Teaching and Supervision

In my view, instructors in the shared disciplines of planning and geography show learners how to approach any problem using a spatial-temporal lens. I blend traditional academic knowledge with community-engaged experiences. University education should be theoretically grounded, interdisciplinary, and responsive to local and global communities of theory and practice.

Blending community and the classroom

My teaching brings real-world challenges into the classroom, providing opportunities for students to engage in experiential learning in a guided setting. I also bring students into their local communities, where these places become a living laboratory for students to experiment in real-time, apply theory, and hone their communication and analytic skills. For example, in most lectures I will incorporate recent headlines or a long-form investigative journalism piece. Then, I ask students to link these stories to concepts that were discussed in my own course, or their other courses. In smaller courses, I will bring students on walking tours of the areas surrounding campuses. These tours include meet-ups with local practitioners and community members who will share their perspectives on recent development applications, infrastructure renewal projects, or municipal policies. They will often include fieldwork, such as evaluating the quality of building facades or counting parking availability. For larger courses where a field trip would be impractical, I have students complete desktop research. For example, in one assessment I have students undertake a safety audit of intersections surrounding elementary schools in their local community using Google StreetView. The data collected from these assessments are then used later in the course for other analytical assessments or to demonstrate theoretical concepts. For example, the safety audit data that is collected by students is then provided back to them in an assessment where they create a map to communicate the results and draft a short report identifying where and what interventions should be undertaken to improve safety around schools.

Process before practice

Technology is ubiquitous in the classroom and professional practice. Yet, there is often a lack of understanding about the process that underlies the technology’s use in practice. Therefore, I require students to first perform a task in an analogue fashion before using technology to accelerate or simplify the task. I ask students to co-design the data collection and analysis process with me first, then have them test it. For example, access to large-language models (e.g., ChatGPT) prompted me to adapt an assessment whereby students analyze a parks and recreation master plan then write a summary memo. Instead, I had students develop a list of relevant keywords collaboratively in the classroom, then search those keywords in their assigned parks and recreation master plan, and then contribute the phrases surrounding those keywords to a shared document live in the classroom. Students still completed the summary memo after class, though I felt confident that if they choose to use a large-language model to assist them, they still achieved the desired learning objectives. When undertaking fieldwork, I have students typically complete the task on paper or using manual data entry tools on their devices. Then I introduce them to automated tools and technologies that can accomplish the same task.

Triangulation, synthesis, and communication

My teaching focuses on developing student skills in how to process information from a wide range of sources, evaluate its quality and authenticity, and synthesize it for consumption by multiple audiences. I encourage my students to triangulate their synthesis by comparing information from multiple sources. I teach these skills through assessments that involve primary data collection (e.g., auditing the features of retail food outlets) while comparing this data with secondary data sources (e.g., health unit inspection records) culminating in a synthesis of a planning challenge (e.g., identifying ‘ghost kitchens’ on third-party delivery platforms). Students then draft a mock Council Report with their findings, and a short-form video (less than one minute) for public audiences. I encourage my students to be open to dialogue with many different audiences. Planners and geographers should be able to actively listen and engage politely with others, as many careers require interaction in a professional or authority-based position that requires tact and diplomacy. I teach these skills by providing students with opportunities to engage with municipal and non-profit organizations in controlled settings, building valuable long-term skills.

Supporting inclusive excellence

As a first-generation university student, I am committed to creating an inclusive environment for my underrepresented students and colleagues. While I will not always be the best mentor for every student, I ensure all students are able to access the resources and people that will best support their goals and eventual success. Everyone has a right to a safe and supportive learning experience in my classroom. I encourage my students to pursue new experiences, understand differing perspectives, and communicate their own thoughts with compassion. I adapt my instructional approaches and assessments to suit the broad, diverse body of postsecondary students, accommodating them based on their needs. I do not tolerate discrimination or prejudice of any kind in my classroom. I regularly challenge students to reflect critically on their pre-conceived notions. I ask my students to consider the diversity of people’s life experiences. I find these strategies promote tolerant, welcoming, and understanding learners which creates a collaborative and thriving classroom and training environment.

On a practical level, I make myself available to students on their schedule. I believe in setting meetings that reflect the needs of modern students with many responsibilities. While I still create defined times and spaces for listening, questioning, and applying – I also set aside time for students to meet in-person and virtually on their terms, within reason. Typically, I survey my students monthly throughout a course to establish the best times for drop-in office hours or designated quick-response hours for emails and virtual calls. I have adopted a policy of flexible deadlines with open communication. Students may request no-questions asked extensions to any assessments, within the confines of university policy, as long as the request is made within a reasonable amount of time ahead of the deadline. I find this policy allows those students who may have other important commitments to balance their time, while also teaching all students the value of open communication about their workload and setting realistic expectations. Building this reflective and communicative habit better represents the conditions they will face after attending university.

