Sunita Chowrira

Professor of Teaching
Associate Head of Biology

Academic History

Certificate on Curriculum and Pedagogy in Higher Education: International Program for the Scholarship of Educational Leadership – UBC (2016)
Research Associate – UBC (2000 – 2005)
Postdoctoral Fellow – Washington State University, USA (1997 – 1998) & Max Planck Institute for Chemical Ecology, Germany (1999 – 2000)
Ph.D. Genetics and Cell Biology – Washington State University, USA (1997)
B.Sc. and M.Sc. Univ. of Agricultural Sciences, India (1986, 1988)

Contact Information

chowrira@mail.ubc.ca
604-822-5508
Office: Biological Sciences Building, room 4007

Awards

Faculty of Science Achievement Award for Service (2013)
Killam Teaching Award (2011).

Teaching Interests

“Teaching occurs only when learning takes place.” This statement from Bain (2004) is one of the main guiding principles underlying my learner-centered teaching philosophy, and shapes my practice by paying attention to:

Learners & their learning: “Learning by doing” – learning is an active process, and learners have to “do” to learn. My lesson plans involve lots of work in the classroom and in exams – working through problem, drawing models, graphs, interpreting data, and working through case studies.

“The learning path” shown, was developed within the Flexible Learning initiative, BioFlex pilot (2013 – 2016), to provide a deliberate and integrated framework for the blended and active-learning experience. This is now widely used across many Biology courses.

Individual and group activities incorporated in the classroom provide many opportunities to practice higher order cognitive skills in a supported environment (Tanner, 2013).

Students engaged in a two-stage collaborative exam. http://flexible.learning.ubc.ca/case-studies/the-bioflex-approach/

My role as a teacher in supporting the learners and their learning: Learning is a “messy” process (MacKeracher, 2004) and it is the learner who has to “do” the learning. I see my role in this difficult and laborious process to be that of a coach, who instills excitement for the learning, and helps them find the right direction by providing clarity and support in their learning endeavour.
Fostering an inclusive classroom for all students: As a constructivist teacher, I acknowledge that my students enter the classroom with prior knowledge that is shaped by their culture, lived experiences and previous education (Esteban-Guitart & Moll, 2014). Each student will interpret the content I present differently as they attempt to fit the new material within their current framework of knowledge. As students experience cognitive dissonance (Festinger, 1957) and struggle with accommodating and “fitting” the new knowledge, my role as the teacher is to support and guide them as they construct meaning for themselves in a classroom environment that is safe, inclusive and empowering.
Scholarship of teaching and learning (SoTL) to sustain learning: I believe that documenting and disseminating practice-based evidence is as important as engaging in evidence-based practice. Discipline-based education research in biology being the current focus of my SoTL work, in close collaboration with my colleagues, I am exploring and assessing the effectiveness of pedagogical approaches such as the productive failure and desired difficulty in deep learning. I provide opportunities for self-regulated learning in my courses by sharing various practices to enhance metacognition.

Courses Taught/Teaching

BIOL 112: Biology of the Cell
BIOL 200: Fundamentals of Cell Biology
BIOL 201: Introduction to Biochemistry
BIOL 436: Integrated Functional Genomics
BIOL 535: Teaching and Learning in the Life Sciences

Selected Publications

Peer-Reviewed SoTL Publication

Sunita G. Chowrira*, Karen M. Smith*, Patrick J. Dubois, and Ido Roll. 2019. DIY Productive Failure: boosting performance in a large undergraduate biology course. NPJ Science of Learning – https://www.nature.com/articles/s41539-019-0040-6. *co-first authors.

“Early failure supports future learning – students first struggled to solve complex problems, which primed them to learn the expert solution via a series of interactive activities – activating prior knowledge, then sifting through the available information, to arrive at a solution. This approach, termed Productive Failure, can lead to significant benefits compared with the more conventional instruction.”

Other SoTL Publications and Presentations

Oh-McGinnis, R., Deane, T., Taylor, J., Smith, K., Birol, G., and Chowrira, S.G. (2013) Transcription and Translation Concept Inventory. https://q4b.biology.ubc.ca/
Sunita G. Chowrira, Karen M. Smith, Gülnur Birol. (2018) “The BioFlex approach – Supporting first-year student success in large-class Biology and more.” in the session entitled, “Biology Education and Class Size: Challenges, Opportunities and Strategies for Scaling Teaching” Society for Experimental Biology (SEB) Annual Meeting, Florence, Italy
Chowrira, S.G. and Smith, K. (June 16 – 19, 2015) Flexible classroom trends in Biology – Promoting active learning with appropriate supportive scaffolding – the BioFlex approach. STLHE Conference presentation, Vancouver
Chowrira, S.G, Kalas, P., Smith, K., Jeffery, E. (May 2015) The BioFlex Approach – how the trend is catching on…..”Tipping Point” presentation, UBC CTLT Institute
Chowrira, S.G., Kalas, P., Smith, K., and Jeffery, E. (Nov. 18, 2014) BioFlex Classroom Trends: So addictive and contagious. Science Supper Series presentation, UBC
Smith, K and Chowrira, S.G. (Nov 14, 2014) Assignment of Learning Activities: Does sequence Matter? A Ninety-minutes interactive presentation at the SITL (Symposium on Scholarly Inquiry into Teaching and Learning) conference, Vancouver, BC
Roll, I., Birol, G., Kalas, P., Chowrira, S.G. (July 23 – 25, 2014) Is this working? An evaluation framework for teaching and learning in university courses. Workshop (90 minutes) at Improving University Teaching (IUT) Conference, UBC.

References:

Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.
Esteban-Guitart, M., & Moll, L.C. (2014). Funds of identity: A new concept based on the Funds of Knowledge approach. Culture & Psychology, 20(1), 31-48.
Festinger, L. (1957). A Theory of Cognitive Dissonance. Stanford, CA: Stanford University Press.
MacKeracher, D. (2004) Making Sense of Adult Learning. Toronto: University of Toronto Press.
Tanner, K.D. (2013). Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity. CBE-Life Sciences Education. Vol. 12, 322–331.

Craig Berezowsky

Associate Professor of Teaching

Academic History

B.Sc.(h) Biology University of Saskatchewan
M.Sc. Microbial Genetics University of Saskatchewan
Ph.D. Molecular Biology & Genetics University of Guelph

Contact Information

craigber@mail.ubc.ca
604-822-0967

Teaching Interests

Currently my position at the University of British Columbia is to coordinate and teach Biol 234 (Fundamentals of Genetics), Biology 335 (Molecular Genetics) and Biology 344 (Human Genetics).

My graduate research included genetic characterization of E.coli minicells during my M.Sc. My supervisor obtained the first patent on a living organism in Canada and developed a natural live vaccine against neo-natal calf scours. My Ph.D. work was on isogene switching in muscle cells and my supervisor and I were the second to publish using RT-PCR as a technique we developed as an alternative to Northern Blots. During my time at UBC I had the opportunity to work on characterizing expressed human CNR1 (CB1) and CNR2 (CB2) GPCR receptors in a photon emission assay developed using insect cells grown in tissue culture.

The underlying consideration in my teaching philosophy is allowing students to learn and apply scientific concepts in a fun and interesting manner. I try to prepare and maintain a comfortable classroom environment in which students in their learning process. I strive to get students to think about their own way of thinking. No matter what the subject matter, I try to teach my students to think like scientists and specifically like geneticists. Students need to be constantly challenged and become proactive in their learning. A relaxed classroom environment encourages student participation including the asking of questions and sometimes slightly off-topic subject matter discussions which are often interesting and informative.

I believe in presenting any course material in the simplest, most straight forward manner possible. The main goal of my approach to teaching is to develop student self-reliance, group learning, problem based learning, and to lead students away from memorization.

Courses Taught/Teaching

BIOL 234 Fundamentals of Genetics
BIOL 334 Introductory Genetics
BIOL 335 Molecular Genetics
BIOL 344 Human Genetics

Gary Bradfield

Professor Emeritus

Academic History

B.Sc. (Hons.) (1970), Univ. Western Ontario;
M.Sc. (1972), Univ. Western Ontario;
Ph.D. (1977) Monash University, Melbourne, Australia.

