Teaching
University of British Columbia
Teaching Assistantships
Integrated Field Methods (CONS 451)
Description
Field methods, research and analysis, community oriented projects, and the interactions between biological and social aspects of conservation research.
Dates Taught
Sept. 2021
Capacity
40 students
Responsibilities
We took 40 students into the alpine ecosystem of Cathedral Lakes Provincial Park, British Columbia for a week to teach them about field research methods including sampling design, transects, percent cover plots, plant ID, and camping/backpacking more generally.
Human-Wildlife Conflict (APBI-CONS 495)
Description
Evaluation of the impacts of human wildlife conflicts on wildlife populations; application of innovative methods to reduce human wildlife conflicts.
Dates Taught
Jan. 2020 – May 2020
Capacity
40 students (online)
Responsibilities
Students were paired with organizations across the greater Vancouver region to work on a term-long project related to wildlife conflict mitigation. I was responsible for overseeing projects relating to coyote conflict mitigation, public surveying and education, and avian-window collision monitoring. Additional projects which I supported included bear management along an urban-wildland boundary, avian-aircraft collision monitoring, and monitoring human-wildlife conflicts on UBC’s campus.
Forest Wildlife Ecology and Management (FRST 395)
Description
Biology of important bird and mammal species resident in forested regions, with particular emphasis on the influences of silvicultural and logging practices.
Dates Taught
Sept. 2019 – Dec. 2019
Sept. 2020 – Dec. 2020
Capacity
160 students (online, 2020) or two sections of 40 students each (in-person, 2019)
Responsibilities
In 2019, I taught two in-person lab sections covering population density estimation, spatial analysis in GIS, mark-recapture, demography, and species identification for reptiles, amphibians, birds, and mammals in B.C..
In 2020, these responsibilities were extended to the full class and material was delivered entirely via asynchronous lectures, Zoom-based office hours, and virtual specimens provided by the Beaty Biodiversity Museum.
University of British Columbia
Academic Assistantships
As a result of the COVID-19 pandemic, university courses in Summer 2020 – Spring 2021 were held online. To assist professors and lecturers with transitioning their curriculum into an online format, The University of British Columbia created additional employment opportunities for graduate students: “Academic Assistantships”. The following details the two employment opportunities I was privileged to receive during this time.
Human-Wildlife Conflict (APBI-CONS 495)
Timeline:
December 2020 – March 2021
Responsibilities:
To prepare the course for online delivery, I facilitated collaboration with all organizations involved in the course (students were required to work with external organizations on projects), deployed and maintained two camera-trap grids to be used by some projects, operated an automated (AI) image blurring software on all camera-trap images prior to students handling them (as per our privacy policy), closely monitored and assisted in tracking an injured coyote located during initial camera-trap deployments, and structured course materials in Canvas.
Forest Wildlife Ecology and Management (FRST 395)
Timeline:
May 2020 – August 2020
Responsibilities:
Transitioning this course to an online format required re-structuring the lab assignments, pre-recording asynchronous lectures, gathering course materials in electronic formats, structuring course materials in Canvas, and working closely with the Beaty Biodiversity Museum to archive 3D scans of vertebrate specimens, to substitute for real taxidermy specimens that students would usually have access to when learning about vertebrate taxonomy and systematics.
University of Colorado
Learning Assistantships
The University of Colorado Learning Assistant Program offers undergraduates teaching experience similar to an undergraduate TA position, but also requires program participants to take coursework in pedagogical concepts. Please refer to this link for more information regarding the CU Learning Assistant Program.
Evolutionary Biology (EBIO3080)
Timeline:
January 2018 – May 2018
Responsibilities:
Supporting students in various aspects of a course; including lecture, recitation, laboratories, office hours, and/or help Rooms. Collaborating in weekly meetings with faculty and instructional team members. Preparing independently for student interactions. Taking the course Advanced Pedagogical Concepts (EDUC 4610) to learn how to more effectively: (1) elicit student ideas and help all group members become active and engaged in the class; (2) listen and question; (3) build relationships; and (4) integrate learning theories with effective practices.
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Michael Procko 