Mr Julian Prior
Snr.Lecturer, Faculty of Arts and Sciences, School of Environmental and Rural Sciences
Contact
| Email: | jprior2@une.edu.au |
| Room: | W55 , Room 214 |
| Phone: | 02 6773 3610 (or +61 2 6773 3610 overseas) |
| Fax: | 02 6773 2769 |
Qualifications:
- Bachelor of Rural Science
- Graduate Diploma in Urban and Regional Planning
- Master in Urban and Regional Planning
- Graduate Certificate in Higher Education
Introduction:
I have been a member of staff of Ecosystem Management since 2000, although I have been involved in teaching within the discipline since 1992. For the 20 years prior to coming to UNE I worked in natural resource management in Australia and overseas, while employed by a range of government and non-government agencies and international development organisations.
My teaching and research interests lie in the areas of natural resource policy, rural extension and environmental dispute resolution. I also have a particular interest in resource management in developing countries, with my specialisation being in African pastoral development.
I have a strong professional and research interest in the developing field of environmental dispute resolution. I have trained in facilitation, conflict resolution, mediation, and negotiation and am the Director of the recently instituted Centre for Environmental Dispute Resolution at UNE (CEDR).
I believe that in order to keep abreast of current developments within my areas of teaching and research interest, I must maintain a strong ongoing involvement with industry and government. I maintain this currency through undertaking selected consultancies. Recent consultancy clients include the Murray Darling Basin Commission, the Grains Research and Development Corporation, the Cotton Cooperative Research Centre, NSW Department of Land and Water Conservation, the Native Vegetation Advisory Council, and AusAid.
I also bring a number of technical capabilities to my teaching including: aerial photo interpretation and land evaluation, whole farm planning, integrated catchment management, soil conservation and rangeland management.
Areas of Teaching
I teach one core unit within the Natural Resources Degree Program and one core unit within the Rural Science and Agriculture Degree Programs. I also contribute in a minor way to several other units within both degree programs.
NR 411/511 Resource Policy and Administration (core unit within Natural Resources Degree Program)
AGEX 310/510 Rural Extension Science
(core unit within the Rural Science and Agriculture Degree Programs; also an elective within the Natural Resources Degree Program)
Influences Upon My Teaching and Learning Philosophy and Practice
My teaching philosophy has been moulded by my own experiences as a student (high school, undergraduate and postgraduate), my experiences as a technician-educator, as an adult education facilitator, and as a university educator. I can identify a gradual evolution in my teaching philosophy as I moved through these roles and the concurrent learning environments. With regard to teaching and learning I tend to take an empirico-inductive approach (i.e. loosely, trial and error). While my reading of the educational literature may challenge my existing beliefs and suggest new theoretical frameworks for teaching or learning strategies, they only become part of my professional practice if I find that they are relevant to my experience.
Attitudes to Learning:
I generally subscribe to the view that deeper learning (Marton and Saljo 1976) is desirable in many circumstances and attempt to seek out deeper learning outcomes in my teaching. It is my belief that if students themselves can identify the coverage of what needs to be known in terms of facts, skills, and concepts (Biggs 1991) when confronted with (say) a problem based learning environment, they are more likely to seek to meet these learning needs. My approach to teaching must provide the environment and the framework to allow this to occur.
Attitudes to Teaching:
I can trace a clear evolution in my teaching philosophy away from a focus upon lecturer and content, towards a focus upon student learning needs and learning outcomes. I believe my initial focus should be upon the learner's cognitive development where knowledge is to be interrogated and not taken for granted, and authority (including mine) is open to question. I see that my role as an educator is to prepare students to deal with the sorts of unpredictable and complex situations with which they will be confronted in their professional lives.
Student Perspectives
"As a teacher…. I expect a range of opinion [from students]; I would not want to please everybody. But nothing ever prepares me for the range I get. How can I possibly be the one who has 'opened the world to me. Now I know what the world is about; and the rest is up to me!' - and at the same moment 'the most dishonest, hypocritical and careless teacher I've had the misfortune to meet - and Harvard pays you!' " (Perry 1984, 149).
From the student's perspective there are two components to learning. The first is the nature of one's own individual learning needs (learning outcomes). The second is how one meets these learning needs (teaching-learning strategies). As a teacher I utilise my own student experiences as reminders of what I did and didn't enjoy and what I did and didn't value in order to inform my own approach to teaching. I can also recall that over time, as I matured as a student, I was capable of better defining my learning needs.