My Links

Current research topics in Bradfield Lab
Radio Interview

Contact Information

garyb@mail.ubc.ca

Research Interests

My research falls generally in the area of plant community ecology involving the descriptive and correlative analysis of vegetation – environmental relationships. I am also interested in the development of vegetation pattern and organization through time, and in determining the factors that influence community change and the spatial/temporal scales on which they operate. My students and I are currently conducting research in three areas: (1) Coastal marshes and bogs, including plant community structure and restoration of damaged ecosystems. (2) Effects of habitat fragmentation on plant functional groups, including diversity changes in bryophytes, lichens, and vascular plants after logging in coastal forests. (3) Natural disturbances and ecosystem linkages in montane forests, including the relationships between tree size/age distributions, environmental conditions, and disturbance history at the tree, stand, and landscape scales.

Selected Publications

Baldwin, L.K., C.L. Petersen, G.E. Bradfield, W.M. Jones, S.T. Black, and J. Karakatsoulis. 2012. Bryophyte response to forest canopy treatments within the riparian zone of high-elevation small streams. Canadian Journal of Forest Research 42: 141-156.

Sadler, K.D., and G.E. Bradfield. 2010. Ecological facets of plant species rarity in rock outcrop ecosystems of the Gulf Islands, British Columbia. Botany, 88:429-434.

Baldwin, L.K., and G.E. Bradfield. 2010. Resilience of bryophyte communities in regenerating matrix forests after logging in temperate rainforests of coastal British Columbia. Botany, 88:297-314.

Campbell, J., G.E. Bradfield, C.E. Prescott, and A.L. Fredeen. 2010. The influence of overstorey Populus on epiphytic lichens in sub-boreal spruce forests of British Columbia. Canadian Journal of Forest Research, 40:143-154.

Rowland, S.M., C.E. Prescott, S.J. Grayston, S.A. Quideau, and G.E.
Bradfield. 2009. Recreating a functioning forest soil in reclaimed oil sands in northern Alberta: An approach for measuring success in ecological restoration. In Press. Journal of Environmental Quality.

Stark, K.E., A. Arsenault, and G.E. Bradfield. 2008. Variation in soil seed bank species composition of a dry coniferous forest: spatial scale and sampling considerations. Plant Ecology 197:173-181.

Baldwin, L., and G.E. Bradfield. 2007. Bryophyte responses to fragmentation in temperate coastal rainforests: a functional group approach. Biological Conservation 136:408-422.

Bradfield, G.E. and K.D. Sadler (2006). Transient assemblage dynamics of terrestrial bryophytes in a subalpine forest. The Bryologist 109(1): 18-25.

Stark, K.E., A. Arsenault, and G.E. Bradfield. 2006. Soil seed banks and plant community assembly following disturbance by fire and logging in Interior Douglas-fir forests of south-central British Columbia. Canadian Journal of Botany 84: 1548-1560.

MacDougall, A.S., Boucher, J., Turkington, R., and G.E. Bradfield (2006). Patterns of plant invasion along an environmental stress gradient. Journal of Vegetation Science 17: 47-56.

Baldwin, L.K., and G.E. Bradfield. (2005). Bryophyte community differences between edge and interior environments in temperate rainforests fragments of coastal British Columbia. Canadian J. Forest Research 35: 580-592.

Lewis, G.J., and G.E. Bradfield. (2003). A floristic and ecological analysis at the Tulameen ultramafic (serpentine) complex, Southern British Columbia, Canada. Davidsonia 14(4): 121-128, 131-134, 137-144.

Clark, D., J. Antos, and G.E. Bradfield. (2003). Succession in sub-boreal forests of west-central British Columbia. Journal of Vegetation Science, 14:721-732.

Rajakaruna, N., G.E. Bradfield, B.A. Bohm, and J. Whitton. (2003). Adaptive differentiation in response to water stress by edaphic races of Lasthenia californica (Asteraceae). International Journal of Plant Sciences. 164(3): 371-376.

Drewa, P. and G.E. Bradfield. (2000). Large scale related effects on the determination of plant communities and relationships with environmental variables. Community Ecology. 1:157-164.

Dawe, N.K., G.E. Bradfield, W.S. Boyd, D. Tretheway, and A.N. Zolbrod. (2000). Marsh creation in a northern Pacific estuary: Is thirteen years of monitoring vegetation dynamics enough? Conservation Ecology. http:/www.consecol.org/vol4/iss2/art12

Binney, E., and G.E. Bradfield. (2000). An initial comparison of growth rates in the rare grass, Achnatherum hendersonii, and its common associate, Poa secunda. Ecological Research. 15: 181-185.

Sadler, K.D., and G.E. Bradfield. (2000). Microscale distribution patterns of terrestrial bryophytes in a subalpine forest: the use of logistic regression as an interpretive tool. Community Ecology. 1:57-64.

Hagerman, SM, MD Jones, GE Bradfield, M Gillespie, SM Sakakibara & DM Durall. 1999. Effects of clear-cut logging on the diversity and persistence of ectomycorrhizas in a subalpine forest. Can. J. For. Res. 29: 124-134.

Zhang, W & GE Bradfield. Quantifying aerial photo polygon complexity on a subalpine landscape of Wells Gray Park, British Columbia. In: Proc. Conf. on Biology and Management of Species and Habitats at Risk. University College of the Cariboo, Kamloops, B.C., Feb. 15-19, 1999. pp. 209-213.

Bradfield, GE, W. Zhang & A. Arsenault. Plant communities and natural disturbances in the ESSF of southern Wells Gray Park. In: Proc. Conf. on Ecosystem Dynamics and Silvicultural Systems in Interior Wet-belt ESSF-ICH Forests. University of Northern British Columbia, June 10-12, 1997. pp. 13-14 (Abstract).

Liang, Q, IS Otvos, & GE Bradfield. 1997. Forest roadside sampling of larvae and adults of the western hemlock looper Lambdina fiscellaria Iugubrosa. Forest Ecology and Management. 93: 45-53.

Brulisauer, A, GE Bradfield, & J Maze. 1996. Quantifying organizational change after fire in lodgepole pine forest understory. Can. J. Bot. 74: 1773-1782.

Arsenault, A, & GE Bradfield. 1995. Structural-compositional variation in three age classes of temperate rainforest in south-coastal British Columbia. Can. J. Bot. 73: 54-64.

Guus Bakkeren

Adjunct Professor

Academic History

B.Sc., M.Sc, Wageningen Agricultural U., Netherlands (1984);
Ph.D., U. of Basel, Switzerland (1989);
PDF, Friedrich Miescher Institut, Basel, Switzerland (1990);
Research Associate, Biotechnology Laboratory, UBC (1990-1997);
Research Scientist, Agriculture & Agri-Food Canada, PARC, Summerland, BC (1998-present).

My Links:

ResearchGate Profile and pub list

Contact Information

guus.bakkeren@agr.gc.ca

Research Interests

Molecular genetic and cell biological understanding of plant-microbial interactions including attributes that make microbes pathogenic such as pathogenicity and virulence factors including fungal mating systems. Plant responses to infection such as recognition and accommodation of biotrophic fungi. Action of effectors that may jam host defence signalling networks, but also effectors that elicit defense and resistance responses (avirulence effectors).

My research program at Agriculture and Agri-Food Canada, Summerland Research and Development Center is geared towards the broader goal of contributing to the efforts to combat biotic stresses in cereal crops. We want to understand plant-pathogen interactions in the leaf rust/wheat & Ustilago hordei/barley pathosystems on a molecular level and focus on finding fungal factors essential for pathogenic development on or in the host that could be targets for highly specific inhibitors. Such sophisticated “fungicides” can be produced in antagonistic microbes, applied as crop dressings or produced in crop plants modified through biotechnology. We are interested in why only certain microbes are pathogenic on certain plants. We want to study genes that therefore can be defined as pathogenicity factors and contribute to host range. Pathogens can be more or less virulent or aggressive upon infection, a phenomenon that is often controlled by the additive effect of many “virulence” or “fitness” genes, more recently identified as coding for effectors. Genetically superimposed on this “basic compatibility” of a pathogen to cause disease, we can sometimes identify single dominant genes that render it non-virulent. These genes have therefore been dubbed “avirulence” genes and are prime targets of research in many laboratories because they are (genetically) interacting with cognate plant host resistance genes and determine whether compatible or incompatible interactions will ensue.

