Dr. Tosha RUTH Kelly
TEACHING APPOINTMENTS
Instructor:
Conservation Biology (BIOL 3442F), Western University, Fall 2018.
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Teaching Assistant Positions:
Wildlife Ecology and Management (BIOL 3446), Winter 2018 & 2016.
Conservation Biology (BIOL 3442), Fall 2017, 2016 & 2015 (half TAship).
Biology for Science II (BIOL 1002), Winter 2017, 2015, 2014 & 2013.
Scientific Methods in Biology (BIOL 2290), Fall 2016 & 2015 (half TAship).
Biology for Science I (BIOL 1001), Fall 2014 & 2013.
Statistics for Science (BIOL 2442), Fall 2012.
GUEST LECTURES
7) "Avian Migration: adaptations, feats, and disease”, Louisiana State University’s Animal Migration (OCS 4001), Baton Rouge, Louisiana, USA, March 2021.
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6) "The HPA axis as a mediator of host-pathogen dynamics”, Duquesne University’s Advanced Topics: Stress Physiology (BIOL 646), Pittsburgh, Pennsylvania, March 2021. [Guest Lecture followed by Q & A; virtual]
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5) "Exposure to malaria, not necessarily infection itself, can affect migratory traits of songbirds: evidence from captive and field-based experiments”, Fresno City College (BIOL 181), Fresno, California, March 2020. [‘Meet an Ecoimmunologist’ Guest Lecture & Q&A; virtual]
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4) "Avian Migration: adaptations, feats, and disease”, Louisiana State University’s Animal Migration (OCS 4001), Baton Rouge, Louisiana, USA, October 2019.
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3) "Life on the move: migration as a behavioural adaptation”, Western University’s Animal Behaviour (BIOL3436), London, Ontario, Canada, October 2017.
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2) "Life on the move: migration as a behavioural adaptation”, Western University’s Animal Behaviour (BIOL3436), London, Ontario, Canada, December 2016.
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1) "Life on the move: migration as a behavioural adaptation”, Western University’s Animal Behaviour (BIOL3436), London, Ontario, Canada, December 2015.
TEACHING PHILOSOPHY
As an instructor, I remain conscious of what inspired my pursuit of knowledge and independent thinking. I foster enthusiasm in the classroom; I use a variety of methods to evaluate students; and I provide students with opportunities to learn from their mistakes.
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I maintain enthusiasm for what I am teaching at all times - in fact, I cannot help it. If I am not excited to be teaching, then how can I expect my students to be excited to learn? Enthusiasm is seducing in the classroom and allows students to stay focused and make connections. In the technological age, we face constant distraction in the classroom (internet, cellphones), so it is increasingly important to engage students to maintain their focus.
I use a variety of techniques in the classroom: lectures, videos, discussions, and student-lead presentations. I recognize that every student has strengths and weaknesses when it comes to learning (as do I!) and, by using a multitude of different mediums to communicate information, I hope to avoid biasing student grades based on the teaching style I use. Further, I use a variety of methods to evaluate students on course material including written tests, written assignments, oral presentations, and participation in discussion.
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Miss Frizzle said it best: "take chances, make mistakes, and get messy". I implement multiple stages to course projects so students have the opportunity to receive feedback on how to develop their critical thinking skills before final grading. I believe this encourages creative, out-of-the-box thinking in the classroom. Too often I find courses rely upon memorization and regurgitation that stifle curiosity, creativity, and imagination in science. Indeed, the limits of science can only be pushed by the active pursuit of novel ideas.