I’m Sophia (she/her), a second year MSc student in the Tseng lab at UBC Zoology. I’m from Snuneymuxw land over on the island, a small city also known as Nanaimo. I moved out east to the University of Toronto for my undergraduate degree in Ecology & Evolutionary Biology, where I lived on land home to …
Author Archives: Christine Goedhart
Student Research Spotlight – Ruhi Mander
Hi! My name is Ruhi Mander and I am a 4th year student in the Faculty of Science, specifically in the Biology Program. I am originally from Surrey, B.C. where I lived with my parents and younger brother, and am now living here at UBC as I pursue post secondary. Throughout my degree I have …
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 …
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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 …
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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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Undergraduate TA Spotlight – Courtney Cheung
Hi! My name is Courtney and I’m a 3rd year student working towards my Biochemistry degree at UBC. I was born and raised in Richmond, and I currently live on campus, which is my home away from home. I’m part of the Pilates club on campus and I also recently joined Dance Horizons, where I …
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TA Spotlight – Sandra Emry
I’m currently a PhD student in Dr. Chris Harley’s lab in the Department of Zoology, where I study a large range of topics related to climate change impacts in intertidal systems. Prior to my PhD, I also did a Bachelor of Science here at UBC with a combined major in Biology and Oceanography. During my …
Student Research Spotlight – Mya Baptiste
Hello! My name is Mya Baptiste and I am currently in my 5th year of studies in the Faculty of Science. I am originally from Cornwall, Ontario, a small city about an hour outside of Ottawa. I am working towards an honours degree in biology, but I took my fourth year off formal studies to …
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Addressing the 5 Major Reasons Instructors Don’t Do Mid-Course Student Feedback
By Christine Goedhart There are many reasons to ask students for mid-course feedback. It’s a great way to learn about students and how they are experiencing the course so that you know what’s working well and what could be improved. It’s also an opportunity to build trust and rapport with students and to show them …
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TA Spotlight – Nicole Bison
I’m a 2nd year MSc student in the UBC Physiological Ecology Lab. I’m originally from Kamloops, BC, where I completed my first two years of university before transferring to UBC to earn my BSc with a specialization in Ecology. At UBC, I completed an undergraduate thesis where I used mathematical models to evaluate key factors …
Teaching Spotlight – Instructor Experiences with Mid-course Student Feedback
The midpoint of a course is a great time to ask students for feedback – students now have enough experience in the course to provide meaningful feedback, and there’s still time in the term to respond to the feedback they provide. Below, Rachel Germain, Bridgette Clarkston, and Jaclyn Dee share their experiences with doing mid-course …
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Teaching Spotlight – Adding a Sex & Gender Acknowledgement in BIOL 371
Irene Ballagh recently added a new element to her BIOL 371 course this past summer: a Sex & Gender Acknowledgement. When students logged onto the course Canvas site, they found the following statement: “As a neuroscientist with a background in studying the complex links between brain and hormones, I acknowledge that a person’s gender, or …
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Student Spotlight – Maya Tselios
Maya Tselios recently graduated with a BSc in Biology and may be the youngest person ever to have graduated from this program, having been accepted to UBC when she was only 13 years old! Some words that describe Maya are: smart, fun, energetic, and persistent. She has diverse interests and has already accomplished many things …
TA Spotlight – Tessa Blanchard
My name is Tessa Blanchard, and I am from a small town in southern Ontario – Welland! I completed my undergraduate degree at the University of Ottawa where I received my BSc in Biology with specialization in animal physiology. I completed my MSc at the University of Guelph where I studied the respiratory system of …
9 Ways to Help Students Develop Psychological Safety in Your Course
By Christine Goedhart The term is almost over and Vania has only spoken a few times in their biology course. While there has been a lot of opportunity for student interaction through group work and class discussions, Vania decided early on that it was just easier to stay silent. Vania identifies as gender non-binary and …
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TA Spotlight – Jessica Kowalski
My name is Jessica and I grew up in Regina, Saskatchewan. I did my undergrad at Western University in London, Ontario, and I actually have two undergrad degrees – a BSc in Food nutrition and a BSc in Environmental Science. I started off in the nutrition realm, found that it wasn’t for me, and then …