Projects on the wheat leaf rust fungus feature generation of genomic resources such as whole genome sequences and their assembly and annotation, transcriptomes, and comparative analyses among many natural isolates. We exploit these resources for functional genomics, proteomics and the study of avirulence and virulence effectors employing molecular genetic and molecular biological methods. This leads to insight into the disease strategies of the pathogens, and the identification of resistance and susceptibility genes which can be exploited to develop strategies for crop protection.

Our efforts will contribute to the development of germplasm harboring broad-spectrum disease resistance and to more environmentally friendly production of crops. Consumers will benefit directly from the availability of cheaper and healthier products which contain reduced or no pesticide residues, and indirectly from a less polluted environment. Producers will benefit from decreasing dependence on toxic pesticides and more economical and environmentally-sustainable production methods.

ASSISTANT PROFESSOR IN FUNGAL DIVERSITY

The Department of Botany in the Faculty of Science at the University of British Columbia in Vancouver seeks candidates for a tenure-track Assistant Professor in the area of Fungal Diversity with an expected start date of July 1, 2024. Applicants conducting innovative research in the area of fungal diversity are encouraged to apply, including those who employ cell biology, molecular biology, genomics, taxonomy, phylogenetics, or related techniques, and whose research includes the collection and use of field samples, and/or museum collections to address fundamental questions on the diversity, ecology, comparative genomics and/or evolution of fungi.

The position requires a Ph.D. degree postdoctoral experience and an exceptional research track record. Responsibilities include establishing and conducting an internationally competitive and externally funded research program, commitment to and excellence of teaching at both the undergraduate and graduate levels, supervising graduate students, and participating in service roles contributing to the department, university and academic/scientific community. The successful applicant will have a strong commitment to equity, diversity and inclusion to create a welcoming community for all, particularly those who are historically, persistently or systemically marginalized or disadvantaged. In evaluating candidates, we may also consider evidence of leadership within the candidate’s community, contributions to fostering diversity equity and inclusion, and demonstrated interest in evidence-based teaching approaches. The position includes opportunities for strong interaction with UBC’s Biodiversity Research Centre, Michael Smith Laboratories (MSL), Beaty Biodiversity Museum, UBC Botanical Garden, Faculty of Land & Food Systems, and the Faculty of Forestry.

The UBC Department of Botany has 30 research faculty members and is one of the strongest botanical/plant-science-focused departments in North America. We offer a wide range of research and educational programs (https://www.botany.ubc.ca/). The Department of Botany embraces research, teaching and learning at the frontiers of plant, algal, fungal, and protist biology. This organismal diversity is studied at all biological levels, from biochemical, molecular, genomic, and cellular levels, to the evolution of species and domains of life, and the ecology of populations, communities, ecosystems through to the biosphere as a whole. The department collaborates with the Department of Zoology to teach the UBC Biology undergraduate teaching program. The department has a strong tradition of enhanced educational experiences that engage students in research and the scholarship of teaching and learning. Research in the department is supported by the UBC Herbarium, microscopy infrastructure in the Bioimaging Facility (BIF), the Sequencing Consortium, and the Centre for Plant Growth. Botany Faculty occupy research labs located primarily in two adjacent modern research facilities, the Biosciences Building and the Biodiversity Research Centre.

Applicants should submit via Academic Jobs Online:

https://academicjobsonline.org/ajo/jobs/26297

1. Cover letter (up to 2 pages) that summarizes:

• Your research vision and accomplishments.

• How your expertise, scholarship, and planned research will integrate with the Department of Botany.

• How you have displayed leadership through existing or proposed research, teaching service, community engagement, outreach contributions to equity diversity and inclusion, or other relevant activities.

2. Curriculum vitae, including a list of publications

3. Statement (up to 2 pages) describing your current and proposed research program.

4. Statement (up to 1 page) of teaching philosophy/interests and accomplishments, addressing how you would teach core undergraduate courses in the UBC Biology program.

5. A diversity statement (1 page) describing (1) your past experience and future plans regarding working with a diverse student body, and contributing to a culture of equity and inclusion, and (2) your lived background experience (if comfortable discussing this – not including this will not count against your application).6. Up to three representative publications in PDF format.

7. Names and contact information for three referees.

Applications must be addressed to Botany Head Shawn Mansfield and submitted via Academic Jobs Online https://academicjobsonline.org/ajo/jobs/26297. The closing date for applications is December 15, 2023 at 5pm (Pacific Standard Time).

Additional Information:

The Vancouver campus of UBC is situated on traditional, ancestral, and unceded territory of the xʷməθkʷəy̓əm (Musqueam). UBC hires on the basis of merit and is committed to employment equity. Equity and diversity are essential to academic excellence. An open and diverse community fosters the inclusion of voices that have been underrepresented or discouraged. Inclusion is built by individual and institutional responsibility through continuous engagement with diversity to inspire people, ideas, and actions for a better world. We encourage applications from members of groups that have been marginalized on any grounds enumerated under the B.C. Human Rights Code, including sex, sexual orientation, gender identity or expression, racialization, disability, political belief, religion, marital or family status, age, and/or status as a First Nation, Métis, Inuk, or Indigenous person. In assessing applications, UBC recognizes the legitimate impact that leaves (e.g., parental leave, leave due to illness) can have on a candidate’s record of research achievement. These leaves will be taken into careful consideration during the assessment process.

All qualified candidates are encouraged to apply; however Canadian citizens and permanent residents will be given priority, and members of historically marginalized groups will be given special consideration.

Also, within this hiring process we will make efforts to create an inclusive and equitable process for all candidates (including but not limited to people with disabilities). Confidential accommodations are available on request for applicants who are short-listed by contacting Jessica Sui, Faculty HR Manager at jessica.sui@botany.ubc.ca.

ASSISTANT PROFESSOR IN PLANT DEVELOPMENTAL BIOLOGY

Department of Botany in the Faculty of Science at the University of British Columbia, Vancouver.

Position Description

The Department of Botany in the Faculty of Science at the University of British Columbia in Vancouver seeks candidates for a full-time, tenure track Assistant Professor in the area of Plant Developmental Biology, with start date no earlier than July 1, 2024.

The position requires a minimum of PhD degree, postdoctoral experience, and an exceptional track record in the field of Plant Developmental Biology. The successful candidate is expected to establish an independent and innovative research program using cellular, molecular, genetic and /or genomic approaches to address fundamental mechanisms of plant development, effectively teach and supervise undergraduate and graduate students, and contribute to departmental service. They will also have a strong commitment to equity, diversity and inclusion, to create a welcoming community for all, particularly those who are historically, persistently or systemically marginalized.

In evaluating candidates, we may also consider evidence of leadership within the candidate’s community, and demonstrated interest in evidence-based teaching approaches. The position includes opportunities for strong interaction with UBC’s Biodiversity Research Centre, Michael Smith Laboratories (MSL), Beaty Biodiversity Museum, UBC Botanical Garden, Faculty of Land & Food Systems, and the Faculty of Forestry.

Location Description

The Botany Department, with 30 research faculty members, is one of the strongest botanical/plant-science-focused departments in North America, offering a wide range of research and educational programs (https://www.botany.ubc.ca/). The UBC Botany Department embraces research, teaching and learning at the frontiers of plant/algae, fungi, and protist biology. This organismal diversity is being studied at all biological levels from the biochemical, molecular, genomic and cellular mechanisms underlying plant growth and responses to the changing environment and disease, and from the evolution of species and domains of life, to the ecology of populations, communities, ecosystems, and the biosphere. The Botany Department collaborates with the Zoology Department to teach the UBC Biology undergraduate program. The department has a strong tradition of enhanced educational experiences, engaging undergraduates in research, and scholarship of teaching and learning. Research in the department is supported by the microscopy infrastructure in the Bioimaging Facility, the Sequencing Consortium, and the Centre for Plant Growth.