Onsman (1991) identified a number of characteristics of adult learners some of which relate to teaching and learning strategies and others which relate to learning needs.
1. Adults learn by doing
2. Adults learn when they have a perceived need to learn
3. Adults learn by solving problems
4. Different adults learn in different ways ( e.g. three modalities of visual, auditory, and kinaesthetic learning)
5. Adults like variety in their learning activities
6. Adults want feedback in their performance
7. Adults want to apply what they learn
8. Adults learn when the learning fits their value systems
9 Adults already know a great deal (viz. "Prior Learning", "Local Knowledge")
Within my teaching practice I have found that each of these principles has enormous implications for student involvement within the learning process. To ignore them is to risk student indifference. I encourage students to identify and talk about their learning needs. I believe that the more students are encouraged to do this the better they will become at defining these needs. Students who feel that their learning needs are being met are more likely to be involved in and enjoy the learning process. A practice I have developed is to ask participants to identify their learning needs at the commencement of any learning exercise. On occasion I use this practice within my university teaching. Students, at least initially, are often unclear about their learning needs. In general they have handed this responsibility to the lecturer. Handing it back is no easy task. Initially students appear to be apprehensive about taking on this role. I believe a first step towards student acceptance of this responsibility is as a teacher to always be explicit about the learning outcomes I think are important and that I am seeking. I now try to make it clear why I am doing what I am doing and what is the students' role in the process.
Teaching and Learning Strategies
As an educator I believe I must be clear about the learning outcomes I am seeking and the learning processes I am utilising - why these particular outcomes and processes have been chosen. However, merely telling students what I am planning for them and why, is not enough. The issues of student interest and student involvement must be addressed, and the relevance and application of their learning outcomes must also be demonstrated. This is particularly important, and challenging, when broaching deeper learning outcomes with students.
I explain to students that lower level skills and competencies provide the building blocks to higher level skills and competencies. I emphasise that once we have completed one level of the learning sequence that they should not then discard what they have learnt but take it with them to apply within the next more complex learning environment. A simple example of this learning sequence utilised with the unit AGEX 310/510 is illustrated below.
- Communication skills
- Public presentation skills
- Critical thinking skills
- Group facilitation skills
- Team skills
- Strategic planning skills
One clear message I gleaned from my experiences in adult education and training and my reading of the associated literature is that different adults learn in different ways. I thus try as much as possible in each of my teaching exercises to utilise strategies which appeal to the three learning modalities (i.e. auditory, visual and kinaesthetic). This might be a simple principle but it is easy to overlook and its learning impact is very powerful.
I also believe that effective teaching strategies involve:
- clear and well structured teaching material,
- explicit learning objectives
- relating learning objectives to student's high priority learning needs
- utilising a range of audio-visual media
- experiential or problem based learning techniques
- participatory learning environments
- small group learning where appropriate.
ReferencesBiggs, J. B. (1991) 'Teaching design for learning, in Ross, B. (ed) Teaching for Effective Learning, Research and Development in Higher Education, 13, pp11-26.
Marton ,F. and Saljo, R. (1976) 'On qualitative differences in learning:outcome and process', British Journal of Educational Psychology, 46, 4-11.
Onsman (1991) Taking Control of Training: a Guide for Managers, ABC Books,SydneyPerry, W. G. (1984) 'Different worlds in the same classroom', in Ramsden, P. (ed) Improving Learning:New Perspectives, Kogan Page,London pp 145-161.
Publications
Prior, J. (2004) ‘Regional Landcare Networks in Australia: Lessons Learnt of Relevance to South Africa’, (invited paper) South African National LandCare Conference, Stellenbosch, 7-9th September 2004.
Prior, J. and von Maltitz, G. (2004) Draft Policy and Institutional Arrangements for the South African LandCare Programme, [South Africa – Australia Institutional Strengthening of the Department of Agriculture Program], report for AusAID and the Government of South Africa.
Chudleigh, P., Prior, J. and Simpson, S. (2004) Incorporating Native Vegetation Management into Agricultural Production Systems – Project AGT10, Report for Land and Water Australia, Native Vegetation Research and Development Program.
Prior, J. (2003) 'Environmental Dispute Resolution in Australian public policy; strategies to reduce costs and improve outcomes', Australasian Journal of Environmental Management, 10.2: 32-41.
