Mike is an educationalist, working to promote student partnership in the College and develop programs where students can become co-producers of innovative and modern teaching in the Higher Education environment. These areas of work lie within the College's Learning and Teaching Strategy which is committed to offering all of our students a world-leading, rigorous, evidence-based, inclusive educational experience embedded in a vibrant research environment.
As a geoscientist by first training, I am aware of the need for varied and active learning environments for students. My scholarly interests in education are focused within better understanding and evaluating student perspectives, and how this aligns with department, faculty, college or national policy.
Streule MJ, Craig LE, 2016, Social learning theories - an important design consideration forgeoscience fieldwork, Journal of Geoscience Education, Vol:64, ISSN:1089-9995, Pages:101-107
et al., 2012, Constraints on brittle field exhumation of the Everest-Makalu section of the Greater Himalayan Sequence: Implications for models of crustal flow, Tectonics, Vol:31
et al., 2010, Relationships between the Loch Ailsh and Borralan alkaline intrusions and thrusting in the Moine Thrust zone, southern Assynt culmination, NW Scotland, Geological Society, London, Special Publications, Vol:335, Pages:383-404
et al., 2010, Metamorphism, melting, and channel flow in the Greater Himalayan Sequence and Makalu leucogranite: Constraints from thermobarometry, metamorphic modeling, and U-Pb geochronology, Tectonics, Vol:29
et al., 2010, Comparing Tibet-Himalayan and Caledonian crustal architecture, evolution and mountain building processes, Geological Society, London, Special Publications, Vol:335, Pages:207-232