Application Instructions

Cover letter (up to 2 pages) describing your research vision and accomplishments, how your expertise, scholarship and planned research will integrate with the Department of Botany, with examples of leadership in research, teaching, service, community engagement, outreach, contributions to equity, diversity and inclusion, or other relevant activities.

Curriculum vitae including a list of publications.

Research statement (up to 2 pages) describing your current and proposed research program.

Teaching statement (1-2 pages) describing teaching philosophy/interests and accomplishments, addressing how you will teach core undergraduate courses in the UBC Biology program.

Up to 3 representative publications.

Names and contact information for 3 referees.

Diversity statement (1 page) describing your lived background experience (if comfortable), and your past experience and future plans regarding working with a diverse student body, and contributing to a culture of equity and inclusion. Applicants are encouraged to familiarize themselves with UBC EDI mandates and resources (https://equity.ubc.ca/) when preparing the statement.

Applications must be addressed to Botany Head, Professor Shawn Mansfield and submitted via Academic Jobs Online https://academicjobsonline.org/ajo/jobs/26392. The closing date for applications is December 18, 2023 at 5pm (Pacific Standard Time).

Additional Information:

The Vancouver campus of UBC is situated on traditional, ancestral, and unceded territory of the xʷməθkʷəy̓əm (Musqueam).

UBC hires on the basis of merit and is committed to employment equity. Equity and diversity are essential to academic excellence. An open and diverse community fosters the inclusion of voices that have been underrepresented or discouraged. Inclusion is built by individual and institutional responsibility through continuous engagement with diversity to inspire people, ideas, and actions for a better world. We encourage applications from members of groups that have been marginalized on any grounds enumerated under the B.C. Human Rights Code, including sex, sexual orientation, gender identity or expression, racialization, disability, political belief, religion, marital or family status, age, and/or status as a First Nation, Métis, Inuk, or Indigenous person. In assessing applications, UBC recognizes the legitimate impact that leaves (e.g., parental leave, leave due to illness) can have on a candidate’s record of research achievement. These leaves will be taken into careful consideration during the assessment process.

Sessional Lecturer BIOL 201 Introduction to Biochemistry– 2023 Winter Term 2

Applications are invited for a part time Sessional Lecturer position in 2023 Winter Term 2.

BIOL 201 Introduction to Biochemistry– 3 credits.
Course Description: Biological molecules, protein structure and enzyme action, energy transfer, central metabolic pathways and their regulation. Examples drawn from plants, animals and microorganisms.

Job Description: Primary duties include teaching and coordinating Tutorials and graduate TAs in the course, managing online course assessments using PLOM. The term runs from January 8 – April 30, 2024.

We seek an innovative educator with demonstrated experience in teaching biology using evidence-based and learning-centred pedagogical approaches, mentoring and managing teaching assistants, and engaging students in active learning classroom environment.

Candidates with a Ph.D. in a Biological Sciences discipline preferred, but a senior graduate student close to defending their Ph.D., with relevant coordinating and teaching experience in BIOL 201, and working with PLOM will also be considered.

The current salary for a 3-credit course is $10,000.

Applications should include an up-to-date curriculum vitae, including the names, addresses and e-mail or telephone contact information of three people who can be contacted to provide reference letters, and a teaching statement. Application deadline is December 7, 2023.

Applications should be emailed to Dr. Sunita Chowrira, Associate Head of Biology, chowrira@mail.ubc.ca

Equity and diversity are essential to academic excellence. An open and diverse community fosters the inclusion of voices that have been underrepresented or discouraged. We encourage applications from members of groups that have been marginalized on any grounds enumerated under the B.C. Human Rights Code, including sex, sexual orientation, gender identity or expression, racialization, disability, political belief, religion, marital or family status, age, and/or status as a First Nation, Metis, Inuit, or Indigenous person. Our department is committed to confronting systemic biases, particularly as they affect individuals from Black, Indigenous and People of Colour (BIPOC) communities, and intersect with other forms of discrimination.

All qualified candidates are encouraged to apply; however Canadians and permanent residents will be given priority.

Assistant Professor in Food, Forests and (Bio)Fuels – Ecology (Dpt Forest & Conservation Sciences, Faculty of Forestry

The Faculty of Forestry and the Faculty of Land & Food Systems enthusiastically seek candidates who identify as Black for two jointly-appointed tenure-track Assistant Professors with an expected start date of July 1, 2024. These two positions are the first of three faculty hires forming the black Faculty Cluster in Food, Forests, and (Bio)Fuels. This opportunity forms part of the University wide Black Faculty Cohort Hiring Initiative.There is an urgent global need to address critical questions on how to sustainably and equitably meet future demands for food, manufactured wood products, and energy, while maintaining biodiversity and ecological functions of our global forests and farmlands. The Faculties of Forestry and Land & Food Systems Black Faculty Cohort Hire in Food, Forests and (Bio)Fuels will take an interdisciplinary approach to understanding these complex socio-ecological challenges and the future of bio-based food and fuel systems. Through our existing interdisciplinary research programs, which include scholars in natural and social sciences, our two faculties are uniquely positioned to contribute meaningfully to addressing the role of bioenergy in meeting the UN Sustainable Development Goals (SDGs). In particular, this cohort would further the two faculties’ capacity to address SDGs on Affordable and Clean Energy, Climate Action, Decent Work and Economic Growth, Good Health and Well-Being, Industry, Innovation, and Infrastructure, Life on Land, and Zero Hunger.
The cluster’s interdisciplinary approach will have three pillars focused on ecology, policy, and economics. For the current solicitation, we seek two exceptional candidates for this cluster hire initiative: one in Ecology and one in Policy.

The Ecology position requires a minimum of a PhD or equivalent in any area of ecology, possibly including expertise in agroecology, soil science, microbial ecology and nutrient/carbon cycling, landscape ecology, and biodiversity monitoring across terrestrial, coastal, and freshwater aquatic landscapes.

Consideration may be given to promising applicants who are very near completion of a doctorate degree by the time of the appointment.
Candidates should be creative, innovative scientists, with demonstrated research accomplishments and evidence of commitment to effective teaching. Candidates will be expected to maintain a dynamic externally funded research program, and to take active roles in teaching and the supervision of trainees (undergraduate, graduate, and postdoctoral researchers). Candidates will be jointly appointed between the Faculty of Forestry and the Faculty of Land & Food Systems. For more information on both the Faculty of Forestry and the Faculty of Land & Food Systems, please see the following links: https://forestry.ubc.ca/ ; https://www.landfood.ubc.ca/

Salary
The expected pay range for these positions is $115k-$135k annually.

The Application Process
Pursuant to Section 42 of the BC Human Rights Code, this search will be restricted to qualified Black scholars. We welcome applications from Black scholars who may also identify as Indigenous (First Nation, Métis, Inuit) Peoples, multi-racial persons, persons with disabilities, women, and/or members of 2SLGBTQIA+ communities. Candidates are invited to self-identify through the Applicant Diversity Survey, which takes approximately two minutes to complete. All questions are voluntary, with an option to decline to answer. Applicants who wish to be considered for this initiative must self identify as ‘Black’ to be considered eligible. All information collected by UBC will remain confidential and any reported data will be in aggregate form shared with the Search Committee co-chairs to track intersectional diversity and support an equitable and meritorious search process.

Applications should be submitted through UBC Career Website. Interested applicants must submit all of the following documents:
●   Cover letter
●   Current CV including list of publications;
●   Research statement (2-3 pages single-spaced) describing your work to date and future plans including any research related to food, forests, and (bio)fuels.
●   Statement of teaching interests, approach and philosophy (1-2 pages);
●   UBC aspires to promote inclusive excellence by supporting and recognizing efforts to advance equity, diversity and inclusion as well as decolonization (EDID) through the academic and research ecosystem. Provide a brief (1-2 page) statement describing current and future commitments or interests related to EDID. Your comments may relate to lived/living experience, professional work or practice, academic and research activities, and/or community-engagement.
●   Long-listed candidates will be asked to arrange for 3 letters of reference to be submitted to the search committee.

