Consulting

I aspire to leverage my expertise and research output to address pressing societal challenges

I have been working closely with international and local environmental organizations in advisory and consulting roles since the middle of the 2010s. Specifically, I have served on the advisory boards or committees for the following organizations: Ocean Park Conservation Fund, Hong Kong; WWF-Hong Kong; Community Leap; Woodland Park Zoo; and TRAFFIC. I have also offered consulting services for specific projects or programs by local organizations.

I actively engage in collaborative projects with local environmental organizations. Here are an example:

I am currently collaborating with Outdoor Wildlife Learning Hong Kong, a local outdoor education organization, on a project aimed to understand the levels of nature connectedness and the psychological impacts of outdoor education among school children in Hong Kong. The project is funded by the Swire Charity Trust and will be completed in two years. 
For more information, please visit the project website.

If you are interested in using my consulting services, please contact me.

Teaching

I regularly teach introductory psychology, environmental psychology, and the psychology of climate change at The Hong Kong University of Science and Technology in Hong Kong, as well as at Hokkaido University in Japan. 

I am genuinely interested in extending my educational impact beyond the confines of the classroom. Here are two examples:

In the capacity as the chief editor of Asian Journal of Social Psychology, I started a podcast series in 2021. In each episode, a discussion with a guest scholar is dedicated to a special topic that is relevant to career development of student or early-career researchers (e.g., how to cope with the peer review process, how to maximize the value of attending academic conferences).
Listen to the podcast on Castos or Spotify (first 12 episodes hosted by me).

Awarded the Innovative Teaching Development Grant, I have developed a new teaching model that I refer to as the “Tripartite Model of Knowledge Application.” The core feature of this model is to involve frontline practitioners (e.g., communicators in environmental organizations) in a course assignment. Throughout the assignment, students collaborate with both practitioners and me; they acquire the real-world perspective from the former (through site visits, talks, etc.) and the academic perspective from the latter (through lectures, consultation sessions, etc.). In effect, the three parties collaboratively use the course materials to address a real-world issue. 
More details about this teaching project can be found on this dedicated website.