Prior, J. (2003) Review of Project ASEM/1998/052: Australia-Philippines Landcare Project, unpublished report for the Australian Centre for International Agricultural Research, ACIAR,Canberra.
Stanley, J., Hutchinson, K., Godwin, I., Gregg, P. Jessop, R., Katz, M., King, K., Prior, J., Sindel, B. and Thompson, D. (2003) Biotechnology (GMO) Issues and Research Priorities for Land and Water Australia, Land and Water Australia,Canberra.
Prior, J. (2002) "Assessment of Past Experience in the South African LandCare Program- First Report, [South Africa - Australia Institutional Strengthening of the Department of Agriculture Program], report for AusAID and the Government of South Africa.
Prior, J. (2002) Assessment of Past Experience and Possible Future
Directions for LandCare in South Africa - Second Report, [South Africa - Australia Institutional Strengthening of the Department of Agriculture Program], report for AusAID and the Government of South Africa.
Kahn, L., Nimbkar, B. and Prior, J. (2002) Wasteland Improvement Workshop, report on the outcomes from a workshop held at Pune, India 24-25th April, 2002, unpublished report for the Australian Centre for International Agricultural Research, ACIAR,Canberra.
Prior, J. and Lobry de Bruyn, L. (2001) 'Catchment management and its implications for intensive agricultural industries', Production and Environmental Monitoring Conference 2001, October 17-19, University of New England, Armidale.
Chudleigh, P., Keating, B., Fievez, P., Prior, J. van Rees, H. Taylor, J., Simpson, S., and Wylie, P. (2001) An Environmental Analysis of the Australian Grains Industry. Study conducted for the Grains Research and Development Corporation.
Reid,N., Silberbauer, L. Thompson, D., Oliver, I. Prior, J. (2001) 'Ecosystem Services in the Gwydir Catchment, NSW: what the stakeholders think', in: Graham, J., Reeve, I. and Brunckhorst, D. (eds) Landscape Futures: Social and Insititutional Dimensions. Proceedings of the 2nd International Conference on Landscape Futures, 4-6 December, 2001, Armidale. Institute for Rural Futures, University of New England, Armidale.
Prior, J. C. and Lobry de Bruyn, L. A. (2001) 'Changing student learning focus in natural resource management education - problems (and some Solutions) with using Problem Based Learning', In Flexible Learning for a Flexible Society Proceedings of ASET/HERDSA 2000 Joint International Conference, 2-5th July Toowoomba, L. Richardson and J. Lidstone (Eds) (ASET/HERDSA, Queensland). pp 441-451. ISBN: 0 908557 47 7
Lobry de Bruyn, L. A. and Prior, J. C. (2001) Meeting of Minds Clashing of Cultures: evolution of teaching practice to engage students as co-learners. In HERDSA 2001 Conference Learning Partnerships, Newcastle University, Newcastle 8-11th July.
Prior, J., Reid, N., Metcalfe, P., Smyth, R., Wass, C. and MacKinnon, L. (2000) Murray Darling Basin Commission Educational Scoping Study - Final Report, University of New England,Armidale.
Prior, J., Reid, N., Metcalfe, P. and Smyth, R. (2000) Murray Darling Basin Commission Educational Scoping Study - Mid Term Report, University of New England,Armdale.
Prior, J. (2000) 'Team Work', in R. Muldoon (ed), Skills for the Future - Case Studies from UNE , Teaching and Learning Centre, University of New England,Armidale pp. 111-116.
Prior, J.C. and Browne, W. (1999) 'Integrated Sub-Catchment and Property Management Planning - action learning with GIS to facilitate management change." In Sustainable and Practical Vegetation Management into the new Millenium -Economics and Environment. Proceedings of the AANRM-NSW Branch Conference, Coffs Harbour, 28-30 June 1999, pp. 224-231.
Prior, J.C. and Nadolny, C. (1998) ' Integrated catchment planning for sustainable landuse in Northern NSW: Partnerships through Landcare.' Proceedings of the Management for Ecological Sustainability Conference, University of Queensland, 22-24 Sept 1998, Centre for Conservation Biology,University of Queensland.
Prior, J. (1998) 'Producing students who are leading the way, not following', in R. Muldoon and C. Buckland (eds), Skills for the Future - Reflections of UNE Academics , Teaching and Learning Centre, University of New England,Armidale, pp. 34-39.
