Field-based instruction
Applied Data Analysis & Directed Studies in Marine Sciences
Visiting Teaching Faculty, Bamfield Marine Sciences Centre (2021)
These two courses, as part of the Fall Program at the BMSC, are focused on guiding and mentoring students through their independent research projects. The aim of Directed Studies in Marine Sciences (DS) was for students to learn how to plan and execute a research project independently or in pairs, from literature reviews, research proposals, data collection and analysis, to communication of findings in a public symposium. The aim of Applied Data Analysis in Marine Sciences (ADA) was to provide a practical introduction to the best practices in data analyses, experimental design, and scientific inference for applied questions in marine biology. Students were introduced to both the quantitative aspect of biological sciences as well as practical coding implementations in R. The topics, particularly the statistical analyses, were adapted to be directly applicable to the Directed Studies projects proposed and undertaken by the students.
Field School in Ecology
Instructor, Kananaskis Biogeosciences Institute (2016)
In this position, I brought together lectures, museum collections, and field sampling techniques in an aquatic ecology module focused on the biodiversity of freshwater fishes in Alberta at the Kananaskis Biogeosciences Centre. This is a core course requirement for Ecology majors at the University of Calgary. Students developed their own research questions, collected their data, and presented their research in a student symposium at the end of the course.
Functional Ecology
Head Teaching Assistant, Bamfield Marine Sciences Centre (2016)
As the head TA in a course based at the Bamfield Marine Sciences Centre (BMSC), we integrated lecture, lab, and field components to focus on the form and function in plants and animals in the ecological context of their natural habitat. Students explored the biomechanics of organisms from garter snakes to sea stars to fishes using high speed video, force meters, and flumes. I worked with Dr. Tim Higham (UC Riverside) in course design, lab creation, field planning, and project supervision, as well as assisting in teaching avenues of the course, including guest lectures.
Biodiversity of Marine Fishes
Head Teaching Assistant, Bamfield Marine Sciences Centre (2015)
As the head TA in a course based at BMSC, we integrated lecture, lab, and field components to focus on the ecology, evolution, and diversity of marine fishes of the Pacific Northwest. Over six weeks, students explored a variety of ecological aspects of marine and freshwater fishes in the field and in lab, with their work culminating in a public research symposium. I worked with Drs. Sean Rogers (UCalgary) and Tim Higham (UC Riverside) in course design, lab creation, field planning, and project supervision, as well as assisting in all teaching avenues of the course, including guest lectures.
Visiting Teaching Faculty, Bamfield Marine Sciences Centre (2021)
These two courses, as part of the Fall Program at the BMSC, are focused on guiding and mentoring students through their independent research projects. The aim of Directed Studies in Marine Sciences (DS) was for students to learn how to plan and execute a research project independently or in pairs, from literature reviews, research proposals, data collection and analysis, to communication of findings in a public symposium. The aim of Applied Data Analysis in Marine Sciences (ADA) was to provide a practical introduction to the best practices in data analyses, experimental design, and scientific inference for applied questions in marine biology. Students were introduced to both the quantitative aspect of biological sciences as well as practical coding implementations in R. The topics, particularly the statistical analyses, were adapted to be directly applicable to the Directed Studies projects proposed and undertaken by the students.
Field School in Ecology
Instructor, Kananaskis Biogeosciences Institute (2016)
In this position, I brought together lectures, museum collections, and field sampling techniques in an aquatic ecology module focused on the biodiversity of freshwater fishes in Alberta at the Kananaskis Biogeosciences Centre. This is a core course requirement for Ecology majors at the University of Calgary. Students developed their own research questions, collected their data, and presented their research in a student symposium at the end of the course.
Functional Ecology
Head Teaching Assistant, Bamfield Marine Sciences Centre (2016)
As the head TA in a course based at the Bamfield Marine Sciences Centre (BMSC), we integrated lecture, lab, and field components to focus on the form and function in plants and animals in the ecological context of their natural habitat. Students explored the biomechanics of organisms from garter snakes to sea stars to fishes using high speed video, force meters, and flumes. I worked with Dr. Tim Higham (UC Riverside) in course design, lab creation, field planning, and project supervision, as well as assisting in teaching avenues of the course, including guest lectures.
Biodiversity of Marine Fishes
Head Teaching Assistant, Bamfield Marine Sciences Centre (2015)
As the head TA in a course based at BMSC, we integrated lecture, lab, and field components to focus on the ecology, evolution, and diversity of marine fishes of the Pacific Northwest. Over six weeks, students explored a variety of ecological aspects of marine and freshwater fishes in the field and in lab, with their work culminating in a public research symposium. I worked with Drs. Sean Rogers (UCalgary) and Tim Higham (UC Riverside) in course design, lab creation, field planning, and project supervision, as well as assisting in all teaching avenues of the course, including guest lectures.
Lecture & lab instruction
Principles of Ecology and Evolution
Instructor & Course Coordinator, Mount Royal University (2022, 2023)
Principles of Ecology
Instructor & Course Coordinator, University of Calgary (2018)
This core requirement for natural, biological, and environmental sciences degree programs that introduces students to ecological principles and theories across a range of systems, assessing interactions between organisms at individual, population, community, and ecosystem scales. I used case-based teaching methods in lecture with case studies that utilized peer-to-peer learning and process-oriented guided inquiry (POGIL) worksheet activities. I also integrated a classroom response clicker system throughout the semester to increase student engagement and encourage think-pair-share discussions during classes.
Lab Coordinator, University of Calgary (2017, 2018)
The lab sections were structured around a Course-based Authentic Research Experience in which students develop and carry out their own team-based research projects, from hypothesis creation and study design to data collection and written communication of their science. Throughout the semester, students completed lab exercises and experiments in teams, were assessed with the iRAT/tRAT/IF-AT system, and used team-based learning techniques to explore ecological principles on individual to ecosystem scales.
Peer Mentoring and Collaborative Learning in Science
Sponsor Instructor, University of Calgary (2018)
The high-impact teaching practices that I implemented in my Principles of Ecology lectures were supported and facilitated by six upper-level undergraduate students who I sponsored as Peer Mentors (PMs) in my class. Together, we created tutorials on lecture and lab content for the PMs to deliver to the students outside of class time in near-peer and peer-to-peer tutorials. The PMs also assisted in the activity-heavy case studies during lecture throughout the semester.
Instructor & Course Coordinator, Mount Royal University (2022, 2023)
Principles of Ecology
Instructor & Course Coordinator, University of Calgary (2018)
This core requirement for natural, biological, and environmental sciences degree programs that introduces students to ecological principles and theories across a range of systems, assessing interactions between organisms at individual, population, community, and ecosystem scales. I used case-based teaching methods in lecture with case studies that utilized peer-to-peer learning and process-oriented guided inquiry (POGIL) worksheet activities. I also integrated a classroom response clicker system throughout the semester to increase student engagement and encourage think-pair-share discussions during classes.
Lab Coordinator, University of Calgary (2017, 2018)
The lab sections were structured around a Course-based Authentic Research Experience in which students develop and carry out their own team-based research projects, from hypothesis creation and study design to data collection and written communication of their science. Throughout the semester, students completed lab exercises and experiments in teams, were assessed with the iRAT/tRAT/IF-AT system, and used team-based learning techniques to explore ecological principles on individual to ecosystem scales.
Peer Mentoring and Collaborative Learning in Science
Sponsor Instructor, University of Calgary (2018)
The high-impact teaching practices that I implemented in my Principles of Ecology lectures were supported and facilitated by six upper-level undergraduate students who I sponsored as Peer Mentors (PMs) in my class. Together, we created tutorials on lecture and lab content for the PMs to deliver to the students outside of class time in near-peer and peer-to-peer tutorials. The PMs also assisted in the activity-heavy case studies during lecture throughout the semester.
Curriculum development
DNA, Inheritance, and Evolution
Development Coordinator, University of Calgary (2019)
As the development lead, I secured funding for the development of a scaffolded paper discussion framework focused on scientific comprehension and literacy for first-year students. I created four assessments for primary articles related to both the current first-year material and the core second-year courses, each with clear learning outcomes, assessment guidelines, teaching notes, and student study resources. The effectiveness of the assignment structure is assessed with a Likert-style formative assessment I developed for students to complete at multiple points in their degree stream.
Development Coordinator, University of Calgary (2019)
As the development lead, I secured funding for the development of a scaffolded paper discussion framework focused on scientific comprehension and literacy for first-year students. I created four assessments for primary articles related to both the current first-year material and the core second-year courses, each with clear learning outcomes, assessment guidelines, teaching notes, and student study resources. The effectiveness of the assignment structure is assessed with a Likert-style formative assessment I developed for students to complete at multiple points in their degree stream.
Lecture & lab teaching assistantships
Aquatic Communities and Ecosystems, University of Calgary (2015, 2016)
Principles of Ecology, University of Calgary (2015, Head TA: 2016, 2017)
Principles of Ecology, University of Calgary (2015, Head TA: 2016, 2017)
Professional development
Honours & Awards
University of Calgary High-Impact Active Learning Practices Grant (2019)
Western Canadian Universities Marine Sciences Society Teaching Scholarship (2016)
University of Calgary Students' Union Teaching Excellence Award (2015-16)
Western Canadian Universities Marine Sciences Society Teaching Scholarship (2015)
Conferences
Taylor Institute Conference on Postsecondary Teaching and Learning 2018: Students as Creators, Drivers, Innovators, and Collaborators
Taylor Institute Conference on Postsecondary Teaching and Learning 2017: Conversations that Matter
Training
University of Calgary Graduate Student Teaching Development badge
University of Calgary High-Impact Active Learning Practices Grant (2019)
Western Canadian Universities Marine Sciences Society Teaching Scholarship (2016)
University of Calgary Students' Union Teaching Excellence Award (2015-16)
Western Canadian Universities Marine Sciences Society Teaching Scholarship (2015)
Conferences
Taylor Institute Conference on Postsecondary Teaching and Learning 2018: Students as Creators, Drivers, Innovators, and Collaborators
Taylor Institute Conference on Postsecondary Teaching and Learning 2017: Conversations that Matter
Training
University of Calgary Graduate Student Teaching Development badge
Guest Lectures
Genetics (BIOL 2101, undergraduate), Mount Royal University (2022, 2023)
Evolutionary Genomics (OEB 275R, graduate), Harvard University (2019)
DNA, Inheritance, and Evolution (BIOL 243, undergraduate), University of Calgary (2017)
Molecular Ecology and Evolution (ECOL 529, undergraduate and graduate), University of Calgary (2014, 2016)
Aquatic Communities and Ecosystems (ECOL 417, undergraduate), University of Calgary (2015)
Evolutionary Genomics (OEB 275R, graduate), Harvard University (2019)
DNA, Inheritance, and Evolution (BIOL 243, undergraduate), University of Calgary (2017)
Molecular Ecology and Evolution (ECOL 529, undergraduate and graduate), University of Calgary (2014, 2016)
Aquatic Communities and Ecosystems (ECOL 417, undergraduate), University of Calgary (2015)