Teaching Interests

In 2009 I was the recipient of UEA’s highest award for Teaching Excellence - The Sir Geoffrey and Lady Allen Prize. 

In 2007, I was admitted as a Fellow of the UK Higher Education Academy (FHEA).

I currently contribute to the following modules:

  • Soil Processes and Environmental Issues (BSc Yr2; Convenor)
  • Environmental Pollution: Science, Policy and Management (Masters)


SOIL PROCESSES AND ENVIRONMENTAL ISSUES (Yr2 BSc): This is a modern Soil Science module, that is supported by field based learning, and that has a framing with respect to soil functions and soil ecosystem services. Having laid the foundation in the physical, chemical and biological attributes that govern soil processes these are then applied to understand major biogeochemical cycles in soil (namely, C-, N-, P- and S-cycles). Equipped with this fundamental appreciation for the soil environment and the processes it supports, the module turns its focus to environmental issues that impact upon soils. In this latter part of the module we consider climate change, soil organic matter resources, agricultural pressures and climate mitigation interventions such as the incorporation of biochar into soil. The module concludes with material relating to soil ecosystem services, assessment of soil quality and how these elements align with the EU Soil Thematic Strategy. The coursework is innovative and strives to evidence higher cognitive skills by obligating the students, through their coursework, to make use of soil and environmental information to justify the location of a new vineyard in England.

ENVIRONMENTAL POLLUTION: SCIENCE, POLICY AND MANAGEMENT (Yr3 BSc and MSc variant): This module affords me the opportunity to bring my research activity to the classroom.  To this end I cover aspects of pollution and toxicology with respect to soils. Having introduced organic and inorganic contaminants and explained how they interact with soil I move on to issues of contaminant bioavailability and contaminated land assessment. This follows into legislation and material on land remediation. My ‘Red Hot Chilli Pepper’ practical sessions encourages students to consider environmental sampling and analytical chemistry using chilli peppers (rather than soils). Coursework obligates students to synthesize and justify a land remediation strategy for a contaminated site based upon spatial data related to contaminant type, depth and geotechnical properties of the soil. This exercise is exactly the kind of activity graduates might find themselves engaged in if they were employed as an environmental consultant. Engagement with this coursework has been supported by seminars led by practicing environmental lawyers and/or environmental consultants. The module concludes with lectures on: Dioxin in Vietnam, and; Persistent organic pollutant (POP) global mobility. 


In support of my teaching I co-authored the Second Edition of the School’s Environmental Chemistry Textbook: ‘Introduction to Environmental Chemistry’ (2003). This has been internationally embraced and translated into Japanese and Korean. 

External Duties

External Examiner (2018-2021): for BSc degrees in Ecolgical and Environmental Sceinces at The University of Edinburgh. 

External Examiner (2015-2018):  for two MSc programs at the University of Reading (MSc in Environmental Pollution / MSc in Environmental Management). 

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