I am passionate about protecting our environment and maintaining a healthy world. As an environmental geographer, I am interested in understanding how ecosystems respond to changes in climate and anthropogenic activities, along with understanding how we can work with nature to enhance climate action. I am fortunate to have active research projects in mid-latitude and tropical locations with projects focusing on refining out understanding of long-term climate dynamics, developing tools to monitor ecosystem integrity, and identifying carbon loss from land to water.

I believe that collaborative interdisciplinary work is crucial for finding effective environmental solutions. As a result, my research is varied, and I have been fortunate to work on projects that range from reconstructing past climates to improving our understanding of carbon in the landscape. While my research is malleable to change, there are recurring themes that underpin my research agenda – to further our understanding of climate dynamics and their impacts on the environment. Of late, my research has evolved to help bridge the gaps between science, policy, and public engagement, creating a more informed and integrative approach to environmental problem-solving. I endeavour to focus my research interests towards national and international strategies, along with alignment with the UN Agenda 2030 Sustainable Development Goals (SDGs). I am particularly focused on SDG 10 (Reduced Inequalities), SDG 11 (Sustainable Cities and Communities), SDG 13 (Climate Action), SDG 14 (Life below Water), SDG 15 (Life on Land). Furthermore, I am affiliated with the Environmental Research Institute at UCC, and my research aligns with two of their core environmental challenges – climate action and a healthy environment.

My teaching philosophy centres on the belief that students learn best when they are actively engaged in the learning process. As an environmental science educator, I strive to create a student-centred learning environment where my students are not just passive recipients but are actively engaged in the learning process. To achieve this goal, I use a variety of student-centred teaching approaches, such as problem-based learning, project-based learning, and inquiry-based learning. These approaches place students at the centre of the learning process, where they are encouraged to ask questions, collaborate with their peers, and critically analyse complex environmental issues. I also believe that learning should be experiential and should incorporate real-world applications of environmental science concepts. To this end, I incorporate field trips, lab activities, and case studies into my courses to provide students with hands-on experiences that connect the theoretical concepts they learn in the classroom to real-world environmental issues. In addition, I recognize that each student brings their own unique set of experiences and perspectives to the classroom. My goal is to inspire my students to become environmental scientists who are equipped with the knowledge, skills, and balanced perspective that I feel is needed to tackle the complex environmental challenges facing our society. I previously held two lectureships (University College Cork and The University of the South Pacific) and a teaching assistant position (University of Galway) where I have been fortunate to teach on a broad range of topics. I’ve coordinated modules on Freshwater Science (UCC) and Environmental Monitoring and Assessment (UCC) to Pacific Geoscience (University of the South Pacific) and Assessing our Surrounding Environment (University of Galway). As a lecturer, I have gained valuable experience, including preparing, delivering, and setting ex