Prior, J.C. (1996) `From technology transfer to community development: the policy implications of the Australian Landcare movement', in S. Sombatpanit, M.A. Zobisch, D.W. Sanders and M.G. Cook (eds), Soil Conservation Extension: from Concepts to Adoption, International Board for Soil Research and Management,Thailand, pp. 77-86.
Reid, N., Lobry de Bruyn L. A., Daniels, D., Metcalfe, P., Hughes, D & Prior, J. (1996) Development of an Action Learning Program Package in Sustainable Land Management. UNE,Armidale.
Prior, J.C. (1994a) Pastoral Development Planning, OXFAM Development Series No. 9, OXFAM,Oxford.
Prior, J.C. (ed.) (1994b) Is Agriculture on a Downward Spiral? Can Landcare Make a Difference? Proceedings of the 1994 Northern Tablelands Landcare Seminar held in Armidale, NSW, 26 May, 1994, Dept. CaLM,Armidale.
Prior, J.C. (1994c) `The Three Generations of Landcare: a message for groups, Landcare facilitators and government policy makers', In Landcare in the Balance, Proceedings of the Australian Landcare Conference, Sept. 1994, pp. 136. Dept. Primary Industry and Fisheries,Hobart.
Prior, J.C. (1994d) `Landcare groups as self-directed learners: building human capacities', In Landcare in the Balance, Proceedings of the Australian Landcare Conference, Sept. 1994, pp. 112. Dept. Primary Industry and Fisheries,Hobart.
Prior J.C. (1994e) An Evaluation of the Education Programs of the NSW Department of Conservation and Land Management, unpublished report, CaLM,Sydney.
Prior, J.C. and Miller, D. (1993) `Is Landcare the great leveller? - equity and extension issues for evaluation' In Australia-Pacific Extension Conference, Gold Coast, Queensland, Australia, October 12-14, 1993, pp. 375-377. Dept. Primary Industry,Brisbane.
Miller, D. and Prior, J.C. (1993) `New England graziers - everything they need to know but have never been asked', In Australia-Pacific Extension Conference, Gold Coast, Queensland, Australia, October 12-14, 1993, pp. 291-294. Dept. Primary Industry,Brisbane.
Prior, J.C. (1992a) `Community based soil and water conservation projects: the Erigavo Project experience', In People Protecting Their Land, Proceedings of the Seventh International Soil Conservation Organisation Conference, Sydney, Sept. 1992, pp. 821-829. ISCO,Sydney.
Prior, J.C. (1992b) `Evaluating the experience of Third World Soil and Water Conservation Projects - 9 Common Shortcomings', In People Protecting Their Land, Proceedings of the Seventh International Soil Conservation Organisation Conference, Sydney, Sept. 1992, pp. 420-426. ISCO,Sydney.
Prior, J.C. and Miller, D. (1992) `Local Rural Organisations: Their increasing role in carrying out applied research and extension to mitigate land degradation', In People Protecting Their Land, Proceedings of the Seventh International Soil Conservation Organisation Conference, Sydney, Sept. 1992, pp. 795-801. ISCO,Sydney.
Miller, D. and Prior, J.C. (1992) `The Agricultural Facilitator: a sensitive new age advisory officer', In Future Directions for Agricultural Education and Training, Proceedings of a Conference and Workshop held at the University of Western Sydney, Hawkesbury, NSW, Sept. 30 - Oct. 2, 1992. Centre for Extension and Rural Development, University of Western Sydney,Hawkesbury.
Prior, J.C. (1991) Wholefarm Planning - Long Form Syllabus, Document produced for the NSW College of Technical and Further Education Rural Studies Branch,Orange.
Prior, J.C. (1989) The Rangeland Assessment Programme: Rangeland Study Site Field Methodology and Manual, Soil Conservation Service of New South Wales Western Region,Condobolin.
Clift, D.K., Dalton, K.L. and Prior, J.C. (1989) Bladder saltbush (Atriplex vesicaria Heward ex Benth) regeneration on the riverine plain of south-eastern Australia since 1983. Australian Rangeland Journal, 11, 1, 31-9.
Clift, D.K., Semple, W.S. and Prior, J.C. (1987) A survey of bladder saltbush (Atriplex vesicaria Heward ex Benth) dieback on the Riverine Plain of South-eastern Australia from the late 1970's to 1983. Australian Rangeland Journal, 9,1, 39-48.