All qualified applicants are encouraged to apply; however, Canadian citizens and permanent residents will be given priority for the position. To comply with the Government of Canada’s reporting requirements, the University gathers information about applicants’ status as either a permanent resident of Canada or Canadian citizen. Applicants need not identify country of origin or current citizenship; however, all applications must include one of the following statements:
● Yes, I am a citizen or permanent resident of Canada
● No, I am not a citizen or permanent resident of Canada

Deadline for application is January 15, 2024.

Any inquiries, including for support in submitting your application, may be sent to search administrator Patty Renneckar at patty.renneckar@ubc.ca.

Career Interruptions

UBC acknowledges that certain circumstances may cause career interruptions that legitimately affect an applicant’s record of research achievement. We encourage applicants to note in their applications whether they would like consideration given to the impact of any such circumstances due to health, family, or other similar reasons in order to allow for a fair assessment of their research productivity.

Dual Career Inquiries

UBC is committed to supporting candidates within a dual career household. Inquiries about spousal/partner employment may be directed to the Office of the Provost & Vice President Academic at viceprovost.avpaa@ubc.ca.

Commitment to Accessibility and Accommodations

The University is committed to creating and maintaining an accessible work environment for all members of its workforce. Within this hiring process we will make efforts to create an accessible process for all candidates (including but not limited to people with disabilities).

If you have any questions regarding accommodations or accessibility during the recruitment and hiring process or form more information and support, please visit UBC’s Center For Workplace Accessibility website at https://hr.ubc.ca/health-and-wellbeing/working-injury-illness-or-disability/centre-workplace-accessibility or contact the Centre at workplace.accessibility@ubc.ca.

Job applicants requiring accommodation to participate in the hiring process should contact search administrator Patty Renneckar at patty.renneckar@ubc.ca.

About Vancouver
UBC is located in Vancouver, British Columbia, a dynamic growing urban region of approximately 2.5 million on the west coast of Canada. A gateway to the Pacific Rim, Vancouver is recognized for its quality of life and environment, commitment to sustainability, and is consistently ranked as one of the most diverse cities in Canada, and one of the most livable cities in the world. UBC seeks to recruit and retain a workforce that is representative of Vancouver’s diversity, to maintain the excellence of the University, and to offer students richly varied disciplines, perspectives and ways of knowing and learning.

https://ubc.wd10.myworkdayjobs.com/en-US/ubcfacultyjobs/details/Assistant-Professor-in-Food–Forests-and–Bio-Fuels—Ecology_JR15481

Liane Chen

Associate Professor of Teaching

Contact Information

lchen@zoology.ubc.ca

Pam Kalas

Associate Professor of Teaching, Associate Head; Biology Program

Academic History

1998 Licence en Biologie (Université de Genève)
2000 Diplôme de Biologie (Université de Genève)
2008 Ph.D. Genetics (UBC); 2013 B.A. Adult Education (UFV)

Contact Information

kalas@zoology.ubc.ca
Office Phone: 604-822-0911
Office Location: Biology office 1103, biosciences building

Teaching Interest

Whether I am teaching a large first year lecture, a specialized upper-level seminar-style course, in a classroom or in a laboratory, my ultimate goals are to stimulate curiosity and critical thinking, and to help students become independent learners. As a scientist, I aim at adopting teaching practices that have been validated through rigorous evidence-based research. To educate myself about such practices, I regularly participate in science teaching and learning events, discussion groups, as well as education conferences and other off-campus professional development activities. I am always keen on experimenting with new activities and strategies in my classrooms, and I endeavor to assess how effective they are in enhancing students’ learning.
I have participated in the development of concept inventories (CIs) with the Biology Q4B group and been heavily involved in UBC’s Flexible Learning Initiative. My current interests include incorporating Community-Based Experiential Learning and authentic research projects in my classes, investigating various aspects of students’ perceptions of their own learning, and identifying misconceptions in student thinking. In strict collaboration with Dr. James Berger I have also been reorganizing and partly redeveloping the biology curriculum and student assessment format in the Science One program.

Selected Publications

Leander, C. A., P. Kalas 2017. One whale or two or…? The speciation of orca whales. National Centre for Case Study Teaching in Science https://www.nsta.org/ncss-case-study/one-whale-or-two-or

Kalas, P 2016. Genetics and a transcontinental romance: An interrupted case study. National Centre for Case Study Teaching in Science https://www.nsta.org/ncss-case-study/genetics-and-transcontinental-romance

Kalas, P., S.S. McLellan 2014. ‘Evidence for learning’ as expressed by undergraduate biology students in learning journals. Alberta Journal of Educational Research60(2): 420-423

Kalas, P., A. O’Neill, C. Pollock, G. Birol 2013. Development of a Meiosis Concept Inventory. CBE-Life Science Education 12(4): 655-664

Santokh Singh

Professor of Teaching

Academic History

M.Sc. in Botany, Punjab Agricultural University, Ludhiana, India (1981)
Ph.D. in Plant Cell Biology, Australian National University (1988)
Postdoctoral Fellow, University of Saskatchewan (1989-92)

Contact Information

santokh.singh@botany.ubc.ca
Office Phone: 604-822-3330
Office Location: 2126 Bioscience Building
Lab Location: 2015 Bioscience Building

Teaching Interests

My teaching philosophy centers on an active learning approach as I engage my students in critical thinking, problem-solving, scientific communication and experiential learning. These learning outcomes appear to be fundamental to transformative education. I believe that an effective teacher provides a catalyst for students’ learning by being passionate and enthusiastic for teaching and learning. I strive to stimulate my students’ intellectual growth and higher learning by focusing on student-centered and research-based teaching and learning methods. I have introduced new methods and tools for student assessment. For example, I have developed and introduced a student assessment method using short presentations based on Three Minute Thesis (3MT®).

My research interests include: the physiology and biochemistry of cytokinin and abscisic acid; nitrogen recycling in phenylpropanoid metabolism; and developmental and environmental regulation of photosynthesis and transpiration. I am of the view that an effective laboratory is investigative and requires students to actively develop their own hypothesis and research questions. This approach focuses on promoting the process of experiential learning with an emphasis on students working as scientists in the laboratory.

Courses Taught/Teaching

BIOL 111 Introduction to Modern Biology.
BIOL 200 Cell Biology I
BIOL 201 Cell Biology II Introduction to Biochemistry
BIOL 260 Fundamentals of Physiology
BIOL 351/APBI 351/FRST 311 Plant Physiology I
BIOL 352 Plant Physiology II: Plant Development
BIOL 490A Student Directed Seminar
BIOL 448 Directed Studies in Biology

Vivienne Lam

Lecturer

Academic History

B. Sc, B. Ed, and Ph.D in Botany from University of British Columbia

Contact Information

vivienne.lam@botany.ubc.ca

Teaching Interests

My teaching philosophy is based on providing a welcoming environment for scientific learning and inquiry for students from diverse backgrounds. As I strongly believe in student-driven learning, I use a variety of active learning strategies and discussion-based approaches to encourage students to learn and to help each other develop critical thinking and effective science communication skills. I believe that my role as an instructor is to facilitate learning through understanding, rather than rote memorization: I like to use ‘real life’ examples (from news articles, or social/internet-based media) to convey concepts taught in the classroom and to illustrate how they apply to us in everyday life.