My teaching responsibilities have encompassed co-instructing one course (stepping in midterm), co-developing three undergraduate courses, and regularly acting as the sole teaching assistant of a course or head teaching assistant of a large team of peers.

Course Instruction

Financial Feasibility of Urban Developments (GEOG 3464), Department of Geography & Environment, Western University, Fall 2022 (15 students)

I was requested by the Urban Development Program Chair and Department of Geography & Environment administration midway through the Fall term to take over instruction of this course with Mr. Marcello Vecchio, a local urban development manager. We had to create a new syllabus, craft all new assessments, and each deliver three new lectures that was partially rooted in an existing assigned textbook. I contributed lectures on basic real estate finance concepts, how to undertake due diligence, and how to complete development approvals. In addition, I developed an assignment to teach students land market optimization techniques in Excel using the Solver add-in. The objective of the course is to expose students to the theoretical and empirical underpinnings of urban form and structure. A major focus is on static development feasibility models and their application to understanding urban change. The course provides a hands-on experience for students to build financial feasibility models of urban developments. The course is considered one of the capstone elements for senior students in Urban Development, Management & Organizational Studies, and Ivey Business.

Guest Lectures

Wray A. 2023, October 2. Due diligence and risk management. Invited by M Vecchio for GEOG 3464: Financial Feasibility of Urban Developments [18 students]. Western University.

Wray A. 2023, September 27. Real estate economics in theory and practice. Invited by M Hartt for SURP 842: Urban Economics for Planners [12 students]. Queen’s University.

Wray A. 2023, September 25. Decision making with qualitative and demographic assessments. Invited by M Vecchio for GEOG 3464: Financial Feasibility of Urban Developments [18 students]. Western University.

Wray A. 2023, February 14. The rise of the automobile and new mobility technologies. Invited by J Gilliland for GEOG 2160: Healthy Cities [241 students]. Western University.

Wray A. 2022, November 29. Applications of GIScience for Community Impact. Invited by S Doherty for GESC254: Geographic Information and Analysis [50 students]. Wilfrid Laurier University.

Wray A. 2020, February 11. The rise of the automobile and new mobility technologies. Invited by J Gilliland for GEOG 2160: Healthy Cities [97 students]. Western University.

Wray A. 2019, November 26. Spaces of sale – How and where do we shop?. Invited by G Arku for GEOG 2420: Economic Geography [80 students]. Western University.

Wray A. 2019, October 16. Urban transportation: A case study of Oxford Park in London, Ontario. Invited by J Gilliland for GEOG 3461: Land Use and Development Issues [30 students]. Western University.

Wray A. 2019, September 30. The ethics of researching individual locations. Invited by C Hunsberger for GEOG 3250: Social Science Methods in Geography [60 students]. Western University.

Wray A. 2019, February 26. Diversification theories and investment styles. Invited by J Shaw for GEOG 4460: Real Estate in the City [50 students]. Western University.

Wray A. 2018, November 7. London in 2050: A look at the future(s). Invited by J Gilliland for GEOG 3461: Land Use and Development Issues [36 students]. Western University.

Wray A. 2018, October 24. Understanding zoning and urban sprawl through LEGO. Invited by J Gilliland for GEOG 3461: Land Use and Development Issues [36 students]. Western University.

Teaching Assistant

Financial Feasibility of Urban Developments (GEOG 3464), Department of Geography & Environment, Western University, Fall 2023 (18 students)

I was responsible for leading lab assignments, delivering two lectures, developing one lab assessment, marking all assessments, and addressing student enquiries. I delivered lectures on due diligence and risk management, and non-traditional housing development models. I delivered a lab assessment to teach students land market optimization techniques in Excel using the Solver add-in. The objective of the course, taught by Mr. Marcello Vecchio, is to expose students to the theoretical and empirical underpinnings of urban form and structure. A major focus is on static development feasibility models and their application to understanding urban change. The course provides a hands-on experience for students to build financial feasibility models of urban developments. The course is considered one of the capstone elements for senior students in Urban Development, Management & Organizational Studies, and Ivey Business.