Instructor Spotlight – George Haughn
Hi, I am a Professor of Genetics (soon to be emeritus) in the Department of Botany. I have a B.Sc. in Biology with honours in Genetics from Dalhousie University and a Ph.D. in Genetics from Cornell University. My postdoctoral research was completed at the U.S. Department of Energy Plant Research Laboratory at Michigan State University. …
Teaching Spotlight – Organism of the Day
Brett Couch starts most of his BIOL121 classes with a 1-2-minute presentation of some fun facts about an organism that can be found around UBC or coastal British Columbia. In addition to introducing students to various local species, the organism of the day activity “is meant to be fun and to also help students see …
Exploring the Emotional Side of Learning
By Christine Goedhart Can you recall a time when you felt joy, delight, or pride while learning something? What about a time when you felt anxious, bored, frustrated, or hopeless? If you’ve ever experienced these emotions while learning, how did it impact your interest in what you were learning or your ability to perform on …
Teaching Spotlight – Book Club with Students
Jaclyn Dee recently organized an informal Book Club for students in her BIOL 112 course. The Book Club was centred around Native American DNA: Tribal Belonging and the False Promise of Genetic Science, which brought an Indigenous lens to some of the relevant course material. “I had such a positive experience and I know the …
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TA Spotlight – Kenzie Arnott
My name is Kenzie and my pronouns are she/they! I grew up all across North America, exploring the varied landscapes in both Canada and the US. In 2014, I moved to the UK and shortly after started my BSc in Chemical Engineering at the University of Manchester. My head was turned quite quickly by a …
Instructor Spotlight – Leticia Avilés
Hi! I am a faculty member at the Department of Zoology and the Biodiversity Research Centre at UBC. I have a PhD from Harvard University and was a postdoctoral fellow and young Assistant Professor at the University of Arizona before arriving to UBC in 2002. I have an active research lab, with undergrad and grad …
Celeste Leander’s How-To Primer on Ungrading
In this month’s Teaching Spotlight, Celeste Leander explains why and how she ditched exams and began ungrading. Based on her experience, she offers relevant tips and a sample student self-assessment form that can be used by others who might want to try ungrading in their courses. You can read more about Celeste’s experiences with ungrading …
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Overcoming the Curse of Knowledge
By Christine Goedhart Have you ever thought that you clearly explained something to your students, but were met with blank stares and looks of confusion? If so, then you were probably experiencing the Curse of Knowledge. The Curse of Knowledge happens when you know something so well that you no longer remember what it’s like …
Teaching more by grading less (or differently)
Do you feel like you spend too much time grading? Do you want grading to better serve you and your students? This month’s Interesting Read provides a brief history of grading in higher education, describes different purposes of grading, and offers some ways to approach grading so that you can teach more by grading less …
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TA Spotlight – Gaurav Singh-Varma
My name is Gaurav and I’m originally from Princeton, New Jersey. I got my BSc undergraduate degree in Biology at UBC and I am currently a 2nd year Master’s student in the Department of Zoology. I’m working in the Claire Kremen lab, which is also known as the Working to Restore Connectivity and Sustainability (WoRCS) …
Boost Student Engagement, Learning, and Connection Through Storytelling
By Christine Goedhart I was sitting in the back of a large lecture classroom one day when something striking happened. We were about halfway into a 50-minute class session and I could tell that the students were getting a bit distracted—some students had picked up their phones and were scrolling under the table, some with …
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The Case for Student-Authored Scientist Spotlights
Scientist Spotlights have previously been shown to increase students’ relatability to and perception of scientists and enhance student science identity. This month’s Interesting Read makes the case for engaging students in the creation of Scientist Spotlights to leverage students’ authentic perspectives and unique cultural assets and increase the likelihood that the Scientist Spotlights produced will …
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Teaching Spotlight – Getting to Know Diverse Scientists in BIOL 336
The scientists featured in biology textbooks and courses tend to be males of European decent, but in reality, scientists are much more diverse, representing different ethnicities, sexes, genders, abilities, sexual orientations, and backgrounds. In BIOL 336, students get the chance to explore this diversity by engaging in a tutorial activity where they select an evolutionary …
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