Courses Taught/Teaching

BIOL 112 (Biology of the Cell)
BIOL 121 (Genetics, Evolution and Ecology)
BIOL 200 (Fundamentals of Cell Biology)
BIOL 260 (Fundamentals of Physiology)
BIOL 340 (Introductory Cell Biology Laboratory)

Selected Publications

Teaching Assistants Thrive in a Collaborative Team: A TA Development Case study. A Cassidy, J Dee, VKY Lam, A Welsh, J Fox. Transformative Dialogues: Teaching & Learning Journal 7 (2)

A New Self-Assessment Teaching Assistant Survey for Growth and Development. K Mewis, J Dee, V Lam, S Obradovich, A Cassidy. Teaching & Learning Inquiry 6 (1), 79-90

Amy Angert

Professor
CRC Tier2

Academic History

B.A. (1998) Washington University in St. Louis
Ph.D. (2005) Michigan State University
Postdoctoral researcher (2005-2007) University of Arizona

Contact Information

amy.angert@botany.ubc.ca
Office Phone: 604-827-3892
Office Location: Ponderosa Annex – Room 209

Lab Website:

https://angert.github.io/people.html

Research Interests

My lab group works at the interface of ecology and evolutionary biology. Much of our research focuses on the evolutionary ecology of species’ geographic distributions, asking what limits adaptation at the edges of species’ ranges, why closely related species vary by orders of magnitude in range size, and how ranges are likely to shift in response to climatic changes. Another line of inquiry focuses on population and community dynamics and mechanisms of species coexistence. These different projects are united by a focus on mechanisms of, and constraints on, niche evolution, and the consequences of divergence in niche properties for patterns of distribution and abundance. We combine experimental manipulations in the field and in the lab and observations of natural populations with tools from quantitative genetics and physiological ecology. Much of our research is on species within the genus Mimulus (“monkeyflowers”) because of their ecological diversity, history of study, genomic resources, and ease of propagation.

Team Memebers

Daniel Anstett – postdoctoral fellow
Haley Branch – graduate student
Katie Goodwin – graduate student
Mackenzie Urquhart-Cronish – graduate student
Takuji Usui – graduate student

Selected Publications

63. Bontrager M, CD Muir, T Usui, JA Lee-Yaw, H Branch, D Anstett, A Hargreaves, and AL Angert. 2021. Expansion dynamics and marginal climates drive adaptation across geographic ranges. Evolution, in press. Posted on bioRxiv: https://doi.org/10.1101/2020.08.22.262915.

62. Srivastava DS, L Coristine, AL Angert, M Bontrager, SL Amundrud, J Williams, ACY Yeung, DR de Zwaan, PL Thompson, SN Aitken, JM Sunday, MI O’Connor, J Whitton, NEM Brown, CD MacLeod, LW Parfrey, JR Bernhardt, J Carillo, CDG Harley, PT Martone, BG Freeman, M Tseng, and SD Donner. Wildcards in climate change biology. Ecological Monographs, in press.

60. Germain R, SP Hart, MM Turcotte, SP Otto, J Sakarchi, J Rolland, T Usui, AL Angert, D Schluter, R Bassar, M Waters, F Henao- Diaz, and AM Siepielski. 2021. On the origin of coexisting species. Trends in Ecology and Evolution 36: 284-293.

59. Anstett D, H Branch, and AL Angert. 2021. Regional differences in rapid evolution during severe drought. Evolution Letters 5:130-142.

57. Miller TEX, AL Angert, CD Brown, JA Lee-Yaw, M Lewis, F Lutscher, N Marculis, BA Melbourne, AK Shaw, M Szűucs, O Tabares, T Usui, C Weiss-Lehman, and JL Williams. 2020. The eco-evolutionary dynamics of range expansion. Ecology 101: e03139.

56. Urban M, SY Strauss, F Pelletier, EP Palkovacs, MA Leibold, AP Hendry, L De Meester, SM Carlson, AL Angert, and ST Giery. 2020. Evolutionary origins for ecological patterns in space. Proceedings of the National Academy of Sciences 117: 17482-17490.

Kaitlyn Gaynor

Assistant Professor

Academic History

B.A. Columbia University;
Ph.D. University of California – Berkeley;
Postdoctoral fellow, NCEAS

My Links

https://gaynorlab.weebly.com

Contact Information

gaynor@zoology.ubc.ca
Office: Ponderosa Annex – Room 203

Alex Moore

Assistant Professor

My Links

Moore Inclusive Conservation Lab

Contact Information

alex.moore@ubc.ca
Office: Forest Sciences Centre 4605

Assistant Professor in Food, Forests and (Bio)Fuels – Policy (Dpt Forest & Conservation Sciences, Faculty of Forestry)

There is an urgent global need to address critical questions on how to sustainably and equitably meet future demands for food, manufactured wood products, and energy, while maintaining biodiversity and ecological functions of our global forests and farmlands. The Faculties of Forestry and Land & Food Systems Black Faculty Cohort Hire in Food, Forests and (Bio)Fuels will take an interdisciplinary approach to understanding these complex socio-ecological challenges and the future of bio-based food and fuel systems. Through our existing interdisciplinary research programs, which include scholars in natural and social sciences, our two faculties are uniquely positioned to contribute meaningfully to addressing the role of bioenergy in meeting the UN Sustainable Development Goals (SDGs). In particular, this cohort would further the two faculties’ capacity to address SDGs on Affordable and Clean Energy, Climate Action, Decent Work and Economic Growth, Good Health and Well-Being, Industry, Innovation, and Infrastructure, Life on Land, and Zero Hunger.

The cluster’s interdisciplinary approach will have three pillars focused on ecology, policy, and economics.

For the current solicitation, we seek two exceptional candidates for this cluster hire initiative: one in Ecology and one in Policy.

The Policy position requires a minimum of a PhD or equivalent in the areas of bioenergy, possibly including expertise in energy policy and governance, energy or land-use modeling, social impacts of energy, systems analysis, and energy transitions.

Consideration may be given to promising applicants who are very near completion of a doctorate degree by the time of the appointment.

Candidates should be creative, innovative scientists, with demonstrated research accomplishments and evidence of commitment to effective teaching. Candidates will be expected to maintain a dynamic externally funded research program, and to take active roles in teaching and the supervision of trainees (undergraduate, graduate, and postdoctoral researchers). Candidates will be jointly appointed between the Faculty of Forestry and the Faculty of Land & Food Systems. For more information on both the Faculty of Forestry and the Faculty of Land & Food Systems, please see the following links: https://forestry.ubc.ca/ ; https://www.landfood.ubc.ca/

Salary

The expected pay range for these positions is $115k-$135k annually.

The Application Process

Pursuant to Section 42 of the BC Human Rights Code, this search will be restricted to qualified Black scholars. We welcome applications from Black scholars who may also identify as Indigenous (First Nation, Métis, Inuit) Peoples, multi-racial persons, persons with disabilities, women, and/or members of 2SLGBTQIA+ communities. Candidates are invited to self-identify through the Applicant Diversity Survey, which takes approximately two minutes to complete. All questions are voluntary, with an option to decline to answer. Applicants who wish to be considered for this initiative must self identify as ‘Black’ to be considered eligible. All information collected by UBC will remain confidential and any reported data will be in aggregate form shared with the Search Committee co-chairs to track intersectional diversity and support an equitable and meritorious search process.

Applications should be submitted through the UBC Career Website. Interested applicants must submit all of the following documents:

Cover letter
Current CV including list of publications;
Research statement (2-3 pages single-spaced) describing your work to date and future plans including any research related to food, forests, and (bio)fuels.
Statement of teaching interests, approach and philosophy (1-2 pages);
UBC aspires to promote inclusive excellence by supporting and recognizing efforts to advance equity, diversity and inclusion as well as decolonization (EDID) through the academic and research ecosystem. Provide a brief (1-2 page) statement describing current and future commitments or interests related to EDID. Your comments may relate to lived/living experience, professional work or practice, academic and research activities, and/or community-engagement.
Long-listed candidates will be asked to arrange for 3 letters of reference to be submitted to the search committee.

Yes, I am a citizen or permanent resident of Canada
No, I am not a citizen or permanent resident of Canada

Deadline for application is January 15, 2024.

Any inquiries, including for support in submitting your application, may be sent to search administrator Patty Renneckar at patty.renneckar@ubc.ca.