Healthy Cities (GEOG 2160), Department of Geography & Environment, Western University

• Winter 2023 – 241 students across all years

• Winter 2022 – 391 students across all years (asynchronous online)

• Winter 2021 – 238 students across all years (asynchronous online)

• Winter 2020 – 97 students across all years

I was responsible for leading lab assignments, drafting the midterm and final examinations, marking, and addressing student enquiries. From 2021 onwards, I supervised 1-3 other teaching assistants to deliver the course. This is a survey course, taught by Dr. Jason Gilliland, exploring the connections between urban environments, health, and wellbeing, including key historical developments, theories, problems, and solutions. Hands-on activities throughout teach skills and knowledge suitable for careers in planning, urban development, public health, medicine, business, civil engineering, and municipal government. 

Land Use and Development Issues (GEOG 3461), Department of Geography & Environment, Western University

• Fall 2020 – 46 senior students (synchronous online)

• Fall 2019 – 36 senior students

• Fall 2018 – 36 senior students

I was responsible for soliciting and compiling predefined projects for students to work on, leading tutorials in urban geography field methods, marking assessments, and addressing student enquiries. This course is a critical examination of current land use and development projects, taught by Dr. Jason Gilliland, students are required to work in teams on a project to answer a defined research question from popular issues in the London, Ontario, Canada community.

Real Estate and the Cities (GEOG 4460), Department of Geography & Environment, Western University, Winter 2019 – 50 senior students

I was responsible for setting up and managing the course’s web conferencing system to connect with the instructor, designing and marking student assessments, and addressing student enquiries. This course, taught by Mr. Joseph Shaw remotely, exposes students to various forms and categories of investment in commercial real estate, exploring real estate portfolio theory, direct vs indirect ownership, real estate private equity, specific theories of location and the performance of real estate in a broader investment world.

Planning Administration and Finance (PLAN 103), School of Planning, University of Waterloo

·   Winter 2018 – 115 first-year students (Head Teaching Assistant)

·   Winter 2017 – 103 first-year students

I was responsible for coordinating a team of five other teaching assistants and their tutorials, marking student assessments, taking attendance in lecture, and addressing student enquires that were elevated from the other teaching assistants. In Winter 2018, I was made Head Teaching Assistant, directly supervising 6 other teaching assistants in their delivery of seminar material. This course of over 100 students, taught by Dr. Markus Moos, studies important planning and financial instruments, administrative processes and planning practices, planning law, official plans, plan amendments, zoning bylaws, site plans, easements, consents, variances, assessments, mill rates, capital works, and debentures, municipal budgets and accounting concepts, and land development financing.

Course Development

Healthy Cities (GEOG 2160), Department of Geography & Environment, Western University, 2019

I co-developed all the course content and assessments with Dr. Jason Gilliland. A survey course exploring the connections between urban environments, health, and wellbeing, including key historical developments, theories, problems, and solutions. Hands-on activities throughout teach skills and knowledge suitable for careers in planning, urban development, public health, medicine, business, civil engineering, and municipal government. The course is classified as an introductory path to a program of study in geography at Western.

Land Use and Development Issues (GEOG 3461), Department of Geography, Western University, 2019

I refreshed the course by soliciting and formalizing student projects into request for proposals from community partners to teach students about how to propose and manage consulting-based work in a planning context. The course is a critical examination of current land use and development projects, taught by Dr. Jason Gilliland; students are required to work in teams on a project to answer a defined research question based on current planning challenges in the London, Ontario, Canada area.

Aggregate Resources Planning, Development and Management (PLAN 474), School of Planning, University of Waterloo, 2018

I assisted the course instructor, Mr. Wayne Caston, in identifying and filming aggregate sites in the local region, and leading interviews with industry professionals to create more engaging course content. This course introduces students to a variety of topics associated with aggregate resources (sand, gravel and stone), as an important but contentious issues in planning and resource management in Ontario and elsewhere. This course provides students with exposure to many topics related to aggregate resources including: geology, economics, site plans, technical requirements for licensing, peer reviews, conflict resolution, resource management, cumulative effects, water resources, rehabilitation and after-use, recent Tribunal decisions and future issues. The course is classified as an elective for upper-year undergraduate students, and graduate students, majoring in planning.

My approach to supervision is similar to my teaching philosophy. I direct my students to engage in policy debates and identify the societal relevance of their work. I focus on teaching the craft of research and emphasize co-designing their methods and analytic approaches. In supervision, I prefer to have students collaborate with multiple mentors, and have regular discussions about how my supervision can contribute to their long-term goals and overall success. I have directly mentored 57 undergraduate and graduate students in research assistant roles, independently supervised 9 undergraduate and masters major research projects, and co-supervised with another faculty member 12 undergraduate thesis or research practicums.

See my CV for the most up to date list of students.

