Hi, I’m Jackie! I’m from Vaughan, Ontario and I moved to Vancouver in September 2023 to begin my Master of Science in Zoology at UBC. I’m now in my second year of studies and I conduct Biology Education Research (BER)—a branch of Discipline-Based Education Research (DBER) that explores how people learn within a specific field of science (biology in my case!)
My research explores how instructors in a first-year biology course at UBC (Biology 180: Thinking Like a Life Scientist) engage with students during class time through group work and whole-class discussions. I focus on how instructors share information and the kinds of prompts they use to spark student thinking. These strategies, known as “Teacher Discourse Moves” (TDMs), shape how students reason through ideas and engage with scientific concepts. I study how often and in what ways TDMs are used, and I interview students to understand how they experience these interactions. As scientists, we often describe science as a process—it’s nonlinear, iterative, and collaborative. We revise, rethink, and build on each other’s ideas. But when it comes to teaching, are those same values being modelled? Research in undergraduate biology classrooms shows that even during interactive activities, instructors often take a didactic approach by leading the conversation and giving students limited opportunities to construct their own reasoning or share ideas. Ultimately, my goal is to support more interactive, dialogic, and inclusive teaching that better reflects how science is actually practiced: collaboratively, inquiry-driven, and constantly evolving.
Aside from research, I’ve also been actively involved in TA-ing Biology 180 and have TA’d this course three times. It’s such a rewarding course to TA because it offers countless opportunities to engage directly with students through discussions, allowing me to learn from them and get to know them better! This fall I am TA-ing BIOL 234.
What do you most enjoy about being a TA?
What I enjoy most about being a TA is the opportunity to connect with students and learn about their unique interests, hobbies, and diverse experiences. I welcome the challenge of intentionally creating space for these perspectives during lessons and discussions, as it makes learning more relevant, engaging, and inclusive. I also find it deeply rewarding to see students forming connections with one another that often extend beyond the classroom. That growing sense of community is what makes TA-ing such a meaningful and fulfilling experience for me.
How has your unique background influenced your TA experience?
My background as a biology education researcher has really shaped how I approach being a TA. As part of my research, I’ve had the chance to observe many different instructors and see how they create space for student thinking and discussion. I feel so lucky to learn from them, it’s like I’m constantly adding new tools to my teaching toolbox. It has made me more thoughtful about how I show up in the classroom and has helped me try new ways of connecting with students and supporting their learning. It’s also made TA-ing feel even more exciting, because I get to put into practice what I study and care about!
What opportunities relating to teaching and learning have you been a part of?
I’ve been fortunate to take part in a wide range of opportunities related to teaching and learning at UBC and beyond. I’ve attended and presented at international and national conferences such as the Society for the Advancement of Biology Education Research (SABER) Conference and the Western Conference on Science Education (WCSE), which have helped me grow as both a researcher and an educator. I’m also a member of several professional teaching and learning research communities, including the Canadian Consortium of Science Equity Scholars (CCSES), SABER, and the Open Consortium of Undergraduate Biology Educators (oCUBE). At UBC, I’ve presented my work at local events like the Science Education Open House, the Graduate Students in Teaching Conference (GSiT), and the Biology Teaching and Learning Retreats. One of the highlights of my year was presenting my research at the Zoology Spring Symposium where I was honoured to receive the Long Talk Award. Another meaningful moment was receiving an Honourable Mention for the Kathy Nomme Award for New Teaching Assistants, which recognized my excellence in teaching and contributions to UBC’s Biology Program.
In addition to being one of the first graduate students in the Zoology department to conduct DBER, I was also proud to be one of the first in the department to receive a Canada Graduate Scholarship–Master’s through the Social Sciences and Humanities Research Council (CGS-M SSHRC). That recognition felt especially meaningful given the interdisciplinary nature of my work.
Lastly, my role as a graduate facilitator at UBC’s Centre for Teaching, Learning and Technology (CTLT) has been incredibly rewarding. Supporting other teaching assistants and helping create space for reflection and growth around teaching has been one of the most fulfilling parts of my grad school experience so far.
What is your teaching philosophy?
At the heart of my teaching philosophy is a commitment to student-centered learning. I believe that teaching should be responsive to students’ needs, backgrounds, and ways of thinking, and that learning happens best when students feel seen, heard, and actively involved in the process. A core part of my approach is incorporating dialogic discourse in the classroom. I aim to create space for students to construct their own meanings, share ideas, and engage in co-construction of knowledge, both with each other and with me. I see teaching as a collaborative process, not a one-way transfer of information. There’s so much we can learn from one another, and I try to reduce the traditional divide between “teaching assistant” and “student” by being open, curious, and engaged in learning alongside them. Authenticity and transparency are also really important to me. I’m honest with students that I’m still learning too, and I see value in modeling what it looks like to ask questions, explore ideas, and not always have the answers. When students see that I’m genuinely invested in the learning process not just as a facilitator but as a fellow learner, I find it builds trust and fosters a richer, more inclusive learning environment.
What is a fun fact about you that people may not know?
A fun fact about me is that I grew up as a competitive dancer. This experience has shaped my life in many ways, especially how I approach teaching and learning. Dancing taught me that there’s no one right way to learn or demonstrate mastery, it’s subjective and different for everyone. I keep this in mind when I teach, striving to be flexible and open to the many ways students learn and demonstrate what they know. Plus, dance instilled in me a strong sense of discipline and persistence, which are qualities I believe are essential for learning anything new and that I try to encourage in my students as they navigate their own learning journeys.
What do you like to do in your spare time?
In my spare time, I love staying active—whether it’s yoga, volleyball, hiking, or kayaking. Living in BC means there’s no shortage on outdoor adventures. Big thanks to my best friend Maia (a PhD student in Botany), pictured below, for being my favourite adventure buddy!
What are your plans following graduation?
After graduation, I plan to continue doing DBER as a PhD! My long-term goal is to become a professor and engage in educational leadership in some capacity. Ideally, I would love a role where I can teach biology while also having the opportunity to engage in DBER research, combining my passions for both teaching and advancing post-secondary science education.