Career Interruptions

Dual Career Inquiries

Commitment to Accessibility and Accommodations

If you have any questions regarding accommodations or accessibility during the recruitment and hiring process or form more information and support, please visit UBC’s Center For Workplace Accessibility website at https://hr.ubc.ca/health-and-wellbeing/working-injury-illness-or-disability/centre-workplace-accessibility or contact the Centre at workplace.accessibility@ubc.ca.

Job applicants requiring accommodation to participate in the hiring process should contact search administrator Patty Renneckar at patty.renneckar@ubc.ca.

About Vancouver

UBC is located in Vancouver, British Columbia, a dynamic growing urban region of approximately 2.5 million on the west coast of Canada. A gateway to the Pacific Rim, Vancouver is recognized for its quality of life and environment, commitment to sustainability, and is consistently ranked as one of the most diverse cities in Canada, and one of the most livable cities in the world. UBC seeks to recruit and retain a workforce that is representative of Vancouver’s diversity, to maintain the excellence of the University, and to offer students richly varied disciplines, perspectives and ways of knowing and learning.

https://ubc.wd10.myworkdayjobs.com/en-US/ubcfacultyjobs/job/Assistant-Professor-in-Food–Forests-and–Bio-Fuels—Policy_JR15484-1

HOW TO FORAGE FOR MUSHROOMS – SAFELY AND LEGALLY – THIS FALL

It’s prime sprouting time in British Columbia for many a species of fungi, so aspiring mushroom hunters may be wondering just how to go about picking a patch of porcini.

Dr. Mary Berbee, professor in the UBC department of botany, discusses how to safely and legally forage for mushrooms around the city this fall.

More information in UBC News: https://news.ubc.ca/2023/10/19/how-to-forage-for-mushrooms-safely-and-legally-in-british-columbia/

Marco Todesco

Assistant Professor

Academic History

M.Sc. University of Padova, Italy (2005)
Ph.D. Eberhard Karls Universität Tübingen and Max Planck Institute for Developmental Biology, Germany (2009)
Postdoctoral Fellow, Max Planck Institute for Developmental Biology, Germany (2010-2012)
Human Frontier Science Program Postdoctoral Fellow, University of British Columbia (2013-2017)
Research Associate, University of British Columbia (2018-2022)

Contact Information

mtodesco@msl.ubc.ca
Office: Room 319, MSL Building
Lab: Room 385, MSL Building

My Links

Lab website https://todescolab.msl.ubc.ca/

Research Interests

Plants have developed an incredible variety of strategies to survive to the different challenges they encounter in nature – harsh climates, lack of nutrients, herbivores, etc. The goal of our research is to obtain a comprehensive understanding of this adaptive diversity: how it mediates the interactions between plants and their environment, what are the genes and genetic variants controlling it, and how it can contribute to producing crops that are more sustainable, more resilient, and more productive. We do this by using a combination of genomics, quantitative genetics, molecular biology, developmental and evolutionary biology, ecology and field experiments, working mostly on sunflower and its wild relatives, and on cannabis diversity.

Selected Publications

Todesco M., Bercovich N., Kim A, Imerovski, I., Owens G.L., Dorado-Ruiz O., Holalu S.V., Madilao L.L., Jahani M., Légaré J.-S., Blackman B.K., Rieseberg L.H. (2022) Genetic basis and dual adaptive role of floral pigmentation in sunflowers. eLife, 11, e72072, doi:10.7554/eLife.72072.

Huang K., Jahani M., Gouzy J,. Legendre A., Carrere S., Lázaro-Guevara J.m., Gonzáles Segovia E.G., Todesco M., Mayjonade B, Rodde N., Cauet S., Dufau I., Staton S.E., Pouilly N., Boniface M., Tapy C., Mangin B., Duhnen A. Gautier V., Poncet C., Donnadieu C., Hübner S., Burke J.M., Vautrin S., Bellec A., Owens G.L., Langlade N, Muños S., Rieseberg L.H. (2022). The genomics of linkage drag in sunflower. PNAS, accepted for publication.

Owens G.L., Todesco M., Bercovich N., Légaré J.-S., Mitchell N., Whitney K.D., Rieseberg L.H. (2021) Standing variation rather than recent adaptive introgression likely underlies differentiation of the texanus subspecies of Helianthus annuus. Molecular Ecology, 10.1111/mec.16008.

Todesco M.*, Owens G.L.*, Bercovich N.*, Légaré J.-S., Soudi S., Burge D.O., Huang K., Ostevik, K.L., Drummond, E.B.M., Imerovski, I., Lande K., Pascual-Robles M.A., Nanavati M., Jahani M., Cheung W., Staton S.E., Muños S., Nielsen R., Donovan L.A., Burke J.M., Yeaman S., Rieseberg L.H. (2020) Massive haplotypes underlie ecotypic differentiation in sunflowers. Nature, 584(7822), 602-607.

Hubner S., Bercovich N., Todesco M., Mandel J.R., Odenheiner J., Ziegler E., Lee J.S., Baute G.J., Owens G.L., Grassa C.J., Ebert D.P., Ostevik K.L., Moyers B., Yakimowski S., Masalia R.R., Calic I., Bowers J.E., Kane N.C., Swanevelder D.Z.H., Kubach T., Muños S., Langdale N.B., Burke J.M., Rieseberg L.H. (2019). Sunflower pan-genome analysis shows that hybridization altered gene content and disease resistance. Nature Plants, 5(1):54-62.

Todesco, M., Pascual, M.A., Owens, G.L., Ostevik, K.L., Moyers, B.T., Hübner S., Heredia, S.M., Hahn, M.A., Casey, C., Bock, D.G., Rieseberg, L.H. (2016) Hybridization and extinction. Evolutionary Applications, 9(7):892-908.

Todesco M., Kim S.T., Chae E., Bomblies K., Zaidem M., Smith L.M., Weigel D., Laitinen R.A.E. (2014) Activation of the Arabidopsis thaliana immune system by combinations of common ACD6 alleles. PLoS Genetics, 10(7), e1004459.

Todesco M., Balsubramanian S., Cao J., Ott F., Sureshkumar S. Schneeberger K., Meyer R.C., Altmann T., Weigel D. (2012) Natural variation in biogenesis of individual A. thaliana microRNA. Current Biology, 22(2), 166-170.

Todesco M.*, Balasubramanian S.*, Hu T.T., Traw M.B., Horton M., Epple P., Kuhns C., Sureshkumar S., Schwartz C., Lanz C., Laitinen R.A.E., Huang Y., Chory J., Lipka V., Borevitz J.O., Dangl J.L., Bergelson J., Nordborg M., Weigel D. (2010) Natural allelic variation underlying a major fitness trade-off in Arabidopsis thaliana. Nature, 465(7298), 632-636.

Rachel Wilson

Lecturer

Academic History

B.Sc. in Biology from Queen’s University
M.Sc. in Botany from University of British Columbia

Contact Information

rwilson@biodiversity.ubc.ca

Teching Interests

As an ecology instructor and lab coordinator, I endeavour to inspire interest and excitement about the natural world. Ecology is a complex discipline that encapsulates numerous processes occurring at a variety of scales. This makes for a diverse learning experience, but also provides unique challenges for undergraduate students to navigate. Accordingly, I cultivate an upbeat and open-minded environment in the classroom, where learning can happen collaboratively. I also emphasize the importance of building critical thinking and analytical skills, within and beyond the classroom.

Courses Taught/Teaching

BIOL 230 (Fundamentals of Ecology) & BIOL 306 (Advanced Ecology)
GEOB 407 (Vegetation Dynamics: Disturbance, Climate and Human Impacts)

Keith Adams

Professor

Academic History

B.A. (1994) Biology, Earlham College
M.S. (1996) Zoology, Miami University (Ohio)
Ph.D. (2001) Cell, Molecular and Developmental Biology, Indiana University
Postdoctoral Fellow (2001-2004) Iowa State University, lab of Jonathan Wendel, Jane Coffin Childs Fellow

My Links

X (formerly Twitter): @KeithLAdams
Mastodon: @KeithLAdams@ecoevo.social

Contact Information

keith.adams@ubc.ca

Research Interest

My research interests intersect among molecular genetics, genomics, and molecular evolution. My lab’s research is in the areas of genome evolution, molecular evolution, and gene expression – transcriptomics. We study how gene expression patterns, regulation, alternative splicing, and functions evolve. We focus on genes duplicated by whole genome duplication (polyploidy) and other duplication mechanisms at different evolutionary time scales. We use molecular techniques and bioinformatics analyses of large sequence and expression data sets (RNA-seq – Illumina and PacBio) to test hypotheses and answer questions.

Some of the major questions that we study include:

– How do duplicated genes change in expression patterns and alternative splicing patterns?

– How do duplicated genes change in functions and in subcellular localizations?

– How does gene expression and alternative splicing change upon allopolyploidy, as well as over evolutionary time in a polyploid plant?

– How does duplicate gene expression vary by organ/tissue type and developmental stage and what impacts does that have on gene retention and function?

– How is duplicate gene expression and alternative splicing affected by abiotic (environmental) stress and biotic (pathogen) stress conditions?

– How extensive are copy number variants (CNVs) in plant genomes and what are their effects on gene expression?

To answer those questions we have been studying polyploid Brassica napus (canola) along with its diploid progenitors B. rapa and B. oleracea. We use Arabidopsis thaliana and other flowering plants for questions about the longer-term fates of duplicated genes. We use Populus trichocarpa (cottonwood) for questions about copy number variants and introgression. In addition, we have studied alternative splicing in Cannabis sativa RNA-seq data sets. New directions for the lab include studies of nuclear architecture (TADs – topologically associating domains; A and B compartments), as well as experimental studies of polyploids using two species of duckweed as experimental systems.

Selected Publications

De Jong G and Adams KL. 2023. Subgenome-dominant expression and alternative splicing in response to Sclerotinia infection in polyploid Brassica napus and progenitors. Plant Journal,114:142-158. https://doi.org/10.1111/tpj.16127

Severson TF and Adams KL. 2022. Transcriptome-wide characterization of alternative splicing in five drug-type cultivars of Cannabis sativa. Botany: https://doi.org/10.1139/cjb-2022-0099

Cardoso-Silva CB, Aono AH, Mancini MC, Sforça DA, da Silva CC, Pinto LR, Adams KL, de Souza AP. 2022. Taxonomically Restricted Genes are Associated with Responses to Biotic and Abiotic Stresses in Sugarcane (Saccharum spp.). Frontiers in Plant Science, 13: 923069.

Šola K., Dean GH, Li Y, Lohmann J, Movahedan M, Gilchrist EJ, Adams KL, Haughn GW. 2021. Expression Patterns and Functional Characterisation of Arabidopsis GALACTOSE OXIDASE-LIKE (GOXL) Genes Suggest Specialised Roles for Galactose Oxidases in Plants. Plant and Cell Physiology 62: 1927-1943.

Lee J.S. and Adams KL. 2020. Global insights into duplicated gene expression and alternative splicing in polyploid Brassica napus under heat, cold, and drought stress. Plant Genome 13: e20057.

Nitta Y., Qiu Y, Yaghmaiean H, Zhang Q, Huang J., Adams KL, and Zhang Y. 2020. MEKK2 inhibits activation of MAP kinases in Arabidopsis. Plant Journal 103: 705-714.

Qiu Y, Tay YV, Ruan Y and Adams KL. 2020. Divergence of duplicated genes by repeated partitioning of splice forms and subcellular localization. New Phytologist 225: 1011-1022.

Yu K, Feng M, Yang G, Sun L, Qin Z, Cao J, Wen J, Li H, Zhou Y, Chen X, Huiru P, Yao Y, Hu Z, Guo W, Sun Q, Ni Z, Adams KL, and Xin M. 2020. Changes in Alternative Splicing in Response to Polyploidization and Domestication in Wheat. Plant Physiology 184: 1955-1968.

Qiu Y, Liu S-L, and Adams KL. 2017. Concerted divergence after gene duplication in polycomb repressive complexes. Plant Physiology, 174: 1192-1204.

Arsovski AA, Pradinuk J, Guo X, Wang S, Adams KL. 2015. Evolution of cis-regulatory elements and regulatory networks in duplicated genes of Arabidopsis. Plant Physiology169: 2982-2991.

Wang S and Adams KL. 2015. Duplicate gene divergence by changes in microRNA binding sites in Arabidopsis andBrassica. Genome Biology and Evolution, 7: 646–655.

Tack DC, Pitchers WR, and Adams KL. 2014. Transcriptome analysis indicates considerable divergence in alternative splicing between duplicated genes in Arabidopsis thaliana. Genetics 198:1473-1481.

Liu S-L, Pan A, and Adams KL. 2014. Protein subcellular relocalization of duplicated genes in Arabidopsis. Genome Biology and Evolution 6: 2501-2515.

Qiu Y, Filipenko S, Darracq A, and Adams KL. 2014. Expression of a transferred nuclear gene in a mitochondrial genome. Current Plant Biology 1: 68-72.

Chalhoub B, Denoeud F … Adams KL (author #72 out of 82). 2014. Early allopolyploid evolution in the post-Neolithic Brassica napus oilseed genome. Science 345: 950-953. Leader of a working group.

Qiu Y, Liu S-L, and Adams KL. 2014. Frequent changes in expression patterns and accelerated sequence evolution of duplicated imprinted genes in Arabidopsis. Genome Biology and Evolution, 6:1830–1842.

Adams KL. 2013. Genomic clues to the ancestral flowering plant. Science 342: 1456-1457

Darracq A, and Adams KL. 2013. Features of evolutionarily conserved alternative splicing events between Brassica and Arabidopsis. New Phytologist 199: 252-263.

De Smet R, Adams KL, Vandepoele K, Van Montagu, MCE, Maere S, and Van de Peer Y. 2013. Convergent gene loss following gene and genome duplications creates single-copy families in flowering plants. PNAS 110: 2898-2903.

Bell G, Kane N, Rieseberg LH, and Adams KL. 2013. RNA-Seq analysis of allele-specific expression, hybrid effects, and regulatory divergence in hybrids compared with their parents from natural populations. Genome Biology and Evolution 5:1309-1323.

Adams KL and Wendel JF. 2013. Dynamics of Duplicated Gene Expression in Polyploid Cotton. In Polyploid and Hybrid Genomics (Z. J. Chen and J. A. Birchler, Eds). John Wiley & Sons, Inc., pp. 187-194.

Lai Z, Kane N, et al. 2012. Genomics of Compositae weeds: EST libraries, microarrays, and evidence of introgression. American Journal of Botany, 99: 209-218.

Zhou R, Moshgabadi N, and Adams KL. 2011. Extensive changes to alternative splicing patterns following allopolyploidy in natural and resynthesized polyploids. PNAS, 108: 16122-16127.

Liu S-L, Baute G, and Adams KL. 2011. Organ and cell type-specific complementary expression patterns and regulatory neofunctionalization between duplicated genes in Arabidopsis thaliana. Genome Biology and Evolution 3: 1419-1436.

Dong S, and Adams KL. 2011. Differential contributions to the transcriptome of duplicated genes in response to abiotic stresses in natural and synthetic polyploids. New Phytologist, 190: 1045–1057.

Liu S-L, and Adams KL. 2010. Dramatic change in function and expression pattern of a gene duplicated by polyploidy created a paternal effect gene in the Brassicaceae. Molecular Biology and Evolution, 27: 2817–2828.

Scascitelli M, Cognet M, and Adams KL. 2010. An interspecific plant hybrid shows novel changes in parental alternative splice forms of genes for splicing factors. Genetics, 184: 975-983. Featured in Issue Highlights at the time of publication.

Zhang PG, Huang S, Pin A-L, and Adams KL. 2010. Extensive divergence in alternative splicing patterns after gene and genome duplication during the evolutionary history of Arabidopsis. Molecular Biology and Evolution, 27: 1686-1697.

Additional papers that I published since 1998 can be found by doing a PubMed search at http://www.ncbi.nlm.nih.gov/sites/entrez