Over the years, I have also received letters of support and positive feedback from students:

Straight up best, most involved TA I've ever had. AJ has a thorough knowledge and is passionate in the way he shares it with his students. More than qualified to teach this course, would make a phenomenal professor. (GEOG2160W21)

Was an excellent lecturer who taught many lessons and facilitated interesting interviews with guest speakers. Facilitated the OWL communications, posting of lectures and assignments. Very approachable and always willing to help. Very encouraging of grad school and/or research options. (GEOG2160W21)

AJ has been an incredible TA; the most involved and engaged TA I have had in my four years at university. He attends each class and makes himself very available to help outside of classroom hours through office hours and appointments. His dedication to the class and the students in it is exhibited in everything he does. I cannot imagine the amount of work that is involved in being a TA for this class but he does not seem discouraged by this whatsoever. He is incredibly passionate about the topics covered in class and it shows; his excitement influences the attitudes of those in the class tremendously! (GEOG3461F19)

AJ was always there for students. He filled in when the prof was away and taught engaging and interacting lessons like I’ve never had before (he once had us create LEGO cities with zoning restrictions for our urban planning class). He made himself available for extra hours help with projects. He replied to emails within minutes [this was during one of my designated ‘email office hours’ where I make myself available for email-based discussions with students]. He has an immense amount of knowledge which makes it seem like he has been in the field for many years. (GEOG3461F18)

AJ has been the best TA I have had in undergrad. He doesn't look down on us and he gives so much. I have learnt so much from his work in our class. He should be a professor. He has inspired me in so many ways and I genuinely think he is a great human. (GEOG3461F20)

Throughout these comments, many of my teaching strategies are explicitly mentioned as highlights of a student’s learning experience. These tend to be practical simulation-based exercises or structured digital learning exercises, and often involve the compassionate approach I take to the learning process.

Turning to constructive feedback I have received from students, I have adjusted my teaching process in the following ways:

"Dumb it down" a little bit in regards to expectations for labs and ensure students feel they can reach appropriate level goals for an undergraduate degree. (GEOG3461F18)

In response to this feedback, I discovered that many geography courses at my institution are taken by students from other programs. Therefore, I developed new introductory resources for students to efficiently learn the desired levels of knowledge and skills being used in the course.

Understanding of different peoples strengths and weaknesses and understanding that not everyone processes things in the same way. ex. Verbally can some times be difficult to process talking really fast. (GEOG3461F19)

In response to this feedback, I worked on building a slower speaking cadence and regularly seeking cues from students that they were ready to proceed or needed further clarification about content. I have not received similar feedback in subsequent courses.

Marking speed was the only issue (GEOG2160W21)

In response to this feedback, I recognized that structured rubrics for grading assignments would substantially improve the speed and quality of marking for students. In the next two iterations of the course, I have implemented these rubrics for other teaching assistants to use in their marking of course assessments.

I completed in 2020, the Certificate in University Teaching and Learning program at the University of Western Ontario. The Advanced Teaching Program is the keystone component of this certificate, focusing on course design strategies, active learning, authentic assessment of student learning, and maintaining a culture of respect and community in the classroom. In the program, I also practiced instructional techniques in a microteaching format, where I received constructive feedback on my teaching from my peers and an experienced team of instructors. In addition, I have attended the following workshops provided by the Western Centre for Teaching and Learning over my time in the certificate program:

• Getting It Done: Managing Your Time (2018/11/23)

• Teaching in the Arts and Social Sciences (2018/11/23)

• Constructing Your Teaching Dossier (2019/02/07)

• Increasing the Power of Powerpoint (2019/02/08)

• Learning How to Learn (2019/02/08)

• How to Care For and Use Your Teaching Voice (2019/03/18)

• Rethink Your CV (2019/03/18)

• Assessing and Articulating Your Teaching Skills (2019/03/29)

• Active Learning: What You Can Do and Why It Will Work (2019/05/15)

• Using Active Learning Exercises to Create Engaged, Critical Community Learning (2019/05/15)

• Webinar on Teaching Philosophy Statements (2019/10/03)

In addition to this certificate program, I regularly engage in Esri Canada’s seminars and online courses to continually maintain my GIS skills. I have formally completed courses in ArcGIS Web App Development, Python Scripting for ArcGIS, and Configuring a Base Deployment for ArcGIS Enterprise.

Presently, I am completing the Anti-Racism Foundations Certificate and Anti-Oppression Certificate programs offered through the University of Western Ontario’s Office of Equity, Diversity, and Inclusion. These optional programs examine the current systems and examples of racism and oppression in the Canadian context and build skills in how to effectively create more inclusive teaching and research environments.