Our undergraduate programs have undergone revisions in the last five years to refine, streamline and create more identity. Specifically, these include changes to Bachelor of Science, Life Sciences (BSc LS), Bachelor of Science, Public Health & Data (BSc PH&D) and Bachelor of Arts (BA) degrees, and their respective honours degrees.

 I have undertaken various roles in these processes, including UGSC committee member, BA vision planning committee member, discussion lead for BSc Life Sciences lab curriculum changes, UGSC committee chair, and representative to Senate Committee on Undergraduate Studies. 

I have been involved at some level to changes in all of our programs.

As a Member

Advocated for Developing Undergraduate Educational Goals (UEGs)

• Participated in meetings and retreats to establish UEGs.Faculty ratified these goals in 2018.

Curriculum Mapping Retreats

• Engaged in retreats to assess alignment and gaps concerning UEGs.

Leadership Retreats for Program Changes

• Contributed to defining specific changes to all programs.

Skill Scaffolding Projects

• Collaborated with working groups to develop projects, notably with the Writing Skills Working Group.

BSc LS Curriculum Working Group

• Contributed ideas which were later approved during administrative leave.

As Chair

BA Program Revision Working Group:

• Contributed to discussions shaping the new BA program vision

• Led committee to review and pass program interim enhancements to the program

• Represented changes to the University Senate Committee for approval.

BSc Public Health & Data Program Changes

• Led approval and implementation process of changes developed by a working group.

BSc LS Lab Curriculum Changes

• Directed discussions on lab curriculum changes and logistics to enhance lab offerings.

Program Assessment Collaboration: I

• nitiated collaboration with a program assessment expert following external review feedback.

CEPH Accreditation: 

• Prepared self-study documents for accreditation.

Increased Writing Course Options

• Advocated for more writing course options in the lower division across all programs, resulting in the inclusion of world literature to satisfy a writing requirement.

Summary of Program Changes I've Contributed to:

Bachelor of Arts (BA)

1. • Added HSCI 220 - Indigenous Experiences of Health in Canada as a required course to solidify learning in Indigenous health needs.

   • Introduced disciplinary specialties: Communication series, Ecosystem series, Politics series.

   • Increased upper division requirements.

Bachelor of Science, Life Sciences (BSc LS)

1. • Introduced specialty pathways: Immunology, Virology, Toxicology for third-year students.

   • Required third-year students to choose a prerequisite theory course for fourth-year labs.

   • Developed a third-year lab course for specialized training.

   • Added more English courses in the lower division.

Bachelor of Science, Public Health & Data (BSc PH&D)

1. • Reduced biological sciences and chemistry courses.

   • Increased focus on economics, epidemiology, and research methods.

   • Moved exploratory epidemiology and research methods courses to the second year.

   • Created a new required course in applied epidemiology for the third year.

   • Made an upper-division exploratory data analysis course mandatory.

   • Added writing and statistics options.

   • Renamed the program from Population and Quantitative Health Sciences (PQHS) to Public Health & Data (PH&D).

More on our undergraduate programs can be found here: https://www.sfu.ca/fhs/undergraduate/prospective/programs.html

I have

• Been a consistent advocate for developing teaching culture in the FHS. This is shown through my work as Faculty Teaching Fellow and Co-Lead, Education Challenge Area (See leadership page).

• Worked with the Tenure Promotion Committee on ways to assess teaching quality within the faculty (see leadership page).

• Served on Teaching and Learning Symposium planning committees (see service page).

• Undertaken inquiry projects on my teaching practice to enhance student learning in an evidence-based way (see scholarship page).

• Experimented with my teaching and shared those experiments with colleagues in seminars or symposia (see scholarship page and publications page).

• Redesigned courses using backwards design principles and added novel assessments to my classes (See HSCI 212 - Perspectives on Infectious and Immunological Diseases).

• Worked with students to co-design a course experience (see HSCI 482 - Senior Seminar in Infectious Diseases).

• Written case studies for use in my course (See HSCI 212 - Perspectives on Infectious and Immunological Diseases).

• Worked to decolonize my teaching in two courses (See HSCI 100 - Human Biology and HSCI 220 - Indigenous Experiences of Health in Canada).

• Redesigned an exclusively lecture-based course to include in-class discussions and writing assignments for a general audience (see HSCI 338 - Animal Virology).