degree program with their practical and bespoke application to best support the empirical, analytical and conceptual challenges of addressing contemporary research questions. The teaching format was highly reflexive tutorials to marry the learning to ongoing heuristic debates and the students' subsequent field classes, prospective dissertations and wider interests. Teaching methods focused on active learning and included interactive presentations, games, group competitions, literature reading and discussions.
Core 3rd year modules.
Energy Access and development lectures - Provided three lectures on this at and subject upon invitation by at Tribhuvan University, Kathmandu, Nepal (Spring Semester 2014).
Doctoral Training Workshops - Following professional training, I conducted a series of interactive Impact Assessment workshops for doctoral students across the social sciences.