- PhD (Forest Sciences) Lakehead University, 2012
- MSc (Protected Landscape Management) University of Greenwich, U.K., 2006
- HBOR/BSc (Outdoor Recreation and Natural Sciences) Lakehead University, 2001
- OUTD 2270: Programming and Evaluation
- OUTD 2511: Research Design
- OUTD 2810: Theory and Practice of Parks
- OUTD 3050: Evaluation and Assessment
- OUTD 3171: Outdoor Education Practices
- OUTD 3610: Inclusive and Special Recreation
- OUTD 3733: Community Tourism Planning
- OUTD 3771: Nature-based Tourism
- OUTD 3811: Visitor Impacts
- OUTD 3812: Human Dimensions Perspectives
- OUTD 4131: Experiential Education
- OUTD 4170: Private Land Stewardship
- OUTD 4732: Sustainable Tourism
- OUTD 4810: Natural Areas Management
- OUTD 4813: Coastal and Marine Areas
I believe that teaching and learning is a multi-directional process with the students sharing roles in the experience. I tend to begin each course in dialogue with students to understand their interests in the subject, what they can bring to the learning of others, and how I can help them to achieve their learning objectives. I recognize that within each group there are various learning styles and preferences, so I tend to diversify both my methods of instruction and evaluation. I vary the ways in which I convey key concepts in my courses (e.g., using combinations of lectures, discussions, role-plays, active group exercises, individual reflections, drawings, and multi-media presentations) and in the design of assessment tools (e.g., pop quizzes, examinations, essays, field study reports, reflective journals, applied group projects, student seminars, participation self-evaluations, etc.).
Where feasible, I try to offer students some degree of choice within a range of options for their assessment or allow them to apply a set assignment to a scenario of their choice. One of the best ways I find to demonstrate the relevance of course content in the “real world” is through community service learning (CSL).
My research interests focus on the interface between human activities and the conservation of nature. I serve on the Committee on the Status of Species at Risk in Ontario, bringing a speciality in species and habitats of cultural landscapes. I worked with Parks Canada to plan and deliver sustainable tourism experiences that increase visitors' awareness and appreciation of the natural and cultural heritage of Lake Superior's north shore.
My graduate research projects fell within the discipline of Applied Historical Ecology, a multidisciplinary line of inquiry that aims to piece together evidence of the causes (anthropogenic or otherwise) and consequences of changes in landscapes through history to provide context for the assessment of current ecological conditions. I was particularly interested in the relationship between the conservation of agricultural biodiversity the management of natural biodiversity in protected areas inhabited and used by traditional livestock herders.
Robson, M. & Rosenthal, J. (2014). Evaluating the effectiveness of stakeholder advisory committee participation in forest management planning in Ontario, Canada. Forestry Chronicle, 90(3): 361-370.
Rosenthal, J. S. (2010). A review of the role of protected areas in conserving global domestic animal diversity. Animal Genetic Resources Information 47, 101-113.
Robson, M., Rosenthal, J., Lemelin, H., Hunt, L., McIntyre, N., & Moore, J. (2010). Information Complexity as a Constraint to Public Involvement in Sustainable Forest Management. Society & Natural Resources, 23 (12): 1150-1169.
Rosenthal, J. (2008). The Impact of Native versus Introduced Livestock in the Chimborazo Faunal Production Reserve, Ecuador. pp. 31-32 in Amend, T., Brown, J., Kothari, A., Phillips, A., & Stolton, S. (eds). Protected Landscapes and Agrobiodiversity Values. IUCN: Gland, Switzerland.
Rosenthal, J. & Dyment, J. (2002). Designing an Urban Protected Areas System: Lessons Learned from Peterborough, Ontario, Environments 30(1): 51-69.