teaching at queen's university
BIOL 330 |
Cell Biology
An introduction to the cellular basis of biological variation. The course explores the control of cell function exerted by the nucleus, the pathways for building and fueling cells, and the control of integrative cellular events. |
BIOL 334 |
Plant Physiology
The course examines various aspects of plant cell biology, physiology, and biochemistry including carbon and nitrogen metabolism (photosynthesis, respiration, etc.), water relations, mineral nutrition, response to environmental stress, roles of plant hormones, plant biotechnology. |
BIOL 502 |
Plant Cellular Responses to Environmental Stress
Plants have adapted robust ways to survive in a changing environment. This course will dissect signal transduction pathways and other molecular responses that are activated in plant cells exposed to environmental stresses such as pathogen infection, drought, or temperature fluctuations. Students will explore and critically evaluate current literature in plant molecular biology and genetics. Emphasis will be placed on understanding techniques used to investigate changes in gene expression, protein-protein interactions, sub-cellular localization, as well as the analysis of mutant and transgenic plant lines. Major assignments will be journal club presentations and writing a mini grant proposal. |
BIOL 825 |
Professional Development for Biologists
This course provides the opportunity for graduate students to develop professional skills. Students start with an Individual Development Plan and the course instructors assist students in identifying training modules to suit their needs. We will capitalize on existing excellent training programs such as NSERC/Mitacs Professional Development series, SGSPA modules, modules through the Smith School of Business, Career Services, society-run modules, and more. All external modules need approval by the course instructors. Students must take at least 1-2 external modules per term; it is possible that some of these can be coordinated together with the rest of the cohort, but these modules are probably best done independently with post-discussion and reflection exercises including developing action plans. The class will additionally meet twice in the fall and twice in the winter for workshops/discussions organized by the course instructors. Topics are flexible but could include: time management strategies, project management strategies, teaching skills, working in a team, conflict resolution, leadership skills, EDII, preparing CVs, resumes, and cover letters, and more. It is expected that students complete 10 training modules in addition to the in-class sessions. |
BIOL 870 |
Classical Studies in Molecular Biology
In this graduate-level course we will explore advances in molecular biology and genetics with a historical perspective. We will read classical papers outlining major discoveries such as the molecular structure of nucleic acids, the genetic code, the genetic basis of inheritance, and others. Classical studies will be paired with modern studies that build upon these earlier findings. Modern studies will change each year depending on the interests of the students. A major goal of the course is to gain an appreciation for how creativity and carefully designed experiments drive innovation. |
Philosophy |
Encourage learning through experience
There is really no better way to learn scientific principles and methods than to actually do them. And, to make (and learn from) mistakes along the way. Courses with laboratory modules and independent research projects truly enhance theoretical learning, stimulate scientific curiosity, and provide excellent training for scientific careers. Establish an enjoyable working environment Research is, after all, a lot of fun. I aim to get students excited about what they are studying so that they enjoy learning. My goal is to be a kind and approachable teacher without compromising on excellence. Students learn better when they feel comfortable asking questions or raising points of discussion. Inspire creativity and collaboration Science is a creative and collaborative process, and these attributes should be encouraged right from the very early stages of learning. Scientists often need to develop creative and interdisciplinary approaches to address their research questions. Group projects are a great way to learn how to work as a team to incorporate different ideas and perspectives. Build up from solid foundations Conquering first principles allows for the development of more complex ideas and theories grounded in good scientific reasoning. I have found this to be particularly true when teaching and learning genetics. If you master Mendel’s peas, higher-level genetics and genomics will follow logically. For this reason, early-level courses and basic projects are extremely important to learning. Foster independent and critical thinking Students must be able to acquire information and critically evaluate it. They need to know how to think independently, develop opinions, and defend those opinions. Encouraging independent inquiry through literature-based assignments and undergraduate research projects are great ways to develop these skills. Participating in journal clubs and presenting work regularly at lab meetings are additional ways this can be promoted. Critical evaluation of published and ongoing work is a valuable exercise that teaches students about the scientific process and the importance of including appropriate controls in every experiment. |