The Simple Secret to Creating a More Inclusive and Equitable Classroom

By Christine Goedhart A question I often get from instructors is: How can I make my classroom more inclusive and equitable for all students? My answer: Get to know your students. This response usually takes people off guard because they are expecting a checklist of defined things that they can do that will result in …

Student Research Spotlight – Fabrizio Chow

Hello! My name is Fabrizio Chow (he/him) and I am currently in my 5th year of my Chemical Biology degree here at UBC. I am originally from Chilliwack, in the Lower Mainland, so I’ve grown up near Vancouver. Currently, I am fortunate enough to do research in the Samuels Lab, where we focus on plant …

Teaching Spotlight – Course Projects Focused on Community Partnerships and Experiential Learning in BIOL 320

Bridgette Clarkston recently taught the first ever summer offering of Biol 320 (Survey of the Algae), which is a 3rd-year organismal lab course focused on exploring the biodiversity, ecology, evolution and human connections to macro- and micro-algae. Local seaweeds are a major course focus and Bridgette decided to pilot two new class projects around them …

Peer Tutor Spotlight – Maia Palka

Hi everyone! My name is Maia and I am a fourth year student in the Applied Animal Biology program at UBC. I am originally from Calgary, Alberta, but I have permanently relocated to Richmond after falling in love with the Greater Vancouver Area while being a student at UBC. I am incredibly lucky to have …

TA Spotlight – Jessica Li

Hello! I’m Jessica (she/her) and I’m from the traditional lands of the Treaty 7 region, which includes the Blackfoot Confederacy, the Tsuut’ina First Nation, and the Stoney Nakoda, as well as the Métis Nation of Alberta, Region III, now also known as the City of Calgary. I moved here in 2015 and got my BSc …

Teaching Spotlight – Using Instructor Talk in the Classroom

If you observed one of Brett Couch’s classes, you would notice that in addition to talking about course content, he also frequently explains the ‘why’ behind his teaching decisions, reveals secrets to success, and shares personal experiences. This type of non-content talk directed to the entire class is known as Instructor Talk